THE ST ALBANS READER MINISTRY TRAINING PROGRAMME

in partnership withTHE EASTERN REGION MINISTRY COURSE

HANDBOOKFor Readers in Training

2019/2020

For students, tutors, and supervisors

Lay Ministry Officer:The Revd Phil Bryson

Ministry Development OfficeSt Albans Diocesan Office

41 Holywell HillSt Albans

Herts, AL1 1HETel: 01727 818151

Email: lmo o @stalbans.anglican.org UT

Administrator:Mrs Jaspreet Biring

Ministry Development OfficeSt Albans Diocesan Office

41 Holywell HillSt Albans

Herts, AL1 1HETel: 01727 818151

Email: HTU jbiring@stalbans.anglican.org UT

Eastern Region Ministry Course1a The Bounds, Westminster College

Lady Margaret RoadCambridge, CB3 0BJTel: (01223) 760 444

Dr Rebecca Watson, Director of Studies Email: rsw42@cam.ac.uk

The Revd Lucy Dallas, Vice PrincipalEmail: ljcd2@cam.ac.uk

The Revd Rachel Simons, Academic RegistrarEmail: rcs65@cam.ac.uk

Mrs. Mandy Marvin, Administrator Email: ermcadmn@hermes.cam.ac.uk

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ContentsWelcomeAn Outline of Reader Ministry 3Learning with ERMC 4Pattern of Training 6Tuesday Evening Worship 7Working in the Local Context 11Suggestions about Support Groups 15Reader Training Programme (RTP) Chaplains 17Spiritual Direction 18Money 19Libraries 20The Academic Programme 21On not being recommended for licensing 23Outline Syllabus 24Annual Residential Weekend 25Role of the Tutor 26Church Visiting Project 27Placements 28Submission of Coursework 29Formation Groups 30The Cambridge Theological Federation 31Complaints Procedures 32The Diocesan Readers’ Association 33Appendix 1: Feedback sheet for Tuesday Evening Worship 34Appendix 2: Working Agreement Form for Parish-based Ministry 36Appendix 3: End of 1st Year Report Form on Parish-based Ministry 39Appendix 4: End of 2nd Year (of 3) Report Form on Parish-based Ministry 46Appendix 5: End of Final Year Report form on Parish-based Ministry 55Appendix 6: Learning Outcomes 64Readers’ Association Book Voucher 69

BWelcome

Welcome to the St Albans programme for Readers in training! We look forward to working with you as you learn and grow in ministry. The Board for Mission and Ministry, and the Readers’ Association Committee, with the Eastern Region Ministry Course, are confident that this training programme will offer a variety of ways for you to learn both individually and in fellowship with others. Remember that we seek to support you in a variety of ways, so always ask when you need help or guidance. Please read the handbook thoroughly and keep it available for reference throughout your training. I hope that the coming years of prayer, study, conversation and fellowship will help you to grow in faith as well as in service.

With all good wishes,

The Revd Phil BrysonLay Ministry Officer

Diocese of St Albans Reader Training Programme Vision StatementOur vision is to train Readers for wide-ranging collaborative leadership, through which they will bring a distinctive lay voice to the church and society. They will be ‘Living God’s Love’ through their ministry: through preaching, teaching, and leading worship, they will draw others deeper into God; they will lead and enable others in the making of new disciples of Jesus Christ; and they will pastorally serve the needy and lead others in likewise transforming communities inside and outside the church with God’s servant-hearted love.

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The Living God’s Love Prayer:

Living God,Draw us deeper into your love;Jesus our Lord,send us to care and serve;Holy Spirit,make us heralds of good news.Stir us, strengthen us,teach us and inspire usto live your lovewith generosity and joy,imagination and courage;for the sake of your worldand in the name of Jesus,

Amen.

SafeguardingReaders in Training are required to complete Module C1 online training. This module takes approximately 90 minutes to complete, and can be found here https://safeguardingtraining.cofeportal.org/

At the point of being licenced, Readers are required, as soon as practicable to attend Module C3 classroom course, which is 6 hours in length. Readers have to then attend a Module C3 Refresher course every three years. Classroom courses can be booked here: https://www.stalbans.anglican.org/diocese/%20deanerysafeguarding/

All Readers in Training and licenced Readers are expected to follow safeguarding good practice which can be found here: https://www.stalbans.anglican.org/diocese/safeguarding-documents/

Likewise, all Readers In Training and licenced Readers are expected to be familiar with the following national policy, adopted by this diocese:https://www.stalbans.anglican.org/wp-content/uploads/Promoting-a-Safer-Church-2017-Safeguarding-Policy-Statement-of-the-Church-of-England.pdf

ERMC’s ‘Child and Vulnerable Adult Safeguarding Policy’ can be found here:https://www.ermc.cam.ac.uk/wp-content/uploads/2018/11/Child-and-Vulnerable-Adult-Safeguarding-Policy.pdf

If a Reader In Training has any safeguarding concerns, or any safeguarding disclosures are made to them, these should be raised in the first instance to their Parish Safeguarding Officer if it relates to an incident or person(s) in parish. If, however, the incident or person(s) are related to other aspects of the training outside of their parish, this should be referred to the Diocesan Safeguarding Adviser, for whom the contact details are:Jeremy HirstDiocesan Safeguarding AdviserTel: 01727 818107; email: safeguarding@stalbans.anglican.orgORMartyn HedleyAssistant Diocesan Safeguarding adviserTel: 01727 818106; email: safeguarding@stalbans.anglican.org

These contact details can also be found here: https://www.stalbans.anglican.org/diocese/who-s-who-in-safeguarding/

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The Living God’s Love Prayer:

Living God,Draw us deeper into your love;Jesus our Lord,send us to care and serve;Holy Spirit,make us heralds of good news.Stir us, strengthen us,teach us and inspire usto live your lovewith generosity and joy,imagination and courage;for the sake of your worldand in the name of Jesus,

Amen.

An Outline of Reader Ministry

Christian Tradition, faith and Discipleship: Readers are learning and reflecting theologically as disciples and ministers of Christ. They are generous in their recognition of and respect for the breadth and diversity of belief and practice within the Church of England.

Mission, Evangelism and Making Disciples: Readers are people whose desire to make God known by word and deed is nourished by Christ’s love for the world. Readers have a deep desire to see others grow in their Christian discipleship, are eager to learn about and teach the faith.

Spirituality and Worship: Readers’ dependence on the grace and gifts of God to sustain humble, self-giving love and Christ-like service in the world and church is rooted in established patterns of worship, Bible reading, prayer, study and reflection. Readers relate prayer and worship to the world of home, work and society.

Personality and Character:Readers are people of integrity, openness and stability, growing in maturity in Christ. They are able to value and reflect on their strengths, gifts and vulnerabilities, and able to identify areas for development.

Relationships and Community:Readers seek to model the self-giving love and compassion of Christ as a member of his body. They respect others and are able to interact and communicate well with a diverse range of people inside and outside of the church.

Collaboration and Shared Leadership:Readers model themselves on the servant leadership of Christ. They understand theological foundations for discipleship, leadership and collaborative ministry. Readers are able to facilitate the participation and learning of others for the ministry and mission of the Church.

Vocation and Ministry within the Church of England:Readers believe themselves to be called by God to licensed lay ministry in the Church of England. They understand the nature of Reader ministry and its characteristics in the context of lay and ordained ministry within the breadth and diversity of the CoE. Readers are rooted in corporate worship in the Church of England.

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from “Selection and formation Guidelines for Readers”, Church House, May 2014

3BLearning with ERMC

Introducing ERMC

Welcome to the new academic year and your training for Reader Ministry which is held in a partnership between ERMC and the diocese of St Albans Reader training programme. ERMC are delighted to be working with the Diocese to provide modules each year which contribute to your formation for ministry. Your main connection to us will be through the evening classes that you will attend in St Albans. One of the great benefits of this partnership is that you will learn alongside ordinands from the Church of England. That must be a good thing for the future of the church.

It might be useful to outline something of the purposes which lie at the heart of ERMC and indeed at the heart of the formation of women and men for ministry which we believe is part of being caught up in God’s transforming of the world.

Our Vision is to resource the mission of the church through forming ministers of theology and practice – those who can listen to, and engage radically, both with faith and context, so that they can more effectively communicate the challenge and encouragement of the Gospel.Underpinning this, are these values which describe ERMC: Diverse: ERMC offers ecumenical part-time and part-residential training for those preparing for lay and ordained ministry in the Anglican Church. Our students come from a large area in the Eastern Region of England from Northampton to Cromer and from King’s Lynn to St Albans as well as students from continental Europe. Missionary: We are a community which is passionate for making connections between faith and life, especially affirming the workplace as a place of ministry. We prepare ministers who can be attentive to the world whilst being contextually rooted in the life of the local church.Inclusive: We are a community which balances work, family, ministry and training. We offer a different and Gospel-based model of generous inclusivity and genuine listening to different voices. Students at ERMC come from Evangelical, Catholic, Liberal, Charismatic traditions of the Church and these rich differences are gladly and humbly respected. Worship on the Course represents a wide range of traditions and experiences.Hospitable: We are a welcoming community where there is a supportive learning environment for students and staff as a model for the life of the local church.Formational: We see formation for ministry as part of God’s mission to, and renewal of, creation through the Holy Spirit. We are committed to being people

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who are deeply immersed in the Scriptures, in the Tradition of the Church, to using our minds to think through issues of faith and to using both personal and communal experience as a valid way of doing theology. All this is grounded in prayer so that we hope that our students’ faith will grow in wonder, practical application and imagination. We prepare ministers who can be attentive to the world through making missionary connections between faith and wider life – this is about reading the signs of the times. We prepare ministers who are attentive to the renewal of God’s Church, with a special regard for becoming instinctively ecumenical. We prepare ministers who are attentive to themselves, growing in an awareness of collaborative ministry and in critical reflective practice.

Flexible: Part-time learning is offered through class-based learning in Norwich, Cambridge and St Albans and through an online classroom using Adobe connect software. We have a wide range of teachers, support staff and local church supervisors who support students in their learning and formation.

What we hope for: Much of the life of ERMC is about holding these commitments together in God’s grace. We are mindful though of the need to be rooted in the world-wide church and to learn from the gifts that this brings us. We are also giving a good deal of thought as to how we might encourage workplace ministry to which a number of the community are called.

Teamwork and Partnerships: We are members of the Cambridge Theological Federation and are in formal partnership with the Dioceses of Norwich, St Albans, and Ely to deliver Reader training. ERMC thrives because of the sense of teamwork that exists both within the community and with local churches, tutors, support networks, districts and dioceses. We are very grateful indeed for all who act as partners to us in this privileged task of forming women and men for ministry.

National Church and Common Awards: We are also in partnership with our national church which approves our programmes for lay and ordained ministry training. All of the Church of England’s training has is validated by the University of Durham as part of a programme called Common Awards. In our region, Readers are studying modules towards a Certificate (level 4). Your training will be a mixture of modules from the Common Awards programme which ERMC will oversee and others which the Diocesan Programme will oversee. Marking of your assignments will also be held in partnership between ERMC and the Diocese as will the module teaching. Staff from ERMC and the Diocesan Programme meet regularly together to plan the programme and the teaching that you receive will be shared as well between the two staff groups.

Contacting us: On the whole, the main point of contact for your training should be the Revd Philip Bryson Lay Ministry Officer but the people named at the top of this handbook might also help you

ERMC is found at: 1a The Bounds, Westminster CollegeLady Margaret Road

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Cambridge CB3 0BJ

Tel: 01223 760444Please also visit our website - www.ermc.cam.ac.uk

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The RiT/ERMC Pattern of Training

For the majority of students, the route through training for ministry has three strands:

… and the strands are woven together as each student brings their Uunderstanding of the Christian tradition together with Utheological reflection on practiceU and their Uformation as a disciple U in the wider community of Christ and their own denomination.

IME Phase One and IME Phase Two

Training in the Church of England takes place in phases and happens over a number of years. The beginning of training, on which you are embarking, is ‘Initial Ministerial Education’ (IME) Phase One, lasting approximately 3 years. This is followed by a second phase, which happens after licensing. Our Bishops expect all Readers to participate in IME Phase Two, and information about this will be given to you around the time of your licensing. Shortly after licensing, the new Reader and their Incumbent will be invited to a meeting with the Officer for IME Phase 2, in which details of continued training will be explained.

Continuing Ministerial Development

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Working in the LocalContextAn ‘apprenticeship’ inministry – engagingwith the life of churchand community in (ornear) the student’shome context.

Working closely with aPastoral Supervisor onall aspects of ‘becoming a minister in God’s Church’.

Academic ProgrammeThe study of theologyfor ministry through amodular programme.The modules are studied through attendance at the weekly tutorials. Written assignments are submitted and assessed.

TRAINING WITH RiT/ ERMC

Ministry involves life-long learning, and the Bishop expects all Readers in the diocese to participate in IME Phase 2 through a variety of group meetings, workshops and other events. After IME Phase 2, Readers join clergy and others in CMD.

Tuesday Evening WorshipTuesday evening worship is usually led by Readers and ordinands, with the exception of 2 Eucharists in the year, which are led by tutors. Students will lead the service, preach the homily, read the lesson and lead the prayers. This will be set out in a rota. Those involved in leading the service should communicate with each other to ensure that the service, prayers, and homily hold together in conjunction with the set reading. Please refer to the Handbook for Corporate Worship at ERMC for guidance on leading worship, which can be found here: https://www.stalbans.anglican.org/ministry/readers-in-training/Feedback will be given automatically by the Lay Ministry Officer or another tutor, so there is no need to request feedback, although students are welcome to request additional feedback from others if they would like. the Feedback Sheet for Tuesday evening Worship can be found in appendix 1. Details about leading the specific styles of service at the St Albans centre are below.

Students are required to buy a copy of Common Worship Daily Prayer and the Book of Common Prayer (for access to the Order for Morning and Evening Prayer). This expense can be claimed back through the diocesan Readers’ Association Book Grant, details of which can be found in the relevant section of this handbook. No printed copies of these services therefore need to be made, unless you are drawing on resources from elsewhere in Common Worship, for example New Patterns for Worship, in which case only the relevant additional material will need printing. If leading Common Worship Evening Prayer, please email the Lay Ministry Officer at least 24 hours before the service, detailing which options you have chosen, so that he can arrange a large version for himself. On the day, please notify the congregation before starting the service, as to the options that have been chosen. For Free Style, Christmas Carol Service, Stations of the Cross, Stations of the Resurrection and Guidance of the Holy Spirit, you may either print copies (email the MDT Administrator the service booklet by the Thursday of the week before to print these) or find another student to operate the Power Point projection.Any hymns/songs for any service should be printed or projected. Please ensure all printed/projected material is emailed to the Lay Ministry Officer at least 24 hours in advance.

Common Worship (CW)When leading Common Worship, please use evening Prayer on Tuesdays during Ordinary Time. During the seasons, please use Evening Prayer for the relevant season. If you are unsure which season (if any) a particular Tuesday evening is

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in, then please ask the Lay Ministry Officer well in advance of leading the service.Common Worship is far more flexible than many people realise. The set liturgy found in Common Worship daily Prayer may be used, however there are other options available as detailed below. You may wish to draw on material from times and Seasons or New Patterns for worship where appropriate. For example, when the readings are from Lamentations, you may wish to draw on material for ‘a Service of Lament’ from New Patterns for Worship. All Common Worship material is available for free on the Church of England website (https://www.churchofengland.org/prayer-and-worship/worship-texts-and-resources/common-worship)Please just select 1 psalm from the lectionary.

Morning and Evening PrayerStructurePreparationan opening responseone or more of the following

a prayer of thanksgivinga suitable hymnan opening canticle

an opening prayer, if desiredOne of the following may replace the Preparation

a Form of Penitence (here)in the morning, The Acclamation of Christ at the Dawning of the Day (here)in the evening, The Blessing of Light (here)

or a Form of Penitence may be inserted into it.The Word of God

psalmodya canticle, if desiredreading(s) from Holy Scripturea responsory, if desiredthe Gospel Canticle

Prayersintercessions and, especially in the evening, thanksgivingsthe Collect of the day, or the prayer which is printedthe Lord’s Prayer

Conclusion

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a blessing or the Gracea concluding response, if desiredthe Peace may replace or follow the Conclusion

(This structure is taken from https://www.churchofengland.org/prayer-and-

worship/worship-texts-and-resources/common-worship/daily-prayer/morning-and-evening#mm008a)

Book of Common Prayer (BCP)When leading BCP, please adhere to the following:

The order for BCP must be followed as set out without variation, aside from omitting either the Old or New Testament reading, depending on which reading is set on the rota.

Just select 1 psalm from the lectionary in addition to those used every day for BCP.

The homily should take place after the reading (please note the place of the homily in the service will thus vary depending on whether it is an Old or New testament reading set on the rota).

As directed in BCP, please use the collect for the 21st Sunday after Trinity in place of the absolution.

When leading prayer at a BCP do not write your own prayers but only use those that are set out in BCP.

When reading the set lesson from the Bible at a BCP service, please still use an inclusive modern English language version such as NRSV.

The BCP evening prayer service can be found at https://www.churchofengland.org/prayer-and-worship/worship-texts-and-resources/book-common-prayer/order-evening-prayer Free StyleWhen leading a Free Style service please do not use Common Worship or Book of Common Prayer. Please therefore be free to use other styles of service, for example:

Liturgy from another Anglican Province Celtic Evening Prayer Taizé service Free Church style service

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Ignatian-style reflective service Quiet contemplative service Kinaesthetic act of worship Forms of worship drawn from fresh expressions of church

Those leading prayers should ensure that the style of prayers is in keeping with the style of the service, so communication between service leader and intercessor is a key part of preparation.

Christmas Carol Service, Stations of the Cross, and Stations of the ResurrectionThis is to be planned and delivered as a year group. You are to be mindful of the length of the service and to therefore select the number of readings, carols, stations and other elements of the service accordingly. Please use the Common Worship Times and Seasons resources for these services (Christmas Carol Service: https://www.churchofengland.org/prayer-and-worship/worship-texts-and-resources/common-worship/churchs-year/times-and-seasons/christmas#mmm40; Stations of the Cross: https://www.churchofengland.org/prayer-and-worship/worship-texts-and-resources/common-worship/churchs-year/times-and-seasons/lent#mmm138; Stations of the Resurrection: https://www.churchofengland.org/prayer-and-worship/worship-texts-and-resources/common-worship/churchs-year/times-and-seasons/easter#mmm218) The year group is to decide who will lead the intercessions and read the lessons. The Christmas Carol service has a homily with someone appointed on the rota to preach. For the stations services, it is up to the year group to decide whether or not reflections will be said at each station (and if so who will lead each meditation) or whether some other act will occur there. Guidance of the Holy SpiritThis service should use Common Worship daily Prayer, but it should draw on the Guidance of the Holy Spirit material from Common worship (found here https://www.churchofengland.org/prayer-and-worship/worship-texts-and-resources/common-worship/churchs-year/special-occasions#mm055). The service, homily and prayers should all draw upon the theme of the Guidance of

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the Holy Spirit, and therefore all those involved should communicate with each other to plan this. Length of Services

Services should last 25 minutes, except for the Christmas carol service, Stations of the Cross and stations of the Resurrection which should last 30 minutes.

Homilies should last 5 minutes Intercessions should last no more than 3 minutes

Working in the Local Context

The role of the Pastoral Supervisor

Like all the Regional Courses for ministerial training, ERMC and St Albans Readers in training offers part-time training which enables students to make their own communities, their existing jobs and responsibilities, and their local Church, the contextual focus for their preparation for ministry. Students need the support and guidance of those who know and understand their local context – and the Pastoral Supervisor is well placed to fulfil this role.

In most cases, the parish priest of the Church where the student is already a member will take on the role of Pastoral Supervisor. There are instances, however, where this may be inappropriate: the minister may be very new, very pressured, or soon to leave; the student may be too close to the minister (married to them, even!) or at odds with them for some reason; there may be a good reason to feel that a student would not flourish or grow as a minister in their home Church.

In a very few cases, the role of the Supervisor may be split. The local Incumbent may be able to monitor the student’s involvement in practical ministry (leading worship, preaching, missional activity, pastoral visiting, etc) but another person

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may have been asked to act as an external Supervisor to give the student opportunity for regular theological reflection. In such cases, it is clear that both Incumbent and external Supervisor will need to be involved, for example, in the setting up of the Working Agreement and the reporting processes. Decisions on an appropriate Supervisor for a particular student lie with the Lay Ministry Officer.

The task of the Supervisor

Put simply, it is to journey together with the student in exploring the nature and challenge of Christian ministry. More formally, it is to be there to help the student make sense of the whole learning experience within the local context (including the home/work situation where appropriate). S/he is there to facilitate that informed theological reflection which lies at the heart of making connections.

The weekly sessions at Holywell Lodge are described as part of that opening up to God, which is the crux of the call to ministry and the exercise of ministry. The regular sessions with the Pastoral Supervisor (every six - eight weeks) share some of that character. Clearly, the emphasis is to be on that part of the student’s life and work that the Supervisor knows. Inevitably, however, there is a measure of overlap between reflecting on the experience of leading worship (for example) and reflecting on what the student may have been learning about the changing emphases in liturgy in the time of the Reformers or in the modern liturgical movement.

What Makes a Good Supervisor?

It is both inevitable and enriching that Supervisors will be working with different experiences of, and approaches to, theology for ministry. It is our hope and prayer that a student encounters a variety of experiences which will enable him/her to engage with different models and different contexts and that the experience of supervision will enable them to make connections between these varied experiences.So, what makes a good supervisor? Perhaps the best way to answer this is for each Supervisor to reflect on their own experience of being supervised, either in the past or more recently. A Supervisor might want to use these ‘prompts’ to help their reflection.

Was your Supervisor…

- a good listener?- able to enter into your feelings and thoughts?- able to own her/his own feelings?- willing to work at a creative relationship?- open to different lifestyles, ways of working and ‘doing

theology’?- able to challenge and confront?

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- able to ask open questions and wait for your growth, understanding and development?

- able to recognise and work with your areas of resistance?- able to focus on critical issues, encourage deeper exploration

and open up new areas of thinking?- able to provide appropriate input when needed?- able to share the agenda-setting for supervision?- able to believe that mistakes are valuable?

Each Supervisor in reflecting prayerfully on their own ministerial experience might ask themselves:

- How do I understand my ministry?- What are the main areas of work?- What am I most interested in?- What do I think I handle best?- Do I have particular areas of interest/expertise?- Which areas are most difficult?- What would I most like to improve?- Can I work with others and can others work with me?- What might a student learn from my ability to manage time

and paper?- What might a student learn from my patterns of prayer and

worship, of study and reading and time off?- What do I particularly want to offer a student?

Theological Reflection

The Course places great emphasis on theological reflection as being at the heart of the process of the journey towards ministry. It seeks to enable this in every possible way in order to lead to an integrated way of looking at the world in the light of the conviction of faith. Whatever the situation, the student is encouraged to ask the basic question, ‘Where is God in all this?’

The regular sessions students have with the Supervisor are seen primarily as opportunities to reflect, although through this reflection process there comes a good deal of learning about being a minister as well as about self-awareness. This is the starting-point for reflection on such issues as the students’ experience of corporate life within their Churches, the relationship between a student’s full-time work or service and other aspects of life, and the continuing teasing out of what their vocation is. Making the connections between work, occupation, their ministerial calling and God – all this is central to the learning and process of ministerial formation.

Working Agreement

This specifies the student's frequency of involvement in particular ministerial activities within the local Church supervised by the Supervisor. The agreement

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is drawn up at the beginning of the academic year by the Supervisor and the student, and a copy sent to the Lay Ministry Officer. The Working Agreement form is available in Appendix 2 of this handbook.

Assessment

The Supervisor is invited to report on the progress of the student. Those in the home Church are in a much better position than Tutors or Core Staff to assess progress in ministerial activities. They also see how students relate to their local Church leaders and congregations.

Pastoral Supervisors are asked to discuss their reports with their students before the reports are submitted. The end of year report forms are available in appendices 3-5 of this handbook, 1 form for each year of training.

The Supervisor’s role (like the Course’s) is fulfilled when the student begins to reflect naturally (but theologically) on experience, to make links with other learning, and to recognise that, like theology, becoming a minister involves life-long learning. Appendix 6 is a ‘map’ of where Learning outcomes are met in training. These ‘ministerial competencies’ are drawn from the nationally agreed Selection and Formation Guidelines for Readers in the Church of England (May 2014). Please use this list as part of your discussions at your regular meetings and make a note of specifically when you address each item.

Feedback and Review

During any supervision session, a Supervisor should encourage feedback and theological reflection. The following questions, along with prayerful listening, may be of help:

Opening: Tell me about…

Follow-up: Could you tell me more about that?How do you feel about…? What do you think about…?Were you there when it happened?Have you attended…?

Reflecting: …and so, you felt under pressure then?

Summarising: Where is God in this?What does the Christian tradition have to say about this?Are there insights from other disciplines?Do I understand you to be saying…?

Reviewing: To what extent has this learning outcome been achieved?

What could be improved?15

In providing feedback, it is helpful to remember to:

- Encourage more than criticise.- Be specific rather than general:

e.g. ‘The way you picked up images from the reading in the intercessions on Sunday evening was very creative’, rather than ‘nice prayers’.

- Use questions to promote self-reflection: ‘How did you feel assisting at Communion at St J’s on Sunday?’

- Give suggestions for improvement.- Be appropriate to the stage of training which the student has

reached.

Change in Pastoral Supervisor

If a student knows that their Supervisor is retiring, moving, going on sabbatical or suffering from a long-term illness, s/he should inform the Lay Ministry Officer as soon as possible. A replacement Supervisor will be arranged. T Working Agreement should remain in place, unless there is good eason for it to be amended in ways that will not be detrimental to the student’s ministerial development and formation. The student should thus ensure that the Church Wardens are aware of the Working Agreement. Any difficulties should be feed to the Lay Ministry Officer.

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Suggestions about Support GroupsIt is not required that Readers in training set up a Support Group. However, most students find this a helpful thing to do, and it is strongly recommended. Support groups can perform a number of useful functions:

ü Pastoral careMeeting with a group may provide a useful opportunity to focus on your training task. Group members canw help you keep a check on your progress, and the extent to which you

are achieving the targets you are setting yourself wsee how you are getting on with your studies and with your pastoral

supervisorwensure that a proper balance is being maintained between the

demands of your home, family, workplace, training, church, and the need for some leisure time.

ü Practical helpSupport groups can share in the learning task. They may w be willing to do some reading and to share what they have learned so

that you can gain a broader picture without having to do all of the work. Everyone learns as different opinions are shared and discussions take place

w like to visit one of the tutorials w participate in group work and provide honest feedbackw help in assessing your ability to lead worship, and in evaluating your

sermons. Working with a group in this way might help to keep you up to the mark and working to deadlines. And incidentally, as the group is helping you, you will be helping the group members in learning too.

ü CommunicationA support group can be the means by which your progress through training can be communicated to the parish as a whole. Members might wprepare occasional reports for the PCC,wwrite short articles for the parish magazine, wsuggest ways of letting the whole congregation know when you have

negotiated significant hurdles e.g. written your first essay, come through your Ministry Review, or completed your training.

On occasion, the group members might need to communicate with the Lay Ministry Officer and Pastoral Supervisor if you are experiencing difficulties, or there are misunderstandings that need to be resolved,

w Group membership

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Who you will ask to become a member will largely depend on the function you would like your support group to fulfill.

wGroups should not be too large. Two or three people is usually enough. wThey should not just be your friends. The best support comes from

people who can be objective, and who perhaps see things a bit differently from the way you do.

w It is a good idea and to ensure that each meeting has a simple agenda, and that a record of decisions and proposed actions is maintained.

As a rule it is probably best for your Incumbent or Pastoral Supervisor not to be a member of the support group. Theirs is a rather different role. However, there may be occasions when it might be helpful to invite him/her to a meeting if matters have arisen that are specifically related to them.

w Frequency of meetingAgain, how often a group meets will depend on what you want from it. It will be important for you to decide this very early on so that members are clear about what is expected of them.

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Reader Training Programme (RTP) ChaplainsIn addition to support groups that students may wish to set up, students may wish to find pastoral support, when required, informally from fellow students and/or formally with the Lay Ministry Officer, other tutors, and their pastoral supervisor/incumbent. Speaking to the Lay Ministry Officer and other tutors regarding pastoral matters can be important for students, particularly if the matters relate to or are affecting their studies. Similarly, speaking to the pastoral supervisor/incumbent can be helpful, particularly if the matters relate to or are affecting their parish-based training. All these avenues can be an important sources of support.

Nevertheless, it is recognised that sometimes it can be helpful for students to have someone to talk to who is outside of the training situation of their studies and parish work. For this reason, RTP Chaplains are being introduced. The chaplains are Readers from different locations within the diocese who bring their gifts and experience of life and ministry to the chaplaincy role. They will attend one session at Holywell Lodge each per half term, staying until after worship, and will also be at the Annual Residential weekend. Students can seek support from a chaplain either in person at an evening session or on the residential, and/or you can contact the chaplain directly outside of these sessions to arrange a time for a conversation. Please make use of the pastoral support that this chaplaincy offers if the need arises.

The RTP Chaplains and their contact details are:

Gena EdwardsEmail: gedwards@stalbans.anglican.orgDeanery: Hitchin

Sue IvesEmail: sives@stalbans.anglican.orgDeanery: Sharnbrook

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What is Spiritual Direction?10BSome thoughts about what to expect

Firstly, although spiritual direction is the traditional title this ministry is NOT about the director telling you what to do, but is a ministry which involves listening, travelling alongside you on your spiritual journey; discovering, exploring and discerning with you the ways in which your relationship with God may be deepening.

The spiritual director will offer a sacred and safe place of acceptance, attention, accompaniment, learning, growth and challenge. In order to offer such a place the spiritual director will recognise that you are on a unique path. The role of the spiritual director is to travel alongside you as you become more fully who you are created by God to be. Trained in the Christian spiritual tradition and continuing to deepen their own spiritual life, the director will listen, discern and reflect from that perspective, recognising that God is present in all human experience.

The ministry of spiritual direction is not easily defined and cannot be reduced to one simple model. The following phrases give a flavour of what spiritual direction might be, but not all of these phrases apply to every session.

Giving support to a person and helping them to discover the work of the Holy Spirit/God in his or her life

Companioning a person seeking the meaning of life Helping to sustain faith and courage in times of darkness, pain, distress or

personal transition A friendly relationship in which one person helps another to discern and

respond to God’s will for them Spiritual direction is not counselling but uses similar skills, however the

emphasis is on the directee’s relationship with God rather than ‘the problem’

It can involve discovery and exploring, and deepening the relationship with God

Becoming who we are created to be Offering listening, acceptance and support for the individual Recognising that each person’s journey is unique, there is not only one

path Healthy respect for other religious spiritual traditions

To prepare yourself for a meeting with a spiritual director – come as you are and pray that the Holy Spirit may illuminate your reflections

What’s going on in your life – moods and feelings? Where are you particularly aware of God’s presence or apparent absence

in your life?20

What are your current preoccupations? In your innermost heart what do you hope for?

MONEY

Claiming Expenses At the time of selection, parishes are asked, “In what ways will you offer financial support to this candidate?” The cost of training is almost entirely met through the diocesan budget. The modules and study days are paid for, and students can claim up to £100 annually toward the cost of books (from the Oakley & Cassell Student training fund – see below). However, there are other expenses which parishes should meet. These include:

travel costs, e.g. recurring train fare to attend evening sessions and residentials – this should be discussed and agreed.

expenses involved in planning and preparation of services or other church activities, e.g materials for Messy church, Sunday School, Bible studies, youth group meetings

occasional childcare or help with care for spouse/elderly relative when student is attending training sessions.

Good practice: 1. The PCC should budget for training. No one should be excluded

from exploring vocation or from exercising a full ministry due to financial constraints.

2. The Reader in training should make a practice of claiming expenses. This will help parishes to have a realistic picture of expenditure and plan well for future candidates. Expenses must be claimed quarterly or forfeited.

Grants and Funds availableThe Fred Oakley Bequest

Fred Oakley, who was a Reader in Clophill for many years, left a substantial sum in his will ‘to be applied for the provision of books for the training of Readers in the Diocese of St Albans’. The Readers’ Association committee invites Reader students to apply to the Treasurer for a contribution towards the cost of the books they need to buy. Grants will be made up to 50% of the cost of the books with a claim limit of £100 per year for each student. All you need to do is complete the voucher at the end of this Handbook (you can

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For more information on Spiritual Direction, contact: Jackie Harbron, email address:

psrgspidirection@stalbans.anglican.org

take photocopies for future applications), get it countersigned and send it off.

Other possible Book and Training GrantsThe Treasurer can also tell you about other funding that exists in this Diocese and at Church House Westminster to help student Readers.

The Treasurer’s contact details are:Dr Mark Eaton, Lavender House, Moules Yard, Ashwell, Baldock SG7 5PU.

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12BLibraries

The Cathedral Library

The Library houses a collection of mainly theological and philosophical works, which you will find useful for your studies

The Cambridge Theological Federation Libraries

ERMC students may use the Federation libraries in Cambridge and the four more established libraries (Ridley, Wesley, Westcott and Westminster) are well stocked. ERMC staff will advise about regulations, etc.

Access to Cambridge-based course books and materials can be difficult for RiT/ERMC students who live a distance from Cambridge. As a result, in 2000, the CTF Librarian, Carol Reekie, introduced a postal library loan service.

The Emmaus House Library and the Norwich Cathedral Library

Students with easy access to Norwich may like to take advantage of the Emmaus House library and the extensive Norwich Cathedral library. Contact Charles Read in respect of either library (HTU charles.read@norwich.anglican.org UTH).

Using Your Public LibraryPublic libraries (that is, your county libraries) frequently offer good services to the public, which are often ignored and under-utilised. While they may not have the kind of theological literature you would like for your studies, they often have an Inter-Library Loan Scheme, which allows access to many libraries throughout the country. Each county library is different, so enquire with your local library what they can do for you. Cambridgeshire Libraries, for example, offer Inter-Library Loan services (i.e. getting a book for you which they do not hold in the Cambridgeshire system) for £1 per book.

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TThe Academic Programme

Study Skills and Learning Support

At the beginning of training all students, regardless of academic background, attend sessions which focus on Study Skills, aimed at giving confidence to the diffident and help to those who left school some years ago and have had little or no experience of Higher Education. We also try to be alert to the needs of people who may have dyslexia or a similar difficulty which affects reading and writing and will do our utmost to provide the necessary support. Please do not hesitate to talk to the Lay Ministry Officer if you have any concerns. There are excellent (free!) materials on study skills on the Open University website: http://www2.open.ac.uk/students/skillsforstudy/index.php

Accreditation for Prior Experience and Learning Some people come to Reader training with considerable previous theological study and relevant ministerial experience. If so, you may apply for Accreditation for Prior Experience and Learning (APEL). To request APEL, first talk to the Lay Ministry Officer. You will be asked to submit in writing an outline of the previous study or experience for which you are seeking accreditation, including:

an outline of the course content a copy of the certificate of completion a list of essays, with titles and grades a copy of your best essay.

Once submitted, the request for APEL will be considered by the Lay Ministry Officer. Some factors which will be taken into consideration:

Was the learning at the appropriate equivalent level? (HE Level 4 [formerly Level 1])

How long ago was the learning? Did the course/module cover similar knowledge and skills?

Some examples of APEL given include: a person with a theology degree, a person who led pastoral care and bereavement training for nurses in her career, a person who has completed some training in another diocese.

You should be aware that gaining APEL does not necessarily mean a shorter period of training for Reader ministry. Much of the training is about formation and gaining the practical skills needed for mission and ministry.

Tutorials

Tuesday evening sessions are held in St. Albans, at the Diocesan offices on Holywell Hill. Sessions begin with supper at 6.00 pm followed by an act of student-led worship at 6:30 pm. There then follows two one-hour teaching sessions (with a coffee-break between) where each year-group works on its own syllabus material with a member of the Core Staff or a visiting Tutor. Students will need to book suppers in advance through the Administrator at ERMC, copying the booking in to the MDT Secretary.

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Meal cancellations: Students should cancel meals by Thursday the week before the ERMC class on Tuesday by contacting the MDT Administrator and the Administrator at ERMC. If you don’t cancel, we still have to pay for the food!

Review and Assessment Procedures

On-going: Modules: a) Students submit written assignments which are marked and returned with feedback and suggestions. The assessment for each module will vary; there will often be formative assessment built into each module and, as a rough rule of thumb, for every 20 credit module an assignment of 5,000 words (or the equivalent) will be required for summative assessment.Assignments must be submitted to the Director of Studies by the published deadline. Detailed instruction about submitting assignments will be sent to students. For information about negotiating extensions, or mitigation, there are forms available on Moodle; if in doubt students should contact the Lay Ministry Officer or the ERMC Director of Studies, Rebecca Watson. b) Tutors may be asked to comment briefly on students in their tutorial group.

For non-accredited modules these are submitted to diocesan core staff, and not via Moodle. For these modules please speak with the Lay Ministry Officer and not with ERMC if an extension to the submission deadline is required.

AttendanceStudents are required to attend at least 80% of all teaching modules and training days in order to complete training. As always with adult learning, we understand that there are unpredictable life crises and work/family commitments. Particular circumstances which prevent full attendance should be discussed with the Lay Ministry Officer.

If you are unable to attend a session at Holywell Lodge, then please contact ERMC to find out when the Big Blue Button session will be taught on Moodle. If you are unable to attend this session either, then the third option is to watch the recorded version of the Big Blue Button session.

The Experience of MinistryAt every point, the delivery of the programme is designed to connect with the experience of ministry. In tutorials and assignments, links between theological study and the practice of ministry will be explored.

Timetable All continuing and new students will receive an outline of their course of study for the year and a timetable to indicate tutorial/evening-class sessions and assignment deadlines.

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End of Training: Students are required to successfully complete their modules of study and for their End of Year Report Form on Parish-based Ministry to affirm at least acceptable ministerial competence, before licensing.

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SHOULD A STUDENT NOT BE RECOMMENDED FOR LICENSINGWhen someone is selected for training, they are selected for training. The final decision about licensing lies with the Warden of Readers who takes advice from the Lay Ministry Officer and, depending on the circumstances, the Director of Ministry. The progress of Readers in Training is reviewed annually, with a face to face Review at the end of Year Two.

The main reasons a student might not be recommended for licensing: They need to gain more experience in parish ministry, growing in

ministerial competencies. An interruption in training due to unforeseen circumstances means more

time is needed (for example, a death in the family, serious illness, change in employment circumstances).

A vacancy has arisen in their parish or for some other reason there is no clergy person to supervise the potential Reader.

Some modules or assignments have not been completed. A query is raised about the candidate’s suitability for licensed ministry. There has been a breakdown of relationships in the parish, e.g. between

the RiT and their incumbent. In such circumstance, conversations will be held between the Lay Ministry Officer, the Incumbent, student, relevant tutors, and the Director of Ministry and/or the Warden of Readers. In some cases, the student will temporarily suspend training; sometimes a student will be asked to spend an extra year in study or gaining experience in the parish. Occasionally a student will be withdrawn from training altogether and not be licensed.

As soon as any doubt is raised about a student’s suitability for licensing as a Reader, the relevant issues will be explained to the student, ideally in a face-to-face meeting, so that appropriate action can be taken as promptly as

Reader training/ERMC Syllabus2019-2020: Summary

Year One

Summer Induction and Study Skills

Introduction to the New Testament Sept – Dec

Brief Introduction to Church History Jan - Feb

Introduction to Preaching (non-accredited) Feb – March

Introduction to the Old TestamentApril – June

Plus An End of Year Report Form on Parish-based Ministry to be completed by the Pastoral Supervisor

Year Two

Foundations for Ministry and Worship in ContextSept – Dec

Introduction to Spirituality and DiscipleshipJan-Feb

Peer Preaching Day March

Brief introduction to Christian Doctrine Feb - Mar

Introduction to Christian EthicsApril – May

Leading Adult Learning (non-accredited) June-July

Plus An End of Year report form on Parish-based Ministry to be completed by the Pastoral Supervisor

Year Three

Introduction to Pastoral Care Sept - Dec

Placement (non-accredited)Jan – Feb

Elements of Ministry and Mission in Context (non-accredited) Feb - Mar

Being a Reader in St Albans Diocese (non-accredited)Apr - May

Personal preparation for licensing

Plus An End of Year report form on Parish-based Ministry to be completed by the Pastoral SupervisorLicensing July

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20200

Annual Residential WeekendIn addition to Tuesday evening sessions, there is 1 residential weekend per year. This is for all RITs from all year groups. The weekend gives the opportunity either for a conference, which will explore a relevant topic for ministry, or it will take the form of a retreat.

The residential weekend can prove to be a time where students can get to know each other more and can be a helpful contribution for RITs training for ministry.

This year’s residential weekend will be a conference, and it will take place at the Focolare Centre in Welwyn Garden City. The dates for this conference are Friday 24th-Sunday 25th April 2020.

More details on this conference will follow in due course.

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The Role of the Tutor

Tutors’ MeetingsTutors play a vital role in the students’ academic and ministerial development and are a central element in the RiT/ERMC ‘delivery’ team. As such, we seek to nurture strong links between Tutors and Core Staff in order to:

liaise between those who prepare the syllabuses and those who guide students through them;

ensure that students’ needs are met as far as possible at all times and that reports reflect their progress;

support Tutors in their task and respond to their insights into the teaching materials and processes;

share new developments in ERMC and ministerial training.

Tutors should feel free to contact ERMC staff at any time. Tutors’ meetings are arranged each year and provide a vital face-to-face link with Core Staff. Tutors’ meetings will include:

an input on relevant developments in ministerial training, theological disciplines, etc;

opportunities to contribute to syllabus revision, to prepare for working with forthcoming syllabuses and to share experience of the tutorial process;

opportunities to meet with fellow Tutors and Core Staff.

It is expected that Tutors will attend at least one meeting each year.

Travel expenses to Tutors’ meetings are met by ERMC or by the diocese.

Additional SupportSome students may wish to have a Personal Tutor, to give extra learning support. If you would find this helpful, talk to the Lay Ministry Officer.

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Church Visiting ProjectTo be carried out by 1st year Reader In Training between 2nd July and 10th December 2019. Visit 6 churches different to your own. Please visit each church once for a main Sunday service. Please include: 3 Anglican Churches1 Anglo-Catholic1 Central1 Evangelical 3 Churches of Other Denominations1 either Roman catholic or Easter Orthodox1 either Methodist, Baptist, URC or Salvation Army1 either Pentecostal or Independent Charismatic With each visit complete the relevant form, either for an Anglican or non-Anglican church accordingly (forms have already been circulated to those who are completing the Church Visiting Project, please contact the Lay Ministry Officer if you need these forms again).Review your answers from all 6 churches prior to the formation group session on 10th December 2019 that will review this, and consider what this means for you as you prepare for Reader ministry in the Church of England.

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Placements: Year Three

Most Readers, after licensing, will serve in their local church and Deanery. However, there may be opportunities or requests to lead worship or preach in a church whose ‘style’ is quite different from one’s own.

No training can hope to offer the fullest possible experience of the vast range of contexts for ministry, theologies, liturgical practices or understandings of ecclesiology and mission that are encompassed by the Anglican Church. The purpose of a placement is for a Reader in Training (RiT) to encounter and engage in a church significantly distinct from their own. The primary function will be to inform and deepen the RiT’s understanding of the wider church and to develop ministerial skills through the experience and reflection on the placement. Most placements are in a church however occasionally a student makes a strong case for a different setting, e.g. hospital chaplaincy.

As well as being in a church of different style, some examples of what he placement might additionally be are:

someone from a busy urban area spending time in a rural context someone from a benefice of small churches spending time in one large

church someone whose church has no young children spending time in a

congregation with a lot of young families

Planning a placementThe initial discussion about a placement should take place between a RiT and Pastoral Supervisor. BEFORE approaching the church where the student hopes to do a placement, the LMO should be consulted about the suitability of the placement and approve the placement. The LMO will then contact the prospective placement supervisor and then the student know the outcome. If the placement is viable, the student may meet with the link person at the church in which the placement will occur. If it is not viable, then the LMO will discuss options with the student. There will be a pro forma to complete, outlining expectations of the placement, which will be copied to the Pastoral Supervisor of the home church and to the LMO. More details will be in the Placement Module booklet. Please do not set up the placement before students have the module booklet outlining the structure!

Outline of placementTime: a placement should be 4 weeks of Sundays, preferably in one go. Some people may have to do once a month for 3 or 4 months, but a month straight is preferable. Some students may be able to become involved in activities during the week, but this may not be possible for everyone. During the placement there is likely to be an element of ‘job shadowing’ but it is expected that the RiT will have the opportunity to exercise ministry as appropriate. Supervision should be carried out by the placement supervisor.

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After the placement the RIT will give a presentation to the year group and LMO on an area of interest that arose during the placement.

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Submission of Coursework

The submission of coursework is the responsibility of the student. For some modules work will be submitted to and marked by ERMC staff; some modules will be submitted to and assessed by diocesan staff or tutors. All assignments must be handed in on the published due date.

Detailed instructions for each ERMC for credit module will be posted on Moodle and given to students at the start of the module.

All not for credit modules ERMC modules will be emailed to sumissions@ermc.cam.ac.uk

All locally based assignments should be emailed to the LMO, the Revd Philip Bryson, unless the assignment is to be presented orally to the group.

Feedback and ResultsFeedback and provisional marks will be returned to you as soon as possible – this is usually 4 – 6 weeks after a module ends. Results sometimes have to be confirmed by external moderation, which can delay their return. Results will be notified through your Director of Studies in the first instance.

Late Work: Extensions etc.All work which is late and all re-submitted work must be submitted to the Director of Studies or to the LMO, depending on the module (ERMC or Diocesan led). Failure to observe these rules will normally result in work not being put forward to the Assessment Panel, which would entail failure of the module. Please direct any queries regarding coursework submission to:

Jaspreet Biring or the Revd Philip Bryson – for assignments submitted directly to the LMO

Julie Sanderson at ERMC (01223 760444) – for assignments that go directly to ERMC.

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Formation GroupsThe whole experience of training including the academic work, corporate worship as a learning community at ERMC, fellowship with other students, the residential weekend, parish-based training, church visiting project and placement are all intended to assist RITs in their formation. In other words, the training programme as a whole should be providing opportunities for RITs to be open to God’s moulding and forming them for public Reader ministry in the Church of England.

Nevertheless, it can also be helpful to have some dedicated time set aside for formation. Therefore, Formation Groups are being introduced. RITs will have 1 Tuesday evening session per term for Formation Group. Each year group will form its own Formation group. The Lay Ministry Officer will act as Formation Group tutor for each group.

A Formation Group session will explore a given question relating to one of the selection criteria for reader training and ministry. RITs will be encouraged to explore this question together as a group, taking into account the implications for their future Reader ministry. There will also be time in each Formation group session for RITs to discuss any pertinent matters of formation. The dates for Formation groups for each year group for this academic year are:

Year Group Autumn Term Date

Spring Term Date Summer Term Date

Year 1 10th December 2019

10th March 2020 7th July 2020

Year 2 1st October 2019 7th January 2020 2nd June 2020Year 3 10th September

20194th February 2020 21st April 2020

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Cambridge Theological Federation

Whilst ERMC is a Theological Education Institution in its own right, it has links to the other constituent bodies of the Cambridge Theological Federation–

The constituent bodies of the Federation are:

Eastern Region Ministry Course AnglicanInstitute for Orthodox Christian Studies OrthodoxMargaret Beaufort Institute of Theology Roman CatholicRidley Hall AnglicanWesley House MethodistWestcott House AnglicanWestminster College United Reformed

There are also several Associate Members of the Federation: the Centre for Jewish Christian Relations (based at Wesley House), the Henry Martyn Centre (based at Westminster College) and the Diocesan Courses of Norwich and St Edmundsbury and Ipswich.

Every ERMC student has access to the libraries of all Federation institutions ;

ERMC students are scattered across a wide region and it is recognised that not all can join in events that are predominantly based in Cambridge. However, where ERMC students are able to participate, they have shared with, and gained from, the Federation both personally and on behalf of the wider ERMC community.

The Federation’s ‘public’ website is: http://www.theofed.cam.ac.uk

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16B

Complaints Procedures

General Comments

In common with most institutions of education, ERMC has a procedure for making a complaint when things go wrong. ERMC is also a member of the Cambridge Theological Federation and, from time to time, you may be taught by, or have other contact with, other members of the Federation.

A. St Albans Reader Training Programme & Eastern Region Ministry Course

It is important that, if you feel dissatisfied with any matter relating to the Programme, you should have an immediate means by which such a grievance can be aired and resolved.

Nothing in this procedure is intended to prevent you from informally raising any matter you may wish to mention. Informal discussion can frequently solve problems without the need for a written record but, if you wish your grievance to be formally recorded and investigated, please make this clear at the outset. You have the right to be accompanied at any stage of the procedure by a fellow student, who may act as a witness or speak on your behalf to explain the situation more clearly.

The following procedures apply to all Readers in Training and should be invoked in the event that a member has a grievance or complaint against another member of ERMC. Complaints against other members of the Cambridge Theological Federation are covered in a separate policy of that institution.

Members of ERMC or Readers in Training are strongly urged to resolve personal complaints informally between the parties concerned where possible.

Stage 1If a student or staff member has a grievance against a fellow student or staff member, s/he will in the first instance report the matter to the Lay Ministry Officer, who will ask for a written statement to be made and will make a response in writing as soon as possible and in any case within ten working days.

If the complainant remains dissatisfied, a second stage of the procedure is to operate.

Stage 2If the grievance is not resolved at the first stage, it will be reported by either the complainant or the Lay Ministry Officer to the Principal of ERMC, who will make a response as soon as possible.

If the Lay Ministry Officer is the object of the grievance, the procedure begins at the second stage with the complaint being made in writing to the Principal. The Principal may, on occasion, need to consult the Chairman of the ERMC

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Governing Council, who will make a response as soon as possible. The Chair’s decision will be final.

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The Diocesan Readers’ Association

TAs a student Reader you are joining quite a large community of ministers in the Diocese: w Tyou are one of about 25 students, all working towards the same goal and

supported by a network of tutors, supervisors and administrative staff;

w Tabout 250 Readers exercise a wide variety of ministries under the Bishop’s Licence, and another 50 Readers over 70 years of age who have the Bishop’s permission to officiate.

TThe Warden of Readers The Warden is ultimately responsible for all matters concerning Readers and student Readers, and is the Chairman of the Diocesan Readers’ Association. The Readers’ Association operates through its Committee and a team of Area Secretaries and is accountable to the Council for Discipleship and Ministry. The St Albans Warden of Readers is the Bishop of Hertford, the Rt Revd Michael Beasley. TThe Association has two Secretaries:

TMrs Margaret Tinsley is secretary of the committee and deals with all the general business of the Association - she is available to answer any queries you might have concerning the Readers’ Association and its activities;TContact Margaret at: Email: jemjtinsley@hotmail.com Tel: 01727 859528T

TMr Richard Osborn is concerned with selection of candidates for Reader ministry - you will certainly have heard from him and met him, during the process of applying for Reader training. TContact Richard at: Email: rss@stalbans.anglican.org H Tel: 01707 657491

TThere are also a number of Deanery Advisers around the diocese. You should have met yours when you first applied to become a Reader. S/he is someone to whom you can turn if you need help or advice at any time.

The Secretaries will send you newsletters two or three times each year. You will be invited to join in all the Association’s activities; do try to attend as many as you can. Spending time with serving Readers will help you to get a feel for Reader Ministry in all its various forms.T

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Appendix 1Feedback Sheet – Leading Worship with ERMC / a diocesan Reader Training CourseDate………………………… Service…………………………………...

Leader(s)………………………………………………………………………………...

Staff Reviewer…………………………………….

Area

Fine

Aspects to work on

Practicalities of leading

Audibility

Appropriate posture

Appropriate guidance

“Presence”

Service construction

Appropriate to context

Clear structure

Balance of elements

Use of resources – range, creativity, suitability, authorised (where applicable)

Inhabits denominational identity

Use of music

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Use of Bible

Other considerations

Inclusive

World as well as Church focus

Theological assumptions

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Appendix 2

Diocese of St Albans Reader Training ProgrammeParish-based Ministry Working Agreement

To be completed by Training Incumbent and Reader In Training

All forms must be typed and submitted via email to The Revd Phil Bryson, diocesan Lay Ministry Officer, at lmo@stalbans.anglican.org by Tuesday 22 nd October 2019

Name of Reader In Training (RIT):

Name of Training Incumbent (TI):

Date:

During the period of training, it is imperative that RITs have sufficient practical ministry experience in parish so as to develop their ministerial skills and experience in preparation for licencing and for assessment purposes. Nevertheless, during the period of training, RITs have the added demands of formal training in addition to parish and other life commitments. Therefore it is important that the parish demands are not too onerous during the period of training. As RITs do not have identical life circumstances, the availability of RITs for parish ministry will likewise not be identical to each other.

Benefices can vary greatly in their ministerial needs. The number of churches, services, activities, clergy Readers and other lay people offering ministry in a benefice can affect the volume of available ministerial opportunities within the benefice.

Given both the needs of the RIT and the parish, a flexible approach is taken for the parish-based component of their training, but with minimum and maximum limitations that should be observed so as not to under-utilise or overload the RIT.

Therefore the frequency of involvement in areas of parish-based ministry are a follows:

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Preaching: 1-3 times per term

Leading Worship: 1-3 times per term

Teaching (e.g. leading a session at a bible study group, lent course, baptism/confirmation preparation course): 1-6 times per year

Prayer (e.g. leading intercessions, being on a prayer ministry team, leading a prayer group): 1-3 times per term (if there is little preparatory work required, e.g. being on a prayer ministry team or leading set intercessions, then the frequency can be increased, but this should be done in consultation with the diocesan Lay Ministry Officer)

Mission and Pastoral Care: RITs should be developing ingrained habits of mission and pastoral care, and therefore not be limited to only being missional and/or pastoral when scheduled to do so. Nevertheless, due consideration should be given to the volume of scheduled missional and pastoral activities that the RIT undertakes. Therefore RITs should undertake a minimum of 1 missional and 1 pastoral activity per term, but they should not take on more than is manageable.

Overall: Consideration should be given of the overall volume of parish-based ministry alongside studying as part of the training, and other life commitments. The total amount of parish-based ministry should not be overly burdensome on the RIT, nor should the RIT’s training needs impede the active ministry opportunities of others in the parish. The frequency of ministerial involvement is able to vary between different ministerial areas depending on the gifts, passions and development needs of the RIT.

Having taken all this into account, please indicate the agreed frequency per term (or in the case of teaching, per year) of involvement in each area of ministry:

Preaching:

Leading Worship (please specify the type(s) of services that will be led):

Teaching (please specify the type(s) of teaching sessions that will be led):

Prayer (please specify the leading roles in prayer that will be exercised):

Mission (please specify the activities that will be undertaken):

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Pastoral Care (please specify the activities that will be undertaken):

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Appendix 3

Diocese of St Albans Reader Training Programme

End of 1st Year Report Form on Parish-based MinistryTo be completed by Pastoral Supervisor

All forms must be typed and submitted via email to The Revd Phil Bryson, diocesan Lay Ministry Officer, at lmo@stalbans.anglican.org by Tuesday 7 th July 2020

Name of Reader In Training (RIT):

Your Name:

The development of practical ministry skills is an integral part of Reader training. Please give your assessment of the RIT’s skills in each area of ministry by placing an ‘x’ in one box per area of ministry and provide comments to support your assessment.

Key of terms:

Exemplary= exceptionally skilled in all areas (expert)

Outstanding= exceptionally skilled

Excellent= excellent skills

Very good= very good skills

Good= good skills

Sound= some good, some adequate skills

Acceptable= just adequate skills

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Poor= inadequate skills

Very poor= inadequate skills – lack of understanding of skills required

Unacceptable= little or no evidence of skills

Section 1: PreachingKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, effective use of scriptural text, comprehensible for the congregation, well-structured shape of sermon, engaging opening and closing, clear take-away message, effective use of personal testimony (if appropriate), effective use of illustrations (if appropriate), contextually appropriate (in length, content and delivery)

a. How would you rate the RIT’s preaching skills?

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. Comments

Section 2: Leading Worship

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Key skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, familiarity with worship resources, use of worship resources that are contextually appropriate, sensitivity to the work of the Holy Spirit within worship, ability to hold the various elements of the service together so that the service purposefully flows, ability to keep the service to the expected length of time

a. How would you rate the RIT’s skills in leading worship?

In answering this question please consider as many of the following as are relevant:

Leading the Service of the Word element within Eucharistic services, taking the role of liturgical deacon, leading Common Worship Services of the Word, leading BCP Services of the Word, leading the musical element of services, leading all age services, leading daily offices, leading alternative services e.g. services of meditation, Taize etc., leading worship in a fresh expression of church

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. Comments

Section 3: TeachingKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, appropriate selection (if appropriate) of material, meaningful content selected, effective and comprehensible use of scripture and other resources, well-structured session, effective opening and closing, clear take-away message, effective and interactive engagement with the group, effective use of personal testimony (if appropriate), effective use of illustrations (if appropriate), contextually appropriate (in length, content and delivery)

46

a. How would you rate the RIT’s skills in leading teaching sessions?

In answering this question please consider as many of the following as are relevant:

Leading a Bible study group, leading a small group, leading one or more sessions on an Advent/Lent course, leading one or more sessions on a baptism/confirmation preparation course, leading one off teaching sessions outside of a service

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. Comments

Section 4: PrayerKey skills: Audibility, effective use of tone of voice, well-paced delivery, sensitivity to the needs of the congregation/group/individual, allows space for others to pray (this includes space for silent prayer and/or set responses), implementation of safeguarding good safeguarding practice when praying for others, sensitive to the work of the Holy Spirit in prayer, appropriate content and length of prayers

a. How would you rate the RIT’s skills in public prayer?

In answering this question please consider as many of the following as are relevant:

Leading intercessions, being on a prayer ministry team, being involved in prayers for healing, leading a prayer group outside of a service

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

47

b. Comments

Section 5: MissionKey skills: Ability to inspire others for mission, ability to enable others to participate in mission, ability to collaboratively work on mission projects both in strategic planning and in active delivery, contextual awareness in strategic planning and active delivery, ability to effectively communicate the gospel with others

a. How would you rate the RIT’s skills in mission?

In answering this question please consider any involvement the RIT has in the parish’s missional activities particularly in relation to ‘making new disciples’ and ‘transforming communities’

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. Comments

48

Section 6: Pastoral CareKey skills: Good listening skills, empathy, pastoral sensitivity, ability to implement appropriate boundaries, ability to implement good safeguarding practice in pastoral care, ability to appropriately journey with others through the joys and struggles of life

a. How would you rate the RIT’s skills in pastoral care?

In answering this question please consider the RIT’s involvement in any of the parish’s pastoral activities, and the RIT’s role in pastorally getting alongside others both inside and outside the church

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. Comments

Section 7: Theological ReflectionKey skills: Ability to reflect on experiences and to explore what can be learned from them and how this can affect future practice, ability to discern between feedback that should be taken on board and feedback that can be disregarded, self-awareness of strengths and weaknesses and an ability to reflect on how practice is affected by these and how practice could be shaped in the light of these reflections

a. How would you rate the RIT’s skills as a theologically reflective practitioner?

In answering this question, consider the level of ability that the RIT has demonstrated in supervision sessions, in reflecting on experiences of practical ministry leading to future action when appropriate.

49

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. Comments

Form created by:

The Revd Phil Bryson

Lay Ministry Officer

Diocese of St Albans

3rd July 2019

50

Appendix 4

Diocese of St Albans Reader Training Programme

End of 2nd Year (of 3) Report Form on Parish-based MinistryTo be completed by Pastoral Supervisor

All forms must be typed and submitted via email to The Revd Phil Bryson, diocesan Lay Ministry Officer, at lmo@stalbans.anglican.org by Tuesday 7 th July 2020

Name of Reader In Training (RIT):

Your Name:

The development of practical ministry skills is an integral part of Reader training. Please give your assessment of the RIT’s skills in each area of ministry by placing an ‘x’ in one box per area of ministry and please do likewise when indicating the RIT’s progress since last year. Please then provide comments to support your assessment.

Key of terms:

Exemplary= exceptionally skilled in all areas (expert)

Outstanding= exceptionally skilled

Excellent= excellent skills

Very good= very good skills

Good= good skills

Sound= some good, some adequate skills

Acceptable= just adequate skills51

Poor= inadequate skills

Very poor= inadequate skills – lack of understanding of skills required

Unacceptable= little or no evidence of skills

Section 1: PreachingKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, effective use of scriptural text, comprehensible for the congregation, well-structured shape of sermon, engaging opening and closing, clear take-away message, effective use of personal testimony (if appropriate), effective use of illustrations (if appropriate), contextually appropriate (in length, content and delivery)

a. How would you rate the RIT’s preaching skills?

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing preaching skills since last academic year?

Progressed since last year About the same level as last year Regressed since last year

c. Comments

52

Section 2: Leading WorshipKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, familiarity with worship resources, use of worship resources that are contextually appropriate, sensitivity to the work of the Holy Spirit within worship, ability to hold the various elements of the service together so that the service purposefully flows, ability to keep the service to the expected length of time

a. How would you rate the RIT’s skills in leading worship?

In answering this question please consider as many of the following as are relevant:

Leading the Service of the Word element within Eucharistic services, taking the role of liturgical deacon, leading Common Worship Services of the Word, leading BCP Services of the Word, leading the musical element of services, leading all age services, leading daily offices, leading alternative services e.g. services of meditation, Taize etc., leading worship in a fresh expression of church

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in leading worship since last academic year?

Progressed since last year About the same level as last year Regressed since last year

53

c. Comments

Section 3: TeachingKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, appropriate selection (if appropriate) of material, meaningful content selected, effective and comprehensible use of scripture and other resources, well-structured session, effective opening and closing, clear take-away message, effective and interactive engagement with the group, effective use of personal testimony (if appropriate), effective use of illustrations (if appropriate), contextually appropriate (in length, content and delivery)

a. How would you rate the RIT’s skills in leading teaching sessions?

In answering this question please consider as many of the following as are relevant:

Leading a Bible study group, leading a small group, leading one or more sessions on an Advent/Lent course, leading one or more sessions on a baptism/confirmation preparation course, leading one-off teaching sessions outside of a service

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in leading teaching sessions since last academic year?

54

Progressed since last year About the same level as last year Regressed since last year

c. Comments

Section 4: PrayerKey skills: Audibility, effective use of tone of voice, well-paced delivery, sensitivity to the needs of the congregation/group/individual, allows space for others to pray (this includes space for silent prayer and/or set responses), implementation of safeguarding good safeguarding practice when praying for others, sensitive to the work of the Holy Spirit in prayer, appropriate content and length of prayers

a. How would you rate the RIT’s skills in public prayer?

In answering this question please consider as many of the following as are relevant:

Leading intercessions, being on a prayer ministry team, being involved in prayers for healing, leading a prayer group outside of a service

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in public prayer since last academic year?

55

Progressed since last year About the same level as last year Regressed since last year

c. Comments

Section 5: MissionKey skills: Ability to inspire others for mission, ability to enable others to participate in mission, ability to collaboratively work on mission projects both in strategic planning and in active delivery, contextual awareness in strategic planning and active delivery, ability to effectively communicate the gospel with others

a. How would you rate the RIT’s skills in mission?

In answering this question please consider any involvement the RIT has in the parish’s missional activities particularly in relation to ‘making new disciples’ and ‘transforming communities’

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in mission since last academic year?

Progressed since last year About the same level as last year Regressed since last year

56

c. Comments

Section 6: Pastoral CareKey skills: Good listening skills, empathy, pastoral sensitivity, ability to implement appropriate boundaries, ability to implement good safeguarding practice in pastoral care, ability to appropriately journey with others through the joys and struggles of life

a. How would you rate the RIT’s skills in pastoral care?

In answering this question please consider the RIT’s involvement in any of the parish’s pastoral activities, and the RIT’s role in pastorally getting alongside others both inside and outside the church

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in pastoral care since last academic year?

Progressed since last year About the same level as last year Regressed since last year

c. Comments

57

Section 7: Theological ReflectionKey skills: Ability to reflect on experiences and to explore what can be learned from them and how this can affect future practice, ability to discern between feedback that should be taken on board and feedback that can be disregarded, self-awareness of strengths and weaknesses and an ability to reflect on how practice is affected by these and how practice could be shaped in the light of these reflections

a. How would you rate the RIT’s skills as a theologically reflective practitioner?

In answering this question, consider the level of ability that the RIT has demonstrated in supervision sessions, in reflecting on experiences of practical ministry leading to future action when appropriate.

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills as a theologically reflective practitioner since last academic year?

Progressed since last year About the same level as last year Regressed since last year

c. Comments

Form created by:

The Revd Phil Bryson

Lay Ministry Officer

58

Diocese of St Albans

3rd July 2019

59

Appendix 5

Diocese of St Albans Reader Training Programme

End of Final Year Report Form on Parish-based MinistryTo be completed by Pastoral Supervisor

All forms must be typed and submitted via email to The Revd Phil Bryson, diocesan Lay Ministry Officer, at lmo@stalbans.anglican.org by Tuesday 2 nd June 2020

Name of Reader In Training (RIT):

Your Name:

The development of practical ministry skills is an integral part of Reader training. Please give your assessment of the RIT’s skills in each area of ministry by placing an ‘x’ in one box per area of ministry and please do likewise when indicating the RIT’s progress since last year. Please then provide comments to support your assessment.

Key of terms:

Exemplary= exceptionally skilled in all areas (expert)

Outstanding= exceptionally skilled

Excellent= excellent skills

Very good= very good skills

Good= good skills

Sound= some good, some adequate skills

Acceptable= just adequate skills60

Poor= inadequate skills

Very poor= inadequate skills – lack of understanding of skills required

Unacceptable= little or no evidence of skills

Section 1: PreachingKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, effective use of scriptural text, comprehensible for the congregation, well-structured shape of sermon, engaging opening and closing, clear take-away message, effective use of personal testimony (if appropriate), effective use of illustrations (if appropriate), contextually appropriate (in length, content and delivery)

a. How would you rate the RIT’s preaching skills?

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing preaching skills since last academic year?

Progressed since last year About the same level as last year Regressed since last year

c. Comments

61

Section 2: Leading WorshipKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, familiarity with worship resources, use of worship resources that are contextually appropriate, sensitivity to the work of the Holy Spirit within worship, ability to hold the various elements of the service together so that the service purposefully flows, ability to keep the service to the expected length of time

a. How would you rate the RIT’s skills in leading worship?

In answering this question please consider as many of the following as are relevant:

Leading the Service of the Word element within Eucharistic services, taking the role of liturgical deacon, leading Common Worship Services of the Word, leading BCP Services of the Word, leading the musical element of services, leading all age services, leading daily offices, leading alternative services e.g. services of meditation, Taize etc., leading worship in a fresh expression of church

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in leading worship since last academic year?

Progressed since last year About the same level as last year Regressed since last year

62

c. Comments

Section 3: TeachingKey skills: Audibility, tonal variation, well-paced delivery, eye contact, effective use of body language, appropriate selection (if appropriate) of material, meaningful content selected, effective and comprehensible use of scripture and other resources, well-structured session, effective opening and closing, clear take-away message, effective and interactive engagement with the group, effective use of personal testimony (if appropriate), effective use of illustrations (if appropriate), contextually appropriate (in length, content and delivery)

a. How would you rate the RIT’s skills in leading teaching sessions?

In answering this question please consider as many of the following as are relevant:

Leading a Bible study group, leading a small group, leading one or more sessions on an Advent/Lent course, leading one or more sessions on a baptism/confirmation preparation course, leading one-off teaching sessions outside of a service

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in leading teaching sessions since last academic year?

63

Progressed since last year About the same level as last year Regressed since last year

c. Comments

Section 4: PrayerKey skills: Audibility, effective use of tone of voice, well-paced delivery, sensitivity to the needs of the congregation/group/individual, allows space for others to pray (this includes space for silent prayer and/or set responses), implementation of safeguarding good safeguarding practice when praying for others, sensitive to the work of the Holy Spirit in prayer, appropriate content and length of prayers

a. How would you rate the RIT’s skills in public prayer?

In answering this question please consider as many of the following as are relevant:

Leading intercessions, being on a prayer ministry team, being involved in prayers for healing, leading a prayer group outside of a service

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in public prayer since last academic year?

64

Progressed since last year About the same level as last year Regressed since last year

c. Comments

Section 5: MissionKey skills: Ability to inspire others for mission, ability to enable others to participate in mission, ability to collaboratively work on mission projects both in strategic planning and in active delivery, contextual awareness in strategic planning and active delivery, ability to effectively communicate the gospel with others

a. How would you rate the RIT’s skills in mission?

In answering this question please consider any involvement the RIT has in the parish’s missional activities particularly in relation to ‘making new disciples’ and ‘transforming communities’

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in mission since last academic year?

Progressed since last year About the same level as last year Regressed since last year

65

c. Comments

Section 6: Pastoral CareKey skills: Good listening skills, empathy, pastoral sensitivity, ability to implement appropriate boundaries, ability to implement good safeguarding practice in pastoral care, ability to appropriately journey with others through the joys and struggles of life

a. How would you rate the RIT’s skills in pastoral care?

In answering this question please consider the RIT’s involvement in any of the parish’s pastoral activities, and the RIT’s role in pastorally getting alongside others both inside and outside the church

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills in pastoral care since last academic year?

Progressed since last year About the same level as last year Regressed since last year

c. Comments

66

Section 7: Theological ReflectionKey skills: Ability to reflect on experiences and to explore what can be learned from them and how this can affect future practice, ability to discern between feedback that should be taken on board and feedback that can be disregarded, self-awareness of strengths and weaknesses and an ability to reflect on how practice is affected by these and how practice could be shaped in the light of these reflections

a. How would you rate the RIT’s skills as a theologically reflective practitioner?

In answering this question, consider the level of ability that the RIT has demonstrated in supervision sessions, in reflecting on experiences of practical ministry leading to future action when appropriate.

Exemplary Outstanding

Excellent Very Good Good Sound Acceptable Poor Very Poor Unacceptable

b. How would you assess the RIT’s progress in developing skills as a theologically reflective practitioner since last academic year?

Progressed since last year About the same level as last year Regressed since last year

c. Comments

Form created by:

The Revd Phil Bryson

Lay Ministry Officer

67

Diocese of St Albans

3rd July 2019

68

Appendix 6Qualities on Completion of training for Reader Ministry in the diocese of St. Albans Ministry

In order to contribute to the ministry of the Church and to witness to the faith in the world, it is essential that Readers acquire good grounding in theology and Christian doctrine. In order to encourage lively, inclusive worshipping communities in a variety of contexts, Readers must acquire skills in leading worship, in preaching, in enabling learning, communication and mission and in pastoral sensitivity. In order to nurture their Christian life, it is essential that Readers are meeting with God as they continue to test their calling throughout their training and ministry. Who they are as people: their spirituality, attitudes, qualities and maturity, in their home church community and in the wider world, are as important as their knowledge and competence. This grid shows how Reader training with ERMC tries to enable students to meet the learning outcomes which the Church of England asks for. We have left one column blank for your own notes. It is often true that, for many of you, learning and support comes to you from those who have little to do with your formal training.

Candidates/Readers should demonstrate evidence of qualities or abilities in the following areas at the point of licensing:

At licensing as Reader (IME1) Met by Academic Programme (Tutorials and Workshops)

Met in local church context

Met by other context (Work, family, etc)

Date when discussed with Pastoral Supervisor

1. Christian Tradition, Faith and Discipleship

Readers are learning and reflecting theologically as disciples and ministers of Christ. They …understand issues relating to the interpretation of both Old and New Testament texts in contemporary contexts.

understand Christian beliefs and practices in their historical and cultural developments.

are able to interpret and use Scripture effectively in teaching and

New Testament and Old Testament modules, Church History and Doctrine

NT and OT modules, Preaching module

In preparation of sermons, Bible studies, house groups, and on going review of feedbackOn-going theological reflection and discussions Pastoral SupervisorThrough feedback on

69

communicating the gospel in a way that connects Christian faith to everyday life of home, work and society.

Readers are generous in their recognition of and respect for the breadth and diversity of belief and practice within the Church of England. They …are learning about how Christian beliefs and practices shape the moral life of individuals and communities.

are willing and able to reflect critically on hard questions

Biblical modules, Ethics, Placement

All modules, Mission & Ministry portfolio, Self-assessments

Reflective Journal and 2nd Year Ministry review

Through growing relationships within parish and community

2. Mission, Evangelism, and Making Disciples

Readers are people whose desire to make God known by word and deed is nourished by Christ’s love for the world. They …are learning about mission as proclaiming the good news of the kingdom, teaching and baptising new believers, responding to human need, addressing injustice and caring for creation.

are able to engage in mission, showing sensitivity to different cultures, faiths and environments.

understand the beliefs and practices of other faith traditions in relation to multicultural society.

are able to communicate and defend the gospel effectively, especially through preaching and teaching, and both inside and outside the church.

Readers have a deep desire to see

Mission study weekend, plus intrinsic to a variety of modules: Pastoral Skills, Ethics, Multi-Faith Awareness, Preaching, Ministry & Worship, PlacementMulti-Faith Awareness module incl. Peace witness in LutonDevelopment of preaching sessions, Module on How Adults learn

In preparation of sermons, bible studies, house groups, and on going review of feedbackOn-going theological reflection and discussions Pastoral Supervisor

Leading teaching sessions in the parish

70

others grow in their Christian discipleship, are eager to learn about and teach the faith. They… are able to nurture others in their

discipleship and faith development through catechesis – including preparation for baptism and confirmation – through enabling learning and communicating the gospel

M & M Portfolio, teaching sessions, preachingAdult Learning module

3. Spirituality and worship

Readers’ dependence on the grace and gifts of God to sustain humble, self-giving love and Christ-like service in the world and church is rooted in established patterns of worship, Bible reading, prayer, study and reflection. They …understand the Church’s range of approaches to, and traditions of, personal and corporate worship and prayer.

Readers relate prayer and worship to the world of home, work and society. They …are enthusiastic about developing their understanding and practice of a range of approaches to Christian spirituality.

are able to communicate the gospel effectively in a variety of settings.

Spirituality & Discipleship module

Ministry & Worship module, Placement, Retreat and Spirituality days

As above and Placement

Through regular participation in the worshipping life of home congregation

In preparation of sermons, bible studies, house groups

4. Personality and character

Readers are a people of integrity, openness and stability, growing in maturity in Christ. They … are increasingly free to focus on others. are able to value and reflect on their strengths, gifts and vulnerabilities, and identify areas for development.

are able to nurture themselves while

Pastoral Skills module

M&M Portfolio

In preparation of sermons, bible studies, house groups, and on going review of feedbackOn-going theological reflection and discussions with

71

caring for others Pastoral SupervisorSelf Assessments at end of each year

5. Relationships and Community

Readers seek to model the self-giving love and compassion of Christ as a member of his body. They … respect others, demonstrating empathy and honesty in their relationships, learning from them.

are able to interact and communicate well with a diverse range of people both inside and outside the church.

seek to discern and pray about the needs of their local community and the wider world with a willingness to respond as an ambassador of Christ.

are able to respond appropriately to pastoral situations and to reflect on their own practice.

understand policy and best practice in safeguarding

Pastoral Skills module, Placement module Multi Faith Awareness moduleRegular studying and worshipping with students from a wide variety of church backgrounds

Safeguarding training provided before licensing

In preparation of sermons, bible studies, house groupsOn-going theological reflection and discussions Pastoral Supervisor

6. Collaboration and shared Leadership

Readers model themselves on the servant leadership of Christ. They …understand theological foundations for discipleship, leadership and collaborative working, especially in the context of Reader ministry in the CoE.

are able to share leadership and work effectively as part of a team.

are able to facilitate the participation and learning of others for the ministry and mission of the church.

Readers actively look to affirm and foster the gifts of others. They …are able to inspire others to fulfil their vocation in the world and the church.

Pastoral Skills module, placement

Mission and Evangelism

Working with others in parishes in preparation of worshipIn becoming part of the church ministerial staff and regular meetings with Supervisor

72

Readers are faithful and loyal in their accountability and responsibility as Readers. They …understand how this operates within the

framework of ordained and lay ministries in the CoE.

Final half term focusing on Diocesan strategies, including Living God’s Love and Mission Action Planning, session on Canon Law

7. Vocation and ministry within the Church of England

Readers believe themselves to be called by God to licensed lay ministry in the Church of England. They…understand the nature of Reader ministry and its characteristics in the context of lay and ordained ministry within the breadth and diversity of the CoE.

show personal understanding of their gifts for lay ministry as a licensed Reader.

are learning about the beliefs, traditions and practices of the CoE and how they relate to contemporary issues.

Readers are rooted in corporate worship in the CoE. They …are learning about how doctrine and spirituality shape the life of faith and the practices of the CoE.

understand the CoE’s role and opportunities for Christian ministry and mission to the world.

Readers are ready to exercise lay ministry in the CoE. They …are learning about accountability within the Church’s structure.

are able to reflect theologically on the ministry and mission of the church in relation to their experience in and of the world.

Final half term focusing on Diocesan strategies, including Living God’s Love and Mission Action Planning, session on Canon Law

Placement module Preaching module Christian Ethics

Church History, Worship module, Retreats and spirituality days Multi-Faith Awareness module, Placement

Anglican Identity sessions

Module on Mission & Evangelism

On-going theological reflection and discussions Pastoral SupervisorThrough attendance at parish staff meetings and wider Deanery Chapter meetings

Meetings with SupervisorsSelf Assessments at end of each year

73

74

Readers’ Association Book VoucherComplete this voucher and return it to:

Dr Mark Eaton, Lavender House, Moules Yark, Ashwell Baldock, SG7 5PU

Student’s Name: ...............................................................

Date: ............................................

Address : ..................................................................

..................................................................

Books purchasedTitle Cost: £ p

U_________U

Total Cost £

50% or £100 claimed from the Fred Oakley Legacy Fund £

I confirm that I have purchased the above books for the purposes of my training as a Reader.

Signed: ............................................................................... (Student Reader)

I confirm that the above books are relevant to the course of study being followed by the above named Student Reader

Signed ............................................................................... (Tutor or Lay Ministry Officer)

75

App