WELCOME…Welcome to the Pastoral Leadership Supervisor’s role for 2016. We are so excited that you can be part of the Carey team, committed to training the next generation of Pastoral Leaders. Supervision carries with it an incredible privilege and responsibility. Carey is wanting to partner with dedicated and passionate Ministry Practitioners that care about the future of the church and her leadership. It is the dedication and skill of the Supervisor that helps translate a local church into a vital training incubator where future Pastors will begin to develop their calling. Studies show that the Student/Supervisor relationship is a crucial factor in the success of this contextualised learning experience.

Throughout their ministry preparation our Student Pastors are placed in various congregations where they are engaged in a variety of concrete ministry experiences. These become opportunities for skill development as well as ministry and mission leadership reflection. Your regular commitment to make time for your student will enable them to reflect on their recent ministry experiences and will help them to process their theological, spiritual, emotional and practical growth as a Pastoral Leader. This opens up wonderful opportunities for the Holy Spirit to shape and form your student for future ministry. At Carey we want to increase our committment to your success in this vital ministry. As we embark on this partnership, our Ministry Training Department will look for opportunities to support, learn and grow with you for the sake of the student and future Kingdom ministry. Throughout the duration of the Carey experience our students will be able to observe various churches and leadership models being demonstrated. You are now to become one of the modelers and mentors as you assist your student in developing their own unique pastoral, missionary, and leadership identity. As you offer direction, encouragement, support, counsel, and model a variety of ministry responsibilities, you will contribute to the development of an authentic, personalized ministry in a future Pastor. As you assign ministry responsibilities appropriate to their growing leadership levels you will observe your student’s competency develop and mature.

THANK YOU…for being willing to serve and train in this way.

If you have any suggestions or questions along the way, please feel free to contact us any time. We are here to work alongside you to bring out the best in our trainee Pastor in order that… “to Him be glory in the church and in Christ Jesus throughout all generations, for ever and ever! Amen.:

Jonny Weir Sam Kilpatrick Jo Robertson

Director of Ministry Training 09 526 7954021 245 2775jonny.weir @carey.ac.nz

Youth Pastoral Leadership09 526 0348021 488 955 sam.kilpatrick@carey.ac.nz

Ministry Training Programme Coordinator09 526 034jo.robertson@carey,ac.nz

Introduction

Carey’s training recognises that genuine Pastoral Leadership formation requires multi-dimensional learning. Our goal is the development of leaders who can theologically integrate the Gospel into contemporary ministry contexts in ways that shape faithful witnessing Christian communities.

Carey seeks to partner with Churches to provide our Pastoral Leadership students the best preparation to enter into Pastoral ministry. An immersive ministry training initiative will blend spiritual formation and ministry competencies through a mentored/supervised apprenticeship.

The overall experience of the Pastoral Leadership student is a combination of integrated elements that provide an intentional training programme. Biblical & Theological learning, Spiritual Formation and Ministry Competencies are all explored, both on campus and in the context of a real life ministry. Throughout the student’s formation is individually designed and personally supervised.

At Carey we are committed to providing pastoral leadership training of the highest quality.

Our objective is to produce leaders with the knowledge, skill, character and passion. Leaders who will love, feed and lead the people of God in a way that advances God’s mission in the world.

For Carey’s Pastoral Leadership Students their Church placement is a vital

component in developing their theological learning, skills and personal/professional formation. Vital to this formation is the student’s ability to integrate their theological learning with their ministry and life and to continue to nurture their own faith journey.

Pastoral Leadership students need the opportunity to experience a range of pastoral ministry functions in order to grow their faith, to understand their self-identity and leadership style, and to develop their own integrated Applied Theology of Ministry.

Regular reflection sessions with their Supervisor are designed to focus student’s participation in the life of church in ways that stimulate such formation. These are as important in the formation as the learning gained through the classroom, formation cohorts and assignments. Because of this, the relationship with the Supervisor is perhaps the most important relationship to be developed for giving shape to the internship and learning some of the skills of ministry.

PurposesThe overall purpose of the placement is Pastoral Leadership formation in the context of Church Ministry. Formation involves the integration of KNOWING, DOING, BEING and FEELING.

This formational training will be seeking growth in the following areas:

Self-Awareness:Effective Pastoral Leaders know their areas of strength and weakness well, so they may authentically serve others with integrity. Placement churches and supervisors help students recognize talents and gifts for leadership and service, and accept and address deficiencies that may impede effective ministry. Goal setting and evaluation in the placement encourages students to engage in intentional growth toward strong self-awareness as individuals and members of a team.

Relational Development:Effective Pastoral Leaders serve with individuals and groups so as to lead toward a common goal. Their Pastoral Leadership is to result in the forming and shaping of Christian community that will witnesses to the Gospel of Jesus Christ. Our rapidly changing global contexts demands that our students learn approaches that enables them to relate to a wide variety of others with sensitivity, integrity, and understanding, in and beyond the church.

Growth in Skills:Competent Pastoral Leaders know how to teach, interpret, and communicate the Christian faith and tradition to people of all ages. They learn techniques of caring that enhance healing and reduce the potential of harming others. They discover how to plan, use conflict, shepherd precious resources, and organize groups and communities. During Church Placement, many skills may be practiced with the benefit of supervision.

Clarity of Calling:While every Christian has a call to discipleship with a resultant ministry by virtue of his/her baptism, Pastoral Leadership stunts are seeking to discern and clarity a specific calling to the vocation of leading the local church in ministry and mission. Church Placements expose students to different facets of ministry to determine which, if any, are suited for them.

Integration:Competent Pastoral Leaders combine theory and practice, concepts and skills, ideas and relationships, critical reflection and action. As a student works with those experienced in ministry, their capacity for wisdom increases as study and reflection lead to competence and clarity of thought. Church Placement offers our students opportunities to apply learning gained from biblical studies; systematic, historical, and practical theology; and the practical disciplines to the work of ministry, in order to see how they relate to and inform one another.

To achieve this, it is expected that each student will meet with their supervisor every fortnight. These meetings are for the purpose of the student’s training

and personal development, not the running of the church’s ministry. The student is required to keep a brief log of these meetings (see supervision log template APPENDIX 2).

Supervision for Pastoral Leadership StudentsCritical to this process is the role of the Student’s Supervisor.

Supervisor Qualities:Carey seeks supervisors who are genuinely interested in the educational process and the role of supervision in the training of students for Pastoral Leadership roles in churches.

A good supervisor shares knowledge and expertise so that the student may discern his or her own gifts and limitations for ministry. The supervisor should understand the dynamics of leadership in both church and public settings, and be willing to appropriately share leadership with the student. The supervisor should know his or her ministry context well enough to candidly discuss the historical, missional and current relational dynamics.

In terms of personal qualities, the supervisor should be secure with his or her own identity and know how he or she relates to others. The supervisor should be a mature, nurturing person who is committed to maintaining his or her own personal growth and development. The supervisor should be enthusiastic about his or her work and be able to model responsible self-care. He or she needs to work collegially.

The supervisor should be familiar with resources for pastoral supervision and leadership development, and have a working knowledge of how adults learn. The supervisor should understand the purpose of and the processes used in assessing the student’s learning, and be sensitive to the ways in which the student’s theological educational process may differ from his or her own.

The characteristics looked for in a Supervisor include: An openness to learn as well as teach A growing ability to reflect theologically on ministry experiences Time management, energy and communication skills A desire to empower the gifts and passions of others

Guidelines:Supervision is a safe, confidential relationship, which provides a regular space for the student to reflect on their ministry experiences. The following guidelines may be kept in mind in seeking to develop a positive learning space for the student: The purpose of a student’s placement is to facilitate learning from

supervised experience and reflection. The needs of the congregation must be recognized, but students are placed with the objective of learning. The supervisor should always ask first, ‘What will the student learn in that situation?’

Confidentiality is essential. Be concerned about the whole life of the Student. How are the spouse and

family doing? How are the balancing life, ministry and study? How are they adjusting to life in a new ministry setting?

Be honest. Don’t hold back learning insights because you want to spare the student’s feelings. Don’t be paternalistic or try to shelter the Student from difficulties. It is the uncomfortable feelings that need to be discussed.

Respect differences. Your student will be unique. Don’t put people in a mould or stereotype.

Remember that the student is a learner. Don’t expect an experienced pastor, or assume they will have advanced skills.

First Meeting:At your first meeting it is suggested that you spend time getting to know the student, if you are not already acquainted. You will also need to discuss the student’s training needs (where, for example, are they weak in terms of ministry experience?) and what ministry responsibilities they might assume during their placement. The goal of this first meeting is to compile with the student:

a supervision plan (including ministry goals, learning objectives, and provisional supervision dates for the whole year);

a job description (outlining the student’s ministry role and responsibilities); and

a fieldwork contract.

Templates for these documents can be obtained from the student. The student must submit these to Carey for approval or amendment by March 21st

At this first meeting it would also be good to discuss general expectations. What is the objective of these meetings? What structure will your meetings take? What topics will you cover? Who will set the agenda or determine the subject for discussion? Where and when will you meet? What happens if the meeting is postponed?

Basic Format:It is entirely up to you and your student to determine how you would like to structure the format of your meetings. There are many possibilities. But you might like to follow this framework:

1. Begin with prayer, acknowledging God’s presence and inviting his Spirit to direct your conversation.

2. Decide on the particular issue for discussion that day (if it has not already been determined).

3. Discuss the issue with the student. Try to ‘t.r.a.n.s.l.a.t.e’: Be Transparent. Be willing to share your experiences, your

struggles. Be vulnerable. It will encourage the student to be honest and open too.

Help them Reflect biblically and theologically on the event or issue. We want the student to learn to apply their biblical knowledge to their life and ministry.

Ask lots of questions. Supervision is more about asking good

questions than giving good answers – questions that force the student to think, questions that keep them accountable.

Supply New information. Try to contribute something new to the student’s perspective. It may mean thinking about your meeting beforehand: Is there a good book you could recommend on the topic, or a relevant Bible passage to which you could point them?

Create a Safe space. It’s important to let the student know that they can ask any question, share any thought, and explore new territory without being judged.

Listen. Don’t do all the talking! Encourage the student to talk, and try to hear what is going on behind the student’s words.

Help them Apply what they’re learning or thinking. How could they put it into practice in their life or ministry? The goal of our training is to produce pastoral leaders who integrate their knowing, doing, being and feeling.

Be Tough, when it’s required. There will be times when you need to speak hard truths, ask hard questions, or confront destructive thoughts, attitudes or behaviour.

Finally, Encourage the student. Don’t hold back on the affirmation. Let the student know that you really want the best for them. Then they will be so much more receptive to any words of correction that you need to speak.

4. As the discussion comes to a close it might be helpful to summarise what has been discussed and highlighted, or to suggest an action plan to help the student respond to the discussion. What are the implications of what has been discussed? What is the student going to do about it? What needs further thought or research?

5. End the meeting with a time of prayer.6. Quickly log the meeting (date, time and subject discussed) while it is still

fresh in your mind.

Discussion Topics:Some supervisors worry that they will not have enough to talk about with their student. But there is actually so much you could discuss. Some supervisors ask their student to bring to each meeting an issue for discussion. It might be, for example:

a particular event or situation, conversation or relationship a new theological insight or Bible passage encountered in their study or

classes questions regarding a specific ministry skill (e.g. preparing a

sermon, launching a new ministry, managing change, resolving conflict)

a particular ministry habit (e.g. time-management or self-care)

Others prefer to work out with the student a list of topics in advance for discussion over the year (e.g. the ten most important functions of a sole pastor). But there are plenty of other approaches you could take. Here are some suggestions for topics you could discuss:

Make your way through the list of competencies expected of graduates of the Pastoral Leadership track. See below in Appendix 3. Discuss why the attribute is important, where the student has seen it exemplified, when it has been evident in the student’s ministry, and how it could be developed further.

Pick one of the student’s ministry goals or one of their learning

objectives and ask them to reflect on their progress. What, in light of their recent ministry experiences, has gone well? What hasn’t? Why?

Possible Questions

Good questions are crucial to effective supervision. Here are some reflection questions that you might find helpful to use when exploring an issue:

What might God be trying to teach you through this? What have you learned from this and what are its implications? How does this affect your ‘big picture’ understanding of what

Christianity/church/life is all about? What Bible passages might connect with this topic? Are there any theological doctrines that relate to this issue? What other biblical or theological tools do you have to help you make

sense of this? How does this issue fit into the ‘big story’ of the gospel? Does this cause problems for your theology? How? What is the context for this issue or event? Are there any deeper reasons why things happened as they did? What questions does this topic raise for the way you do things now? How might this issue or discussion change what you normally say or do? What would it take for this idea to become a reality? Does this topic inspire or discourage you and why? How do you feel about it? Why? How have these feeling and thoughts influenced your words and actions? Do those thoughts and feelings stem only from the topic or do they also

come from other sources? If you were not involved, but were looking from outside at the situation,

how would you think or feel about it? What does this teach you about your strengths and weaknesses? What does this teach you about the way you relate to others and/or to

God?

Elements that contribute to a successful Placement:

Relationship with Supervisor:The relationship between the supervisor and the student is a significant variable to the success of the learning. Significant elements associated with a close supervisor relationship include:

Regularity meetings (try to stay with your fortnightly commitment as a valued priority)

Exercising spiritual disciplines together Highlighting theological reflection, rather than merely ‘performance’

based discussions Be holistic: It is important to remember that an student is first a college

student dealing with the pressures of academics, friends and family expectations, and stress from lack of financial resources. The focus on personal growth in life’s concerns will help them grow as the person of

God as they do the work of God. Providing continuous feedback helps students assimilate new knowledge

into understanding. It is important to remember the role of asking questions in the

supervising process. Part of the supervisor’s role is to create a learning culture by asking the right questions at the right time: How is your ministry affecting your own relationship with God? How is your sense of God’s call being clarified? Where are your skills being tested? Where is your character being tested? What are your hopes and dreams for future ministry? How can I help you? What evidence can you point to of the presence and power of God

in your ministry? How is your relationship/communication style impacting your

ministry? As you assess your growth, where do you see areas you need to

work on? What are your felt deficiencies? What are some new things you could try? How might God use your past to prepare you for ministry in the

future? What might God be teaching right now through the circumstances

of your life?

Setting Goals and identifying Learning Objectives:The Placement programme emphasises the development of learning objectives by students in conversation with their Supervisor. It is essential that these address both their personal formation as leaders and their competencies in pastoral ministry. They need to be approved by the Ministry Training Leadership at Carey.

In a sense, the Placement is a directed study project that is tailored to the specific formational needs of each student. The student is to reflect on the total life of ministry, the skills requisite for effective ministry, and their roles, tasks and identity as a minister.

The success of the placement depends in part on the ability of the student to focus on one’s learning goals with the Supervisor. Focusing on clear goals and objectives maximizes learning.

The setting of Ministry Goals and Learning Objectives can be aided by considering the following:

What are the student’s strengths that need further development? What areas are challenging and need opportunity for greater experience? Identify things about the student personally, such as sense of self,

relationships with others, self-management, lifestyle and family issues. What areas might need attending to?

What skills for ministry does the student need to obtain or develop – e.g., theological reflection, leading groups, mission expression, providing pastoral care, preaching, chairing meetings, public

prayer, etc.?

Appendix 1:

Sample Placement Contracts:Student XXXXX XXXXXX

Church XXXXXXX Church

Supervisor XXXXX, Associate Pastor

Time frame 8 hours per week from XX March to XX November  

Student’s Ministry Title XXXXXXXX  

Key Relationships XXXXXX, Assoc. Pastor

XXXXX, Senior Pastor

LEARNING OBJECTIVES AND MINISTRY GOALS FOR PLACEMENTLearning Objectives have come from the ‘Doing’ quarter on Competancies List.

Student Learning Objectives Ministry Goals (SMART ways to achieve Learning Objectives)

Theological Leadership:

- To grow in ability to theologically lead the church body – corporately and individually - in a variety of ways;

- Preaching & teaching- Administer communion &

baptisms- Lead service worship/service

Preaching of the Word in main services x 4 Giving of the Sacraments x 2 Leading in corporate prayer x 2 Worship curation/leading (especially in

reference to Sunday services) at least 2 x Preach/teach 6x at youth programme Run a baptism course x1

Pastoral Leadership:

- Pastorally care for youth leaders

- Pastorally care for ‘small group’

- Disciple youth leaders and ‘small group’ - including grow in ability to journey closely with individuals not just group work.

Meet individually w female leaders 1 x a term.

Organise & lead training/retreat times 2 x a year & 4 x prayer times a year with them.

Organise/lead 1 x retreat with small group Meet each small group girl 1 x term

minimum Choose two youth and meet with them 1 x

fortnightly outside of regular youth programme for intentional Bible study and discipleship

Missional Leadership:

- Learn how to intrigue a non-church person with the Gospel, how to journey with them in that

- Learn how to inspire others from church to join in with the mission

Connect with non-churched youth when they come to youth programme through intentional friendship, getting their names/numbers etc. and plugging them into small groups with aim of discipling them.

Encourage other church members into connecting with these youth & their families especially through ‘home nights’ 1 x a term.

Organisational Leadership:

- Communicate well with a team

Have (shared) responsibility for leading the youth ministry, including day-to-day organising

- Communicate well with congregation

- Ability to discern vision/values with others

- Lead team/s and build leaders- sustain day-to-day running of

a ministry- learn about church

governance & church-wide communication

Leading youth leaders – articulate vision, goals etc. to them & lead weekly mtgs and training days.

Lead ‘small group’ – be able to articulate our vision, goals for them etc. Also meet weekly with them.

Calling church parents 1 x year min. Be part of wider staff team including

attending weekly staff meetings, any staff planning etc.

Attend at least 4 x Elders meetings

SUPERVISION PLAN Agreed to by the supervisor and the student Provisional Supervision Dates

March 20th May 15th July 10th Sept 11th

April 3rd May 29th July 24th Sept 25th

April 17th June 12th August 7th Oct 9th

May 1st June 26th August 21st Oct 23rd

PARTNERSHIP AGREEMENTThe following expectations are agreed to by parties identified as the church, the student, and Carey Baptist College

1. The Church will provide the student with:a) Appropriate ministry experience from XX March to XX November.b) A job description outlining expectations.c) A travel allowance as outlined in the PL Handbook. d) Supervision (fortnightly) by XXX XXXXX, Associate Pastore) Supervisor reports and preaching assessments as required by Carey Baptist

College.2. Carey Baptist College will provide the Student and the Church with liaison, support

and guidelines for this ministry placement. 3. The Student will work with the Church to develop appropriate ministry goals and

learning objectives. The Student will serve the Church to the best of her/his ability, working within the terms of the job description, and will ensure that appropriate accountability networks are used.

This Placement Contract will be reviewed in June.

Copies to be given to the Student, the Church, and Carey Ministry Training Administrator

Signed by Supervisor: Date:

Signed by Church Leadership Rep: Date:

 

Signed by Student: Date

 

Approved by DMT /YPL Coach: Date:

Appendix 2:

Supervision Log (Template)

Date:

Duration:

Topics discussed:

Learnings:

Follow up:

Appendix 3:

THE CAREY WAY – PASTORAL LEADERS COMPETENCIES LIST KnowingDemonstrate a broad understanding of the Bible, theology and church historyPossess, and be shaped by, deep convictions about God, Scripture, the church and missionBe able to articulate a mature grasp of the Christian gospel and the kingdom of GodAppreciate the current state of the Christian church and mission world-wide, and the place of a local church in New Zealand within that larger realityBe able to articulate an integrated and holistic personal philosophy of Christian ministry DoingTheological leadershipPreach and teach biblical truth in a way that connects with listeners, enables them to meet with Christ, develop a Christian worldview and live as citizens of the kingdomCommunicate the Christian gospel and worldview with clarityLead worship, administer communion, and conduct baptisms, weddings and funeralsReflect theologically on their ministry practice and mission context Pastoral leadershipMake disciples by encouraging and equipping people in their faith and serviceDevelop authentic and loving Christian communitiesUnderstand and cultivate the processes by which people are spiritually formed in communityUndertake pastoral visits, listen empathetically, and provide basic pastoral counsel Missional leadershipInspire within people a passion for mission at the individual, community and worldview levelsLead the Christian community in responding to current and future missional challengesExegete both the world and the word, and connect the twoThink creatively and with freshness Organisational LeadershipEmpower Christian communities to discern together the mind of Christ through the leading of the SpiritDevelop culture by articulating vision and valuesBuild and lead teams, developing leaders and delegating tasksManage change effectively within an organisation’s existing ethosHandle conflict constructivelySustain the day-to-day running of an organisationCommunicate clearly in written and spoken form Being

IntegrityDemonstrate a growing coherence between beliefs, words and actionsProve themselves to be trustworthy and reliableAct with courage on the basis of convictions rather than convenience HumilityDesire to serve others rather than seek personal gainUnderstand their own strengths, weaknesses, personality and passionsRecognise and take responsibility for destructive thoughts, feelings and behaviour, and respond well to correction FlexibilityRelate well across barriers of difference ethnically, socially, generationally and theologicallyExhibit grace and courtesy towards those who are difficult or disagreeableAdapt to changed circumstances and respond positively to challenges FeelingGodDemonstrate confidence in identity as children of God and calling into Christian ministryCultivate their relationship with Jesus through healthy spiritual practicesBe willing to take risks, depending on God’s grace and the Spirit’s power OthersEvidence a growing love for people inside and outside the churchShow compassion for the needy and marginalizedUnderstand and attend to the needs of their families SelfExhibit a growing ability to manage priorities and timeAttend to their on-going physical, emotional, mental and professional healthRecognise their need of others within the Body of Christ, utilizing healthy accountability and support networksDemonstrate resilience and perseverance in the face of ministry pressures and setbacks

 This is a lengthy list we believe that it is realistic. Regardless of the particular ministry context in which our graduates serve, they will be required to have some level of competence in most of these areas if they are to sustain an effective long-term ministry.