A Handbook for Curates and Training Incumbents

IME Phase 2 in the Diocese ofChelmsford

2014 Edition

From the Bishop of Chelmsford

It is good welcome you to ordained ministry. The diocese of Chelmsford is a large, dynamic and diverse diocese and we look forward to your ministry amongst us.

Your curacy is a hugely significant time. The spiritual and personal growth in grace and learning, a journey which precedes your ordination, is in fact the beginning of a process of lifelong learning. And the forming of good habits in curacy is essential.

Those called to ordained ministry in the Church are called to a great privilege and a great responsibility. To fulfil our calling we must look to God for wisdom, grace and discernment and deeper maturity in Christ. For those newly ordained the support and supervision of a good training incumbent, and full participation in the diocesan programme of IME Phase 2 are key ingredients in this process.

Those ordained as curates come within Common Tenure and processes of Assessment at the End of Curacy – which in practice means opportunities for on-going reflection and evaluation throughout your curacy. These processes are intended to enhance ministerial development and formation. I am grateful to Graham Hamborg and his colleagues in CMD for overseeing this and all aspects of curacy. I commend the helpful guidelines in this handbook to you.

Be assured of my prayers for you, along-with my fellow bishops, at this significant time in your life.

+Stephen Chelmsford

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ContentsIntroduction from Graham Hamborg...............................................4

The Area CMD Advisers……………………………………………………………4

The Training Incumbent..................................................................5

The Role of the Parish in Training....................................................7

The Curate in Training.....................................................................9

Before the Curacy Begins..............................................................10

Getting Going................................................................................12

The Framework of Curacy in the Diocese of Chelmsford………………………..15

The Supervision Process................................................................20

The Annual Training and Development Plan Process....................24Learning Outcomes....................................................26Check-list of Parish Ministry Work…………………………...........33Preparation of the Annual Training and Development Plan………40Training and Development Plan Grids........................41Summary of Annual Training and Development Plan.42

Annual Training and Development Plan Review............................43 Summary of Annual and Development Training Review45

The Portfolio………………………………………………………………………46

The Phase 2 Programme and the Role of the Area CMD Advisers……………....52

Placements during Curacy……………………………………….………………...54

AppendicesAppendix 1 Template for a Curacy Agreement………………………………..57Appendix 2 Sample Reflections for Supervision meetings………………….…..63Appendix 3 Assessment of Curates: Guidance for Incumbents’ Reports……...65Appendix 4 How to give praise and criticism…………………………………..72Appendix 5 Assessment Forms for a Sermon…………………………………..74Appendix 6 Example of Supervision Preparation Sheet………………………...78Appendix 7 Two examples of Questions to aid Reflection…………………….79Appendix 8 Pastoral Visiting Record Form……………………………………..81Appendix 9 Sample of entries in a curate’s Portfolio…………………………...83Appendix 10Sample Year 2 Annual Training & Development Plan………....…...85Appendix 11 Learning Outcomes for IME Phase 1 and Phase 2…………………87

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Appendix 12Learning Styles……………………………………………………...93Introduction from Graham Hamborg

The Hind Report (2003) brought a new perspective to curacy by asking us to consider the curacy time as the second part of “Initial Ministerial Training” (IME). Hence pre-ordination training is now known as “IME Phase 1”, and curacy as “IME Phase 2”.

In its wake, the report Shaping the Future (2006) then introduced tables of Learning Outcomes which indicate the Church’s expectations at the points of selection, ordination, and at end of curacy. These have been freshly revised for those being ordained in 2014. You will find the current version on pages 27-32.

Finally, along with all dioceses we have introduced a process of “Assessment at the End of the Curacy”, as required by the House of Bishops and Ministry Division. In practice, “at the end of the curacy” has to mean throughout curacy, and you will find the intended procedures of this diocese on pages 16-19. My colleagues and I are keen to point out that this is to be viewed positively, as an opportunity to promote and enhance opportunities for ministerial formation and personal growth during the time of curacy.

You will find our contact details below, and please be in touch with us if you have any queries at all, at any stage.

Graham Hamborg

(Ordained Ministry Development Adviser, IME Phase 2 Coordinator, and Bradwell Area CMD Adviser)

The Area CMD Advisers

CMD Adviser for Barking AreaRevd Jill Mowbray, 39 Kings Road, Leytonstone E11 1AU, 020 8281 2574, 07783 742022, revjillmowbray@googlemail.com

CMD Adviser for Bradwell Area (and Co-ordinator for IME Phase 2) Revd Canon Dr Graham Hamborg, The Rectory, Colam Lane, Little Baddow, Chelmsford CM3 4SY, 01245 227418, revghamborg@hotmail.com

CMD Adviser for Colchester Area Revd Geoff Read, Diocesan Office, 53 New Street, Chelmsford CM1 1AT, 01245 294453, gread@chelmsford.anglican.org

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The CMD AdministratorMrs Sue Denham, Diocesan Office, 53 New Street, Chelmsford, CM1 1AT, 01245 294450, sdenham@chelmsford.anglican.org

The Training Incumbent

The placing of deacons in their first post is based upon their need for ministerial formation, and value to the parish in terms of an additional member of staff is very much a secondary consideration only. In choosing clergy (usually incumbents) to be training incumbents, bishops and their staff will be looking for someone who:

a) will be committed to giving dedicated time to a curate to assist the curate’s ministerial formation, and to fulfilling all his/her parts in diocesan curacy processes;

b) will be committed to working in partnership with the diocesan CMD Advisers and other diocesan staff as necessary;

c) is committed to welcoming, growing and supporting collaborative ministry with ordained and licensed colleagues and with other lay members of the church;

d) is committed to their own continued personal development, and growth in love and holiness and learning; undertakes CMD themselves; and participates in Ministry Development Review;

e) is a person of prayer who can inspire others to pray;

f) is a good listener and enabler;

g) is able to act as guide, adviser and consultant rather than benevolent dictator or efficient delegator;

h) is possessed of a mature degree of self awareness and understanding of his/her own strengths and weaknesses in ministry;

i) has a secure but not rigid faith and spirituality that can be shared with a colleague who will not necessarily have the same views or traditions;

j) is theologically astute enough to be able to help the assistant in the process of integrating theological study with ministerial experience;

k) is prepared to take into consideration a curate’s experience in terms of previous employment and responsibilities;

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l) is able to share ministry with a colleague, including sharing difficulties as well as successes;

m) is capable of allowing an assistant to develop in ways different from him/herself;

n) has, or is willing to acquire an understanding of learning styles and cycles in adult learning, and of psychological make-up and personality;

o) is able effectively to mobilise resources for training the assistant over a three year period and prepared to allow others to be involved in that training;

p) will develop a pattern of staff meetings, supervision meetings, prayer and worship which is mutually convenient for the incumbent and the curate;

q) is aware of the importance of the diocesan IME Phase 2 programme and will ensure that the curate gives it priority;

r) will be committed to staying in the parish for at least the diaconal year of the assistant, and expects to be there for the greater part of the training period;

s) has good working relations with fellow clergy, lay leaders and officers in the parish, and those outside the church.

The role of the Training Incumbent is complex and demanding. It calls for gifts of sensitivity and generosity and the skill to identify and foster all the gifts and interests that their colleague brings. At the same time there is a need to encourage the curate not to specialise too early. Both incumbent and curate should be able to look beyond the needs of the immediate situation to the development of the curate’s ministry throughout life.

It is within the parish context that the curate really learns the skills of ordained ministry and will develop a style of ministry. The taking of services and the celebration of the occasional offices are obvious examples of this. Similarly, the learning of professional courtesies involved in visiting and working with others is developed. However, the curacy time is not simply about the acquisition of skills; rather, it is essential that the process of Theological Reflection, begun in pre-ordination course or college, is continued and developed in the interactions between practice, prayer, conversation in supervision, and continued theological study. This is integral to formation in the ordained life.

Agreement to become a Training Incumbent is, in fact, agreement to take on a significant training responsibility on behalf of the diocese and of the whole church.

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The Role of the Parish in Training

The following Guidelines for Parishes Receiving a Curate should be considered by the PCC in advance of the arrival of a curate

IntroductionThe three or four years following ordination are a crucial time in a person’s life and ministry. The parishes to which curates are licensed share with the incumbent in the great privilege of helping someone in their formation and development at this crucial time. These guidelines seek to ensure that a parish’s expectations are in line with those of the bishops of the diocese, and the Church of England’s Ministry Division, and indeed with the incumbent and curate themselves.

ExpectationsA person’s initial training is not completed at the time of ordination. Rather, the full period of initial training is now viewed as running from the time of entry into college or course until the completion of the curacy. At the end of the curacy all should be competent to continue in responsible priestly ministry. Many will progress to incumbency or equivalent responsibility posts, while others will continue to develop a priestly ministry in the work-place, with part-time parochial involvement. To that end, there is a clear expectation that personal growth, development and learning continue through the curacy time.

A parish and its PCC must therefore recognise that they are not being given a curate merely as an extra pair of hands to assist a busy incumbent. Rather they have been identified as a suitable training parish with a suitable training incumbent who will enable training and ministerial formation to continue. In fact, having a curate will, certainly initially, entail the incumbent making a significant extra time commitment to working with his/her curate in supervision meetings and other aspects of training.

Criteria for Identifying Training ParishesYour parish will have been identified as a suitable parish for a curate because:

It can offer a suitably wide range of ministerial opportunities; It is willing to support the curate, and seek to help in the curate in (a)

the role transition from lay to ordained status; and (b) developing ministerial competence;

It is willing to grant the curate, ungrudgingly, the time to take a full part in IME Phase 2;

It is willing to pay the curate’s working expenses.

Initial Ministerial Education (IME) Phase 2The Diocese of Chelmsford provides a diocese-wide programme of training. It includes eight to ten days each year, and an annual residential weekend. A monthly evening programme is provided for those who hold full-time secular

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jobs. This is all in addition to other such training and study that a curate may undertake.

Diocesan IME Phase 2 is a priority for curates. Parishes must aim to avoid facing a curate with a clash between IME and parish activities; and where such a clash occurs IME takes priority.

The Curacy AgreementUnder Common Tenure, curates will receive a Statement of Particulars. Additionally curate and incumbent will agree a Curacy Agreement. This will address issues such as

Working Arrangements, in terms of days off, holidays etc.; For curates in secular employment, the time available to the parish; How many Sunday services each week; Frequency of preaching; Meeting pattern with incumbent for prayer, business and supervision; Professional approach to ministry and conduct; Mutual Expectations; Confidentiality; Procedures of Assessment; Allocation of Time; Parochial Support, including payment of working expenses; Grievance Procedures.

The Curacy Agreement will reflect the nature of the curate’s ministry in terms of whether it is wholly parochial, part-time parochial, or mainly in secular employment with some limited parochial involvement; and whether or not it carries a stipend. Each Episcopal Area will have someone available to assist the curate and incumbent in writing a Working Agreement. The PCC (or its Standing Committee/Churchwardens) will wish to see it.

The Annual Training and Development Training PlanThe purpose of the Annual Training and Development Plan is to enable the incumbent and curate to map out a phased programme of experiences over the title post years. For example, experience of and training in the conduct of funerals may come in the first period, while familiarity with church management and budgeting may come later on. The Annual Training and Development Plan allows objectives to be set for the coming year, and for these to be reviewed from time to time, and especially in an annual review which the curate and training incumbent can undertake. In preparing the Annual Training and Development Plan the incumbent and curate will take note of the expectations of the Church of England as set out in the Learning Outcomes approved by the House of Bishops.

As well as the incumbent, skilled members of the congregation may be able to assist the curate’s training through:

Offering a ‘lay-eye view’ of public ministry such as evaluating preaching, leadership of worship, etc.

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Enabling the curate to understand areas of work in which lay members have special skills and involvement, for example the work of parish treasurer or children’s and young peoples’ leaders and, outside of the direct church environment, the aspects of ministry lived out in the world of secular work.

Offering particular skills in, for example, adult learning and training and other practical fields.

The PCC is encouraged to note these Guidelines and discuss their implications before a curate takes up post. The Area CMD Officers are willing to come to a PCC meeting to discuss these or any other related matters.

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The Curate in Training

In agreeing to ordain and license a curate in the parish, the Bishop expects that all curates – stipendiary or not – will be committed to:

sharing in the mission of the gospel through the local parish church and deanery;

prayerful discernment of their own and other people’s gifts, strengths and weaknesses;

growing in self-awareness as individuals and as Christian ministers; an openness to appreciate the contribution of and ability to work with

Christians of other traditions and people of different views from their own;

sharing responsibility for their own learning and development; receiving, offering and responding to feedback from colleagues and

church members; Diocesan and Area requirements for IME Phase 2; the policies and practice of leadership in the parish; working towards the desired aims and outcomes set out in this

handbook.

Agreement to receive ordination and serve as a curate involves agreement to set out on a training-based ministry. During the time of the curacy it is expected that you seek personal growth in a wide variety of areas, including:

(a) experience and confidence in the variety of specific roles of the ordained minister, including liturgical, pastoral, teaching and evangelistic roles in relation to both adults and children;

(b) competence in preaching through increasingly frequent and regular practice, with the assistance of others, including laity, in reflecting on the experience;

(c) practical experience and reflection on mission and evangelism in the local area;

(d)growing competence in the role of leader as well as community member, including the clear ability to work with others to seek the common good

(e) development of a spiritual discipline of private and shared prayer;

(f) continued systematic reading of and reflection on the Scriptures; and continued study of spirituality and theology;

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(g) the ability to handle the frequently isolated role of the ordained minister and to seek out and develop appropriate support networks including cells and chapters.

Assistant clergy ordained in the Diocese should remain in their first post for at least three years from ordination to the diaconate, or two years from ordination to the priesthood, whichever is longer. The title post license is for a maximum of four years, and stipendiary curates are usually expected to have moved by the end of the fourth year. A change from one curacy to another in the Diocese during the first three years after ordination is sanctioned by the Bishops only in very special circumstances.

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Before the Curacy Begins

Some parts of this section are specific to stipendiary curates only, other parts also to non-stipendiary/self-supporting curates who are being licensed to a church other than their home church, and some parts are applicable to all.

Parish visitBefore the curacy begins, the candidate should be invited to visit the parish at least for a whole Sunday and ideally stay overnight. The visit should include the opportunity to see the church at worship, informal meetings with lay people, and a personal interview between the incumbent and candidate alone. It is also desirable that an opportunity should be provided for a private discussion between the candidate and his or her predecessor if there is one in post.

If the candidate is married, it is good if their spouse can accompany them for the parish visit and arrangements should be made for them to see as much as possible of the life of the church. However, neither the spouse of the curate nor that of the incumbent should take part in the formal interview. Any expectations there may be of the role of spouses of clergy should be made clear during the parish visit.

Arrangements for a visit to the curacy house should be made, and people should be available who can answer questions about schools, medical and community facilities, etc.

Moving inPractical preparations for the curate to move into the parish will need to be made, among the most important of which concern the provision and preparation of the curate’s house. This is a sensitive area and the way it is handled by both sides can do a great deal to get the curacy off on the right foot, or to build an atmosphere of reserve or disappointment.

When the agreement has been made for the curacy to go ahead, arrangements need to be put in hand for welcoming the curate and his or her family in the parish. Particular attention will need to be given to the ordinand’s spouse and family during the ordination retreat (when they may feel especially vulnerable) and to social and welcoming arrangements on the ordination day itself.

The curate’s schedule and diaryBecause of the need in parishes for forward planning it is inevitable that some decisions will have to be made about the curate’s schedule some time before the ordination itself. These need to be communicated clearly and sensitively so that everyone knows where they stand. Special arrangements must be made for the support of the curate when the incumbent is away from the parish during the first year for holidays and conferences.

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Curates are likely to arrive in the parish feeling tired after a pressured time at the end of their pre-ordination training and the demands of moving house and possibly family, as well as excited about the opportunities and challenges ahead. Arrangements should be made to discuss their holiday dates so that this subject can be broached without embarrassment at the start of their new job. It is expected that a newly ordained curate ordained at Petertide will take a summer holiday.

Length of contract and tenureA first curacy is expected to last for three to four years. The Area Bishop will be involved in any discussions regarding extending the curacy (as may arise in circumstances of extended sick leave, and maternity/parental leave).In very exceptional cases it may be necessary to terminate a curacy before this time. In such cases the law of the church states that a curate may leave the curacy at the expiration of three months after giving notice to the incumbent or bishop. The curate may leave earlier with the Bishop’s written consent. The incumbent has to give the curate six months notice in writing, having first obtained the Bishop’s consent. There can be no binding agreement of curate’s length of tenure on either their own part or the incumbent’s. Curates have the same rights as any other minister whose license is revoked.

Housing provisionIt is the responsibility of the PCC and Archdeacon to ensure that the curate’s house is kept in good repair by the parish and is ready for the curate to move into in good time for the beginning of the curacy.

It is the responsibility of the occupant to ensure that the internal decoration is kept in good order and the PCC should make available a decorating allowance equivalent to what the diocese provides in respect of its houses.

For a more detailed description of duties of the housing provider and the occupant, see the Clergy Handbook pages 13-14.

Visas and Curates from overseasCurates from non-European Economic Area countries require a visa to reside and work in the UK. In order to apply for this visa, a Certificate of Sponsorship needs to be provided from the Diocese. In all cases, please contact Nathan Whitehead at the Diocesan Office from the outset.(01245 294412 or nwhitehead@chelmsford.anglican.org)

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Getting Going

The Incumbent has a responsibility to set the framework within which a curate will work. Here are some suggestions for the induction process in the first month in the parish. Early on there should be an introductory meeting with the Incumbent setting out parish policy and the range of work expected.

Curacy AgreementA Curacy Agreement should be drawn up early in the curacy, or in advance of ordination when circumstances permit. Four signed hard copies should be sent to the Area CMD Adviser; the CMD Adviser will also sign it, and forward it to the Area Bishop. The CMD Adviser or SSM Officer will be available to offer advice on this. If the curate lives outside the parish, an additional page needs to be signed by the Area Bishop authorising the diocesan Accounts Department to reimburse PCC treasurers for the cost of travel from home to the parish boundary.

A draft text will be found in Appendix 1 pages 57-62 of this handbook: it is not a requirement to use this format, but many will wish to.

Documents FileIt is useful if documents relating to the parish’s Mission Action Plan and other policies and information (baptism, wedding, child protection, budget plan etc.) are given to the curate. There should be time given to study them and for questions to be asked about them.

TimetableThe weekly timetable should be agreed. Issues such as days off, staff meetings, times of offices and services, and other fixed points should have particular attention paid to them.

Liturgical trainingAs a newly ordained deacon, the new curate will need to be introduced to the liturgical functions they will be expected to perform. This will include roles at the Holy Communion and other Sunday services.

Daily PrayerA rhythm of daily prayer is fundamental to the life of a parish and every Christian minister. Incumbent and curate should be committed to this, for example, in the case of those with a wholly parish focus, saying Morning and Evening Prayer together most days of the week.

SupervisionTime should be made for Incumbent and curate to meet formally (other than at a staff meeting) to engage in theological and personal reflection. This meeting should be used to review the development of the curate’s ministry,

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and to discuss particular issues as they arise. This is often used as a time of practical teaching too - how to do a baptism, celebrate the Eucharist etc.

Church and communityMeetings should be arranged with the churchwardens and any other staff members. Visits to key members of the congregation and leaders in the wider community should also be agreed.

Church buildingA set of church keys should be provided for the new curate on arrival. (Many incumbents know the difficulty of finding their way around a new bunch of keys to church buildings, so it may be necessary to give some time to this!) A tour round the church buildings is also very important. This will include cupboards, the safe and other well-kept secrets!

ParishAn initial tour of the parish – with the incumbent – is strongly recommended. The aim is to familiarise the new curate with its geography, visiting residential, commercial, industrial and retail areas. Such a tour will offer the opportunity to raise and discuss important issues relating to the parish. Visits to any institutions in the parish should also be arranged. (This may be particularly useful in the case of schools before the summer break)

Administration and Professional ConductThere needs to be understanding of how the parish registers are kept and how other parish information is recorded. Time needs to be set aside to discuss how personal records are best kept – of people, catechetical material, liturgical material, personal reading, and prayer requests.

Correspondence on behalf of the parish should be dealt with as soon as possible – letters answered promptly, bills paid immediately.

There should be agreement between the Incumbent and the Curate about standards of punctuality, availability, visibility (dress), loyalty and confidentiality.

The booklet Guidelines for the Professional Conduct of the Clergy will be given to the curate at the Deacons Day in July. It is a booklet in which incumbents and curates may, at various times, find issues to discuss together. (seewww.churchofengland.org/media/1168846/guidelines for the professional conduct of the clergy.pdf)

ExpensesIt is expected that working expenses of curates will be reimbursed in full. It should be stated how and on what basis expenses will be paid including:

Travelling and transport costs Telephone

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Postage, stationary and other office expenses Hospitality Books/journals

Administrative supportWhere there is a parish office, staffed by a secretary or administrator, it is important for the curate to know what his/her relationship to this person should be. For example if the secretary does administration or typing for the incumbent is it legitimate for the curate to expect this service as well? And when work peaks, who has priority of access? It is often in these detailed and mundane areas of life that pressures can surface if clear communication is not established and properly maintained.

The Annual Training and Development PlanTime needs to be arranged to complete fully the Annual Training and Development Plan, of which a copy should be sent to the Area CMD Adviser by the end of September. This Training Plan will be reviewed annually.

Support structuresThe Bishop expects all clergy to establish their own support structure to nurture their spiritual and professional lives. At a minimum this will include having a spiritual director with whom they can talk in confidence about their ministry and their prayer. It is expected that a newly ordained curate will meet with someone to discuss his or her spiritual life from the outset.

Many clergy, particularly as their ministry develops, also value the opportunity to engage in professional supervision with an external supervisor, mentor, or work consultant. Participation in a clergy cell or peer group is another valuable means of support.

Time given to any of the above should be seen as part of the working week, and not be seen as time off.

ConcernsIt is inevitable that concerns will arise over a host of issues, large or small. Incumbent and curate should agree that there must be an openness to share and raise such concerns as soon as they arise, rather than leaving them to grow into major problems. Additionally the Area CMD Adviser may be consulted by either curate or incumbent at any time.

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The Framework of Curacy in the Diocese of Chelmsford

The Core Components1. At the outset of the curacy (or, when possible, prior to its commencement) the curate and incumbent will agree a Curacy Agreement. This complements the curate’s Statement of Particulars. It sets out greater detail with regard to working arrangements, and expresses agreed expectations of curate and incumbent. An optional draft text of such an agreement will be found in Appendix 1 pages 57-62.

2. A regular Supervision Meeting between curate and incumbent is essential. For stipendiary curates and others whose ministry is 100% parish-focused, this should be weekly for 60-90 minutes or fortnightly for 90-120 minutes. For those in full-time secular work with parish availability of Sundays plus one or two evenings, a monthly meeting will generally be appropriate. For those with half-time parish availability, frequency of meetings can be agreed between curate and incumbent, in liaison with the Area CMD Adviser. The initiative for making good use of that time lies principally with the curate, although the incumbent will sometimes wish to suggest particular approaches or topics too. Good preparation will make these meetings fruitful and useful. Further guidance on these meetings will be found on pages 20-23.

3. An Annual Training and Development Plan is formed, related to the Learning Outcomes now in use in the Church of England for the stages of selection, ordination, and completion of curacy. The Learning Outcomes will be found on pages 27-32, and on pages 33-39 a check-list of parish-focused ministerial work. Following these, on pages 40-45 is a framework which may be used to form and review the Annual Training Plan. A summary of the Annual Training and Development Plan should reach the Area CMD Adviser by 30th September each year, in all years other than the first accompanied by a summary of the progress review of the previous year’s.

4. The curate keeps a Portfolio in which is entered: (1) The Curacy Agreement between curate and incumbent (see pages 57-62);(2) The Annual Training and Development Plan agreed (see pages 24-45, 85-86);(3) The curate’s record of and reflections on supervision meetings and the topics discussed therein (see pages 20-21, 46-47, 63-64);(4) The first, interim and final assessment reports written by the incumbent (see pages 65-71);(5) Any other relevant materials and evidence e.g. any piece of work and ministry which is consciously treated as a ‘parish-CMD project’ (see pages 48 & 84);(6) Any feedback, reflections or accounts from people other than the incumbent e.g. churchwardens, headteacher, warden of residential care home, minister of another denomination (see page 51);(7) Reflections and feedback from any placement undertaken (see pages 54-56);

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(8) Record of attendance, notes of, and reflection on diocesan IME Phase 2 training events (see page 49);(9) Record and notes of any other training undertaken;(10) Notes on any theological and spiritual reading (see page 50);(11) Any other material which the curate considers relevant and helpful.

5. Participation in the diocesan Phase 2 programme is expected and required by the bishops of the diocese. Incumbents and curates should seek to avoid clashes with parish commitments, but when they are unavoidable the IME Phase 2 programme takes precedence over the parish commitment. For stipendiary and other full-time parish-focused curates the expectation is clear, namely full participation. Those in full-time secular work should attend any days which are offered on a Saturday. Throughout the curacy they should attend as often as possible the sessions held on Thursday evenings specifically for curates in secular employment. Those with other varying levels of available time should discuss with their incumbent and CMD Adviser what is an appropriate level of involvement. On those few occasions for which apologies for absence have to be given, they should be made both to the CMD Adviser, and to Sue Denham, the CMD Administrator, who needs to know numbers for each day.

6. Curates are placed in Area Curate Groups formed of the curates in their year group in their Episcopal Area (although sometimes numbers necessitate alternative arrangements). They are facilitated by each Area CMD Adviser. These are an important expression of collegiality and fellowship as ordained minsters together, and are of the highest priority. They will be held at a time when all curates can attend, which in most cases will mean in an evening in order to include those in secular work. They meet a minimum of three or four times a year.

Assessment at the End of the CuracyThe goal of assessment is to assist ministerial development and formation. It allows the identification and confirmation of particular gifts and strengths, and ensures competence in each area of ministry. Of course, there is much more to mission and ministry than technical competence in the exercise of ministerial tasks, and the Learning Outcomes point us towards:(a) Competent exercise of ministerial skills;(b) Formation of Character: it is not sufficient that clergy do a technically competent job; rather we look for grace, love, and spiritual depth;(c) The ability to reflect – reflective practice – and self-awareness;(d) The ability to relate well to and work well with other people, both when ‘alongside’ i.e. being a team player, and when ‘in charge’ i.e. team leader: collaborative working is not one heading among others, it has to be a whole way of being and working.

Assessment PointsThe following timings have been agreed with the Diocesan and Area Bishops:

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First Assessment in January – February of Year 1, so that the Area Bishop may meet with the curate before Easter and make recommendation that a curate may proceed to be ordained to the priesthood.

Curates wishing to proceed to an incumbency-level postInterim Assessment April – May of Year 2. Final Assessment January – early February of Year 3, with moderation in late February or early March, so that the Area Bishop can write to the curate by the end of April (Year 3).

Curates wishing to proceed to an associate ministry postInterim Assessment May – July of Year 2.Final Assessment from September – November of Year 4, with moderation in the second half of February, so that the Area Bishop can write to the curate by the end of April (Year 4).

Stipendiary curates will follow the first timescale, while self-supporting curates will, in most cases, follow the second timescale. However, self-supporting curates with a full-time parish focus may agree with their incumbent and CMD Adviser to follow the first if appropriate.

It will be vital that there is total openness and transparency in all parochial and diocesan processes and relationships from the outset. Curates and incumbents should both read all the relevant sections of this Handbook carefully, and clarify together that they understand and agree the processes to be followed. A key value and commitment must be that of total openness and honesty with one another. Certainly no curate should ever read anything in a report written by an incumbent (especially anything which might be perceived as negative) which had not already been shared with them verbally in a supervision meeting.

A final outcome of the process of assessment is that the Area Bishop, acting on the recommendation of the CMD Advisers, will write a letter to the curate at the end of the curacy confirming that the curate may proceed to an incumbency-level post or to as associate ministry post, as appropriate. All bishops nationally will follow this practice.

The Roles of CMD Adviser, Incumbent and Curate in Assessment

The Area CMD Adviser is responsible for liaising with the incumbent and curate to ensure that each assessment takes place as scheduled. He/she will contact the incumbent and curate to arrange a three-way meeting, in which to review the curacy to date, take stock of the evidence of ministerial formation development of the curate, and agree aims for the next phase or remainder of the curacy. From this he/she will write a report for the Area Bishop (following such requests and guidelines as each gives), which will be agreed by e-mail with all parties. At the final assessment the CMD Adviser needs to make recommendation to the Area Bishop as to the terms in which the Area Bishop might write his end-of-curacy letter to the curate. In the interests of

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consistency and fairness, the three CMD Advisers will meet together in a moderation meeting, with an external assessor present, to share their recommendations, and to hold one another accountable. This meeting will be in strict confidence.

The Training Incumbent will be asked for a written report at each stage of assessment. Guidelines and two sample reports will be found in Appendix 4 pages 56-61. It is in order for the incumbent to ask the curate to write a self-assessment report, using the same headings, prior to the writing of the incumbent’s own report.

The Curate is responsible for compiling evidence of his/her learning, personal growth, and ministerial development and formation in the Portfolio. The portfolio will be a record that the curate is demonstrating engagement with ministry and learning. As much as possible of this should be available to the CMD Adviser in electronic form prior to the three-way meeting.

Such processes of assessment have been or are being introduced in all dioceses, at the request of the House of Bishops and Ministry Division. It should be stressed that the primary aim is to assist formation and development. It should also be stressed that, when terms such as ‘supervision’ and ‘assessment’ are used, they are employed in a functional way, to describe this particular working relationship of curate-vicar, and they should not be understood in a hierarchical sense. Many curates bring significant life experience and lay-ministry experience, and good incumbents will expect to learn a great deal from their curate, as well as assisting their curate in their journey.

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Curacy Timetable

Notes: (1) Each ‘Year’ runs from July to June i.e. in accordance with Petertide ordination.(2) The designations ‘stipendiary’ and ‘SSM’ are used with regard to timings. However, SSM curates with a full-time parish commitment and who may, at the end of curacy, aspire to be a self-supporting priest-in-charge or house-for-duty priest may, in consultation with the Area CMD Adviser and Area Bishop, follow the ‘stipendiary’ timings.(3) Periods of sick leave, maternity and parental leave will affect these timings, since they would make it difficult to complete all the necessary ministry experience and associated supervision without extending the timings appropriately. In such instances consultation will take place between the curate, incumbent, CMD Adviser and Area Bishop.

Year 0 (= prior to ordination)When What WhoSeptember – March Curacy is arranged Area Bishops & DDOFebruary/March Residential Conference

for training incumbentsCMD Advisers & Training Incumbents

May Year 0 – September Year 1

Curacy Agreement drawn up and signed

Curate & Incumbent, assisted by CMD Adviser

Year 1When What WhoMay Year 0 – September Year 1

Curacy Agreement drawn up and signed

Curate & Incumbent, assisted by CMD Adviser

July – September Year 1 Annual Training & Development Plan drawn up: summary to CMD Adviser by 30th September

Curate and incumbent

January – February First Assessment CMD Adviser arranges with curate and incumbent

March – May Area Bishop meets with curate (leading to recommendation to Diocesan bishop regarding ordination to the priesthood)(?preceded by meeting of archdeacon with curate)

Area Bishop and curate

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Year 2When What WhoJuly – September Progress Review of Year 1

and drawing up of Year 2 Annual Training & Development Plan: summary of both to be sent to CMD Adviser by 30th Sept

Curate and Incumbent

April – May Interim Assessment for stipendiary curates

CMD Adviser arranges with curate and incumbent

Late May – June Area Bishop meets with stipendiary curates

Area Bishop and stipendiary curate

May – July Interim Assessment for SSM curates

CMD Adviser arranges with curate and incumbent

Year 3When What WhoJuly – September Area Bishop meets with

SSM curates Area Bishop & SSM curate

July – September Progress Review of Year 2 and drawing up of Year 3 Annual Training & Development Plan: summary of both to be sent to CMD Adviser by 30th Sept

Curate and Incumbent

January – Mid-February

Final Assessment for stipendiary curates

CMD Adviser arranges with curate and incumbent

February – May CMD Adviser may meet with SSM curates and their incumbents (not an assessment point)

CMD Adviser arranges with curate and incumbent

Second Half of February

Moderation Meeting of CMD Advisers and external assessor

CMD Advisers

February onwards After the CMD day on ‘Moving on’ (to be held promptly after the CMD Advisers’ Moderation meeting), stipendiary curates may consider applying for incumbency-level posts

Curate, with agreement of Area Bishop

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Late March – April Area Bishop meets with stipendiary curates

Area Bishop and curate

April Area Bishop writes formal end-of-curacy letter to stipendiary curates

Area Bishop

Year 4When What WhoSeptember – November

Final Assessment for SSM curates

CMD Adviser arranges with curate and incumbent

November – January Area Bishop meets with SSM Curates

Area Bishop & SSM curate

Second Half of February

Moderation Meeting of CMD Advisers and external assessor

CMD Advisers

April Area Bishop writes formal end-of-curacy letter to SSM curates

Area Bishop

The Supervision Process

The relationship between incumbent and curate is the most central element in a curate’s training. It is from this relationship that the new deacon or priest will learn most, and will be most influenced in the conduct of his or her ministerial life. It is also a mutual relationship, one within which both curate and incumbent can help and support each other in their pilgrimage and ministry. When the relationship works well it is a great blessing to both. Within this, meeting together for Supervision and Reflection is an absolutely vital building block. It is important that time is made for regular, rather than haphazard reflection. Such sessions should not be confused with staff meetings and diary planning, from which they need to be quite separate.

There is much biblical precedent for support and guidance on a one-to-one basis. Examples are Jethro and Moses, Samuel and Eli, Elijah and Elisha, Isaiah and Hezekiah, Mary and Elizabeth, Paul and Timothy. There is also the example of Jesus himself who, as well as addressing large crowds, spent significant time with the twelve disciples, teaching and training them for future mission and ministry. On some occasions he worked with a sub-group of Peter, James and John, and in John 21 we see the risen Jesus spending particular time with Peter.

Supervision meetings should be fixed in the diary on a regular basis. As already stated, for stipendiary curates and others whose ministry is 100% parish-focused, this should be weekly for 60-90 minutes or fortnightly for 90-

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120 minutes. For those in full-time secular work with parish availability of Sundays plus one or two evenings, a monthly meeting will generally be appropriate. For those with half-time parish availability, frequency of meetings can be agreed between curate and incumbent, in liaison with the Area CMD Adviser.

The Supervision Meeting will be fundamental to the process of assessment: and in order to demonstrate experience and competence in a range of ministry skills and contexts, it is necessary that certain topics are included, within the time of the curacy, as a focus of particular supervision sessions, for which and from which written reflections will be kept in the curate’s personal Development Portfolio.

The following topics should be included:

Year 1Curacy Agreement & Annual Training and Development PlanLeading Public WorshipThe Local context of Ministry and Mission: Parish, Deanery and DioceseFunerals and BereavementPatterns of life/The cost of ministry and discipleshipDevelopment of Preaching/Sermon Assessment and feedbackLocal Mission and EvangelismChurch-School RelationshipsBaptismMinistry with children and young people

Year 2Personal reading, prayer and spiritualityEucharistic Presidency/Distinctive DiaconateWeddings and Marriage PreparationSupport of the Elderly and Sick: home visiting, residential homes, Pastoral ServicesPreparation for Confirmation and CommunionSmall Groups: Participation and LeadershipStyles of leadership Parish Administration: Time Management and planning strategies

Year 3Enthusing and managing volunteers Conflict and ReconciliationBeyond the walls: working outside the church/with the unchurched/in the workplaceHelping adults learnModels of church and ministry – where do I fit in the future?

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Working with diversity/Interfaith/Ecumenism The Civic Roles of the ChurchChairing Meetings: making meetings work well

A few points may be made:(1) The order is not fixed, and may be varied as curate and incumbent determine.(2) There are two more topics in Year 1 than in Years 2 and 3: the logic is that Years 2 and 3 are likely, in practice, to begin from September onwards, while Year 1 commences at the point of ordination at Peter-tide.(3) Self-supporting curates who have limited parish availability will not be able or expected to cover all these topics, and should determine, with their incumbent and Area CMD Adviser, which to include and which to omit. All curates will wish to include those concerned with leading worship and preaching, the occasional offices (in most cases), Eucharistic Presidency, patterns of life, personal prayer and spirituality, small groups, pastoral care, mission and evangelism, working outside the church and work-place issues. Other topics may be selected as appropriate and possible.

For each supervision meeting on these topics, the curate will prepare a written reflection of about 300 words/one side of A4. This will aim to show, using particular ministerial activities or incidents wherever possible:(1) The curate’s competence in this area;(2) What reflection and learning is taking/took place;(3) The collaborative working entailed: who did the curate work with? How was prior preparation undertaken? What was good or bad in the working relationship(s)?(4) How this area of ministry fits into the work of the Missio Dei (this could be done by describing which of the Five Marks of Mission encompasses it).

This written reflection should either be brought to the meeting, or e-mailed to the incumbent in advance (Appendix 2 pages 63-64 contains two sample reflections for a Supervision meeting).

In the light of the conversation within the Supervision Meeting, the training incumbent will then write a brief reflection in response to what they have read and heard. Incumbents may choose also to write something ahead of the Supervision Meeting, which they then change (or not) as necessary in the light of the conversation, or they may wait until after the meeting before writing anything.

Both the curate’s reflection and the incumbent’s response are then filed in the curate’s Personal Development Portfolio.

The topics listed above constitute a required minimum for stipendiary curates and SSMs who wish to proceed to incumbent-level posts. It is entirely in order for other additional topics to be treated in the same manner, and for evidence of them also to be kept in the curate’s Portfolio.

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Other sessions may centre on a piece of work (for example a sermon) but should also involve opportunity for wider exchange and reflection, when the curate and incumbent can share perceptions about progress being made, both in general terms and in terms of the Annual Training and Development Plan.

The process of this meeting needs to be right. The Training Incumbent may find the following checklist helpful:

listen more than you speak recognise your personal feelings and their possible influence on your

judgements and actions be sensitive to the experience and needs of your colleague stay with the issues, and avoid being too anecdotal about your own

ministry ask open questions and be genuinely interested build on your colleague’s strengths by offering constructive feedback encourage your colleague to learn from failures as well as successes set realistic goals be patient don’t let disagreements fester

Good practice in supervision is essential in the incumbent/curate relationship. Difficulties in this area can lead to expectations not being met, frustration and resentment setting in and a gradual deterioration of both the working and the learning relationship.

Common areas of difficulty are: the erosion of time allocated because of other pressures a sense that after a year or so supervision is less important changing of time and place so often that good practice is undermined finding time for supervision when curate has a part time role in the

parish not really knowing how to use the time effectively a tendency to mix supervision with other agendas

It is very common for curates to feel that their incumbent gives them insufficient feedback, or that the feedback is mostly negative and unhelpfully critical. It is difficult for a curate to point this out, because they may not wish to seem defensive; they may fear that further criticism will result; or they may think that their incumbent just can’t be bothered. But often the incumbent may have no idea that the curate feels like this. Perhaps this is because it is a long time since the incumbent was a curate anxious for some feedback, perhaps it is because they are focused on numerous other things, perhaps it may be true that the curate is over-sensitive. But whatever the reasons, it is important that both curate and incumbent engage in good practice in this area.

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Constructive critical comment is a more difficult area but not one to shrink from. Because it can be a sensitive area, comments which were meant to be constructive can sound more abrupt than was intended. But again comment should be specific and whilst pointing out areas of weakness, it is helpful to concentrate on how it might have been done differently, how it could be approached in future and what has been learned. This approach will feel less bruising than a simple demolition of a piece of work, because it offers a way forward and expresses the faith of the incumbent in the curate to develop their skills with more experience. The curate is pointed forward and left with a focus on a positive ‘next time’ rather with feelings of failure and disappointment in the present.

When the curate and training incumbent evaluate a piece of work, it is helpful to allow the curate to give their own perspective first. This enables the learner to feel in control of the situation and not immediately exposed to the opinions of the other. If the self assessment is negative, the incumbent can respond with something like ‘yes, I think you are right about some of the things that went wrong, lets talk about them’. If the curate’s assessment is unrealistically positive, some tact will be needed, but at least the incumbent will be aware that the critical comment may be unexpected and therefore needs to handled with care.

In the training relationship, there is an emphasis on the roles of incumbent and curate as trainer and learner respectively. Nonetheless, in all healthy learning contexts there is flexibility about these roles and it is appropriate for the teacher to learn and the learner to teach. Incumbents who feel that they have nothing to learn from their colleagues are missing an opportunity, especially today when the newly ordained may bring with them rich experience of professional working life, lay ministry and personal relationships.

Feedback can be positive and encouraging, even when it points out serious flaws and weaknesses. Without self-awareness, comment on a colleagues performance can sound negative and destructive, leaving a colleague feeling personally diminished.

Appendix 5 on pages 62-63 contains some guidance for incumbents on giving feedback.

Supervision during a vacancyIt is the normal practice to require Training Incumbents to commit themselves to staying in the benefice for at least the first year of a curacy, and hopefully for most of it. Training Incumbents are not normally permitted study leave/sabbatical during the first two years of receiving a curate in training.

Particular difficulties arise when a Training Incumbent leaves the parish during the curate’s training or is absent for any reason for a long period of time. In this event it is important to ensure that continuing support and parish training are made available. On such occasions it is the responsibility of the Curate to

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inform the Area CMD Officer, and of the Incumbent to inform the Area Bishop. Following consultation with Area CMD Officer the Bishop may delegate supervision to a locum Training Incumbent or Interim Supervisor.

The Annual Training and Development Plan

This plan requires especially careful preparation, since it contains the substance of the work to be delivered by both parties in the training relationship. It must be drawn up after close consideration of:

1. The Learning Outcomes, which are printed in the following pages; and for those whose ministry is full-time parish-focused, the checklist of parish ministry work which follows them.

2. The curate’s previous experience within the last five years which is relevant to ministry formation.

Additionally, it will be important to note what Diocesan or Area IME Phase 2 days are being provided.

From this exercise it will be possible to form a three year Training and Development Plan of which particular areas need working on in each year. Naturally, this may be adapted in the light of experience, but it will be important to have a ‘map’ there in the first place.

The headings of the Learning Outcomes are:

A. Vocation and ministry within the Church of England

B. Spirituality and worship

C. Christian tradition, faith and life

D. Mission, evangelism and discipleship

E. Leadership and collaboration

F. Relationships

G. Personality and character

Using these or other suitable headings, it will be possible to identify in each case:

Areas in which experience and competency has already been gainedAreas to include in Year 1Areas to include in Year 2Areas to include in Year 3

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Areas of on-going developmentAreas in which this particular curate will not need to gain experience and competency.

You can then use the forms on page 40-41, or some other method of your choice, to form an Annual and Development Training Plan. You may wish to do an outline for three years at the start of the curacy: at the Annual Review it will then be a case of updating and altering Years 2 and 3 as necessary. Alternatively you may wish to do one year plan at a time.

Having formed your Annual Training and Development Plan, send the completed “Summary of Annual Training and Development Plan” form on page 42 to your Area CMD Adviser by the end of September each year.

At the end of each year of curacy, you will wish to review progress over the previous year, and set the Plan for the forthcoming year. The Questions on pages 43-44 may be used for this purpose, and the “Summary of Annual Review of Training” form on page 45 should also be sent to the Area CMD Adviser by the end of September, together with the Summary of the Annual Training Plan for the year ahead.

Summary

At the beginning of the Curacy an Annual Training Plan for Year 1 is formed.

At the end of Year 1/beginning of Year 2 progress on the Year 1 plan is reviewed, and a Year 2 plan is formed.

At the end of Year 2/beginning of Year 3 progress on the Year 1 plan is reviewed, and a Year 3 (or sometimes Years 3 and 4) plan is formed.

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LEARNING OUTCOME STATEMENTSfor Initial Ministerial Education for Ordained Ministry in the Church of England

These Learning Outcomes have been newly revised, and are due to be approved by the House of Bishops in May 2014.

The headings of these Learning Outcomes are: Vocation and ministry within the Church of England Spirituality and worship Christian tradition, faith and life Mission, evangelism and discipleship Leadership and collaboration Relationships Personality and character

The learning outcomes are clustered around dispositions which are related to formational learning and character development (“Ordained Ministers are people who…”). They represent the most important outcomes: knowledge, understanding and skills are secondary to Christ-like character. However, formational outcomes are not easy to assess: sometimes evidence may be more anecdotal than systematic. They are often discerned relationally and developed through a combination of learning, experience, reflection and prayer.

Alongside each dispositional outcome are outcomes related to knowledge and understanding (“people who know about and understand…”) as well as to skills (“people who are able to…”). These are related in subject matter to the dispositions, but are not an elaboration of them.

The learning outcomes articulate areas of knowledge, skills and understanding towards which some significant progress has been made. There is an aspirational element to how these are described: knowledge and understanding are never complete and skills are never totally fluent. It is understood that greater depth of understanding and fluency of practice will be achieved over time through the experience of exercising ordained ministry.

Pages 27-30 following set out the Learning Outcomes for all curates.

Pages 31-32 then set out the additional outcomes required for those proceeding to a post of incumbency-level responsibility.

Page 32 adds an additional paragraph concerning Ordained Pioneer Ministry.

Appendix 11 on pages 86-91 sets out the dispositions and sub-headings for the whole of IME i.e. Phase 1 and Phase 2, with those of Phase 2 in italics.

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Required of all Ordained Ministers at the end of IME Phase 2

A. VOCATION AND MINISTRY WITHIN THE CHURCH OF ENGLAND

A1 Ordained ministers are people who are firmly convinced of their calling to ordained ministry, are realistic about its challenges and continue to ask important questions about their role as a deacon or priest in the church of God, and who…

(a) know about and understand the nature and theological underpinning of different types of ministry in the Church of England and of their role in ministry and mission as a deacon or priest within the breadth and diversity of the church.

(b) are able to articulate their calling to discipleship and to ordained ministry as a deacon or priest within the Church of England.

A2 Ordained ministers are people who are rooted in corporate worship in the traditions and practices of the Church of England and are known to share the spiritual life of the community / communities they serve, and who…

(a) are able to represent the church in public life and engage in partnerships, including, where possible, working with other churches and other faith communities and their leaders.

A3 Ordained ministers are people who are accountable and obedient in exercising ordained ministry as a deacon or priest within the Church of England, and who…

(a) know about and understand the legal, canonical and administrative responsibilities of those in public ministry with supervised responsibilities within a mixed economy context.

(b) show developed skills as reflective practitioners in relatively unsupervised settings, exercising wise and discerning judgment.

B. SPIRITUALITY AND WORSHIP

B1 Ordained ministers are people who are rooted, supported and growing in a disciplined life of prayer and personal devotion shaped by the responsibilities of public ministry and corporate worship in the tradition of the Church of England.

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B2 Ordained ministers are people who depend on the grace and gifts of God to sustain and energise humble, selfless, loving and Christ-like service in the church, and who…

(a) are able to demonstrate good practice in planning, facilitating and leading public worship, including pastoral services in a variety of settings and forms of liturgy and worship, and reflect on their practice.

B3 Ordained ministers are people who are growing in the love of God and in Christ-likeness and can identify instances of a tested and tried faith and relationship with God and of the grace of the Holy Spirit in their lives and ministries, and who…

(a) are able to relate spiritual traditions to corporate and individual practices that sustain and develop their own prayer life and spirituality, and those of others, including children, in a range of life circumstances.

C. CHRISTIAN TRADITION, FAITH AND LIFE

C1 Ordained ministers are people who sustain their public ministry and personal faith through a life of disciplined study and reflection that is open to new insights, and who…

(a) demonstrate a disciplined continuing study of the Bible as text and as holy Scripture for the church and the world through critical engagement with Old and New Testament texts and issues relating to their interpretation.

(b) demonstrate a disciplined continuing study of Christian beliefs and practices: how they have developed in historical and cultural contexts and are interpreted today.

(c) are able to interpret and use Scripture across a wide range of settings, showing a secure grasp of exegetical and hermeneutical skills, communicating these clearly, accurately and openly in ways that enable others to learn and explore.

C2 Ordained ministers are people who recognise, respect and value the legitimate breadth and diversity of belief and practice within the Church of England, and who…

(a) demonstrate a disciplined continuing study of how Christian beliefs and practices shape the moral life of individuals and communities.

(b) are able to reflect critically on how Christian doctrine and ethics relate to discipleship, church and society, communicating this effectively in the local church and community.

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D. MISSION, EVANGELISM AND DISCIPLESHIP

D1 Ordained ministers are people who have a mature capacity and an infectious, informed and prayerful enthusiasm for God’s mission that is nourished by Christ’s love for the world and lived out in acts of mercy, service and justice, and who…

(a) are able to read the cultural, historical, intellectual, economic, social, political and religious context of communities within the wider context, and, by reflection and perceptive, empathetic engagement, discern God’s mission in contexts in and beyond the church.

(b) are able to engage in effective mission and evangelism in a range of contexts, particularly in local communities and churches.

(c) are able to communicate the gospel sensitively, appropriately, passionately and effectively in a variety of media in diverse situations, both inside and outside the church.

D2 Ordained ministers are people who are committed to Christian education arising from a deep desire to see others grow in their Christian discipleship and to promoting good practice in a range of contexts, both inside and outside the church, and who…

(a) are able to nurture others in their faith development, including those with little previous knowledge of the faith, through catechesis, teaching and preaching, including preparation for baptism and confirmation.

(b) know about and understand the importance of the Church of England’s engagement with schools for the common good and for the mission and ministry of the church.

E. LEADERSHIP AND COLLABORATION

E1 Ordained ministers are people who model themselves on the servant leadership of Christ, and who…

(a) know about and understand how to supervise others in ministry and leadership in a varied range of roles and responsibilities.

(b) are able to supervise others in a limited range of roles and responsibilities.

(c) are able to lead collaboratively and competently, working effectively as a member of a team, as an ordained person.

(d) are able to work in partnership across wider groups of parishes and churches including with those of different traditions of the Church of England.

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E2 Ordained ministers are people who are willing, faithful and loyal in accepting leadership and authority, practicing collaboration and developing effective styles of service, and who…

(a) know about and understand the administrative, legal and management responsibilities of public ministry.

(b) are able to exercise appropriate accountability and responsibility in a new ministerial context.

(c) are able to use understanding of group dynamics to participate in and lead groups and to reflect with insight on the use and abuse of power.

E3 Ordained ministers are people who actively look for, recognise and nurture the gifts of others, and who…

(a) are able to use authority appropriately in ways that release, equip, enable and empower others, including colleagues, to fulfil their calling to mission and ministry.

F. RELATIONSHIPS

F1 Ordained ministers are people who seek to model the selfless love and compassion of Christ, and who…

(a) know about and understand issues regarding human flourishing in relationships and Christian pastoral care in a range of life circumstances and contexts.

(b) demonstrate good reflective practice in a wide range of pastoral and professional relationships, including in situations of conflict and disagreement.

F2 Ordained ministers are people of integrity, insight, who respect others, demonstrate empathy and honesty in their relationships, learning from them, and who….

(a) know about and understand policies and best practice in safeguarding, child protection and the protection of vulnerable adults and their application in a variety of contexts.

(b) are able to form and sustain healthy relationships inside and outside the church, including with peers in both fresh expressions and more traditional expressions of church, and with those with whom they differ.

(c) are able to handle conflicts and help to resolve them.

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G. PERSONALITY AND CHARACTER

G1 Ordained ministers are people who show insight, openness, resilience, maturity, integrity and stability in the pressure and change entailed in public ministry, and who…

(a) are able to balance appropriate care of self with the care of others by developing sustainable patterns of life and work, and effective support networks in the context of public ministry.

G2 Ordained ministers are people who are growing in self-knowledge and in commitment to Christ within the roles and expectations of ordained ministry, and who…

(a) are able to demonstrate a wise and discerning approach to the impact of ordained ministry on the whole of life.

(b) are able to reflect with insight and humility on personal strengths and weaknesses, gifts and vulnerability in response to a new context of public ministry.

ADDITIONAL LEARNING OUTCOMES FOR A POST OF RESPONSIBILITY

A. VOCATION AND MINISTRY WITHIN THE CHURCH OF ENGLANDOrdained ministers are people who…(a) know and understand the legal, canonical and administrative responsibilities of those having oversight and responsibility. For pioneer minister this includes Bishops’ Mission Orders.

(b) take a lead role in working with partners, representing the church in public life, including, where possible, working with other faith leaders.

(c) show sophisticated skills as an effective reflective practitioner and the capacity to develop these further to energise and enable creative theologically informed practice.

(d) are ready for, and open to, exercising a ministry of oversight and vision as priests in the church of God. In the case of pioneer ministers, this will include a specific focus in the oversight of teams leading fresh expressions of church.

B. SPIRITUALITY AND WORSHIPOrdained ministers are people who are sustained in the strains and joys of leadership by a life of prayer.

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C. CHRISTIAN TRADITION, FAITH AND LIFEOrdained ministers are people who are replenished in their leadership through a life of disciplined study and reflection that is open to new insights.

D. MISSION, EVANGELISM AND DISCIPLESHIPOrdained ministers are people who …(a) lead, enable and release missional vision and faithful witness in and among those for whom they have responsibility, fostering mission-shaped churches.

(b) enable others to articulate gospel truths and participate in their proclamation.

E. LEADERSHIP AND COLLABORATIONOrdained ministers are people who…(a) are able to supervise lay and ordained people (in the case of pioneer ministry, lay and ordained pioneers and leaders of fresh expressions of church) in positions of responsibility and in both informal and formal settings of training and practice.

(b) know about and understand how to facilitate and enable change effectively.

(c) exercise appropriate accountability and responsibility in faithfully and loyally receiving the authority of others, consistent with a position of responsibility.

(d) personify an integration and integrity of authority and obedience, leadership and service.

F. RELATIONSHIPSOrdained ministers are people who…

(a) show skill and sensitivity in resolving issues of conflict within the church community and in the formation of a corporate life in the presence of diversity.

(b) are able to supervise others in the conduct of pastoral relationships.

G. PERSONALITY AND CHARACTEROrdained ministers are people who…

(a) engage with others to reflect with insight on a personal style of leadership, its strengths and weaknesses in context, and demonstrate appropriate development.

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(b) encourage and enable colleagues to balance appropriate care of self with care of others.

ORDAINED PIONEER MINISTRYOrdained ministers who are training for ordained pioneer ministry will have met all the above learning outcomes at the completion of initial ministerial education. The mix of skills, gifts, knowledge and expertise that they bring to their training, formation and ministry, willdifferentiate them. Candidates for ordained pioneer ministry will be people who are particularly flexible, resourceful, innovative and entrepreneurial in their approach to ministry and mission beyond the existing church, thriving in unfamiliar cultures and contexts.

Ordained pioneer ministers will fulfil the learning outcomes with continual reference to the formation of new ecclesial communities through contextual mission. Ordained pioneer ministers are people who

• are proficient in contextualising liturgy and the ministry of the word in a variety of models of fresh expressions of church;

• are able to plant, lead and mature a fresh expression of church;• are able to nurture adults and children in fresh expressions contexts;• are able to exercise pastoral care outside the existing ministry of the

church;• are able and willing to develop a sustainable support system in a fresh

expression context, including belonging to a peer learning network.• are able to identify, develop and release leaders within a fresh

expression of church.

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Check-list of Parish Ministry Work(for use by those whose ministry is fully parish-focused)

Indicate the level of experience that has been gained in relation to the listed skills by marking the relevant point on the scale (low to high). Give a priority rating to the further development of those skills marked in the lower end of the scale where 10 = a high priority and 0 = not a priority.

Level of experience Priority Rating forgained to date future development

Personal Development Low High

Spirituality and prayer life l.....l.....l.....l.....l.....l .............................

Daily Office/Prayer Time l.....l.....l.....l.....l.....l .............................

Meditation/Quiet Time l.....l.....l.....l.....l.....l .............................

Retreat l.....l.....l.....l.....l.....l .............................

Different prayer styles, l.....l.....l.....l.....l.....l .............................

Spiritual director/Confessor/Soul friend l.....l.....l.....l.....l.....l .............................

Biblical studies l.....l.....l.....l.....l.....l .............................

Reflection on role(s) and work l.....l.....l.....l.....l.....l .............................

Reflection on life journey l.....l.....l.....l.....l.....l .............................

Continuing theological reflection/making connections l.....l.....l.....l.....l.....l .............................

Development of appropriate working rhythm,Including time off, retreats etc. l.....l.....l.....l.....l.....l .............................

Awareness of sexual dynamicsin working relationships l.....l.....l.....l.....l.....l .............................

Development of understandingof partnership in ministry l.....l.....l.....l.....l.....l .............................

Development of creative supportnetworks l.....l.....l.....l.....l.....l .............................

Hobbies and non-church interests l.....l.....l.....l.....l.....l .............................

Understanding of confidentiality l.....l.....l.....l.....l.....l .............................

Exercising a leadership role/

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awareness of own leadership style l.....l.....l.....l.....l.....l .............................Level of experience Priority Rating forgained to date future development

Conduct of Worship Low High

Requirements of Canon Lawregarding worship l.....l.....l.....l.....l.....l .............................

1662 Holy Communion/CW Order 2 l.....l.....l.....l.....l.....l .............................

1662 Morning or Evening Prayer (said/sung) l.....l.....l.....l.....l.....l .............................

Common Worship – Order 1 l.....l.....l.....l.....l.....l .............................

CW Morning & Evening Prayer (full) l.....l.....l.....l.....l.....l .............................

Baptisms in different contexts l.....l.....l.....l.....l.....l .............................

Weddings - CW/BCP/Nuptial Eucharist l.....l.....l.....l.....l.....l .............................

Blessing after civil marriage l.....l.....l.....l.....l.....l .............................

Funerals (Church/Crematorium/Requiem) l.....l.....l.....l.....l.....l .............................

Holy Week in more than one context l.....l.....l.....l.....l.....l .............................

Worship not following a prescribed form l.....l.....l.....l.....l.....l .............................

All-age worship l.....l.....l.....l.....l.....l .............................

Familiarity with newly authorisedforms of worship l.....l.....l.....l.....l.....l .............................

Writing and planning special services l.....l.....l.....l.....l.....l .............................

Choosing music & liaison with musicians l.....l.....l.....l.....l.....l .............................

Reading, speaking & singing in church l.....l.....l.....l.....l.....l .............................

Leading intercessions l.....l.....l.....l.....l.....l .............................

Preparing the church & books for worship l.....l.....l.....l.....l.....l .............................

Preparing/cleansing communion vessels l.....l.....l.....l.....l.....l .............................

Use of oils in initiation services/ministry to sick 1.....l.....l.....l.....l.....l .............................

Practical awareness of traditions other thanown (e.g. use of vestments, incense, North Endcelebration) l.....l.....l.....l.....l.....l .............................

Choreography of worship l.....l.....l.....l.....l.....l .............................

Planning and Leading Ecumenical Services l.....l.....l.....l.....l.....l .............................39

Level of experience Priority Rating forgained to date future development

Preaching Low High

Parish Eucharist l.....l.....l.....l.....l.....l .............................

All-age worship l.....l.....l.....l.....l.....l .............................

Preparation of audio/visual materials l.....l.....l.....l.....l.....l .............................

Youth Services l.....l.....l.....l.....l.....l .............................

Weddings l.....l.....l.....l.....l.....l .............................

Funerals l.....l.....l.....l.....l.....l .............................

To non-regular churchgoers(e.g. civic occasions) l.....l.....l.....l.....l.....l .............................

School Services l.....l.....l.....l.....l.....l .............................

Evangelistic/Guest Services l.....l.....l.....l.....l.....l .............................

Mission and Evangelism Low High

Awareness of local context, in particularthe social profile l.....l.....l.....l.....l.....l .............................

Developed theology, understanding andpractice of mission (including the Five Marks of Mission) l.....l.....l.....l.....l.....l .............................

Ability to present the Gospel message tothose with little or no church background l.....l.....l.....l.....l.....l .............................

Experience of using one of the evangelismresources, e.g. Alpha, Emmaus etc. l.....l.....l.....l.....l.....l .............................

Awareness of diocesan and nationalstrategies of mission l.....l.....l.....l.....l.....l .............................

Awareness of Church Planting andFresh Expressions of Church l.....l.....l.....l.....l.....l .............................

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Level of experience Priority Rating forgained to date future development

Pastoral and Educational Low High

Knowledge of how adults learn l.....l.....l.....l.....l.....l .............................

Awareness of current issues insociety, e.g. racial, gender, sexuality etc. l.....l.....l.....l.....l.....l .............................

Baptism preparation: as an individual l.....l.....l.....l.....l.....l .............................

in a team l.....l.....l.....l.....l.....l .............................

Children’s Groups/Messy Church l.....l.....l.....l.....l.....l .............................

School Assemblies: church school l.....l.....l.....l.....l.....l .............................

non-church school l.....l.....l.....l.....l.....l .............................

Confirmation - children and young people l.....l.....l.....l.....l.....l .............................

Confirmation instruction - adults l.....l.....l.....l.....l.....l .............................

Preparation for Communion before Confirmation l.....l.....l.....l.....l.....l .............................

Involvement in a church youth group l.....l.....l.....l.....l.....l .............................

Marriage preparation l.....l.....l.....l.....l.....l .............................

Banns l.....l.....l.....l.....l.....l .............................

Special licences/Archbishop’s licence l.....l.....l.....l.....l.....l .............................

Marriage Requests where one is divorced and has partner still living l.....l.....l.....l.....l.....l .............................

Funeral visiting l.....l.....l.....l.....l.....l .............................

Teaching about prayer l.....l.....l.....l.....l.....l .............................

Home Group leadership l.....l.....l.....l.....l.....l .............................

Bible study leadership l.....l.....l.....l.....l.....l .............................

Training Group Leaders l.....l.....l.....l.....l.....l .............................

Pastoral visiting l.....l.....l.....l.....l.....l .............................

Visiting the sick at home l.....l.....l.....l.....l.....l .............................

Visiting the sick in hospital l.....l.....l.....l.....l.....l .............................41

Level of experience Priority Rating forgained to date future development

Ministry to sick and dying:in hospital l.....l.....l.....l.....l.....l .............................

in hospice l.....l.....l.....l.....l.....l .............................

at home l.....l.....l.....l.....l.....l ............................

Healing services l.....l.....l.....l.....l.....l .............................

Ministry in an institutional settinge.g. prison, old people’s home l.....l.....l.....l.....l.....l .............................

Working with volunteers & pastoralmanagement l.....l.....l.....l.....l.....l .............................

Counselling / listening skills andawareness of own limitations l.....l.....l.....l.....l.....l .............................

Parish Organisation Skills Low High

Preparation for & chairing of meetings l.....l.....l.....l.....l.....l .............................

Legalities of lay officers, PCC & APCM l.....l.....l.....l.....l.....l .............................

Paper management l.....l.....l.....l.....l.....l .............................

Time management l....l.....l.....l.....l.....l .............................

Presentation skills & parish publicity l.....l.....l.....l.....l.....l .............................

Managing parish finances, fees & expenses l.....l.....l.....l.....l.....l ............................

Church registers l.....l.....l.....l.....l.....l .............................

Churchyards, DAC & Faculties l.....l.....l.....l.....l.....l .............................

Legalities of worship including interfaith& ecumenical worship l.....l.....l.....l.....l.....l .............................

The keeping of records l.....l.....l.....l.....l.....l .............................

Simple accounting & budgeting l.....l.....l.....l.....l.....l .............................

Long term planning & development l.....l.....l.....l.....l.....l .............................

Goal/objective setting & evaluation l.....l.....l.....l.....l.....l .............................

Writing magazine articles l.....l.....l.....l.....l.....l .............................

Working with the media l.....l.....l.....l.....l.....l .............................42

Level of experience Priority Rating forgained to date future development

Legal requirements for youth workersand other employed staff l.....l.....l.....l.....l.....l .............................

Personal safety awareness l.....l.....l.....l.....l.....l .............................

Additional Skills Low High

Emergency baptism in hospital l.....l.....l.....l.....l.....l .............................

Local incident emergency plans l.....l.....l.....l.....l.....l .............................

Blessing of objects, homes & people l.....l.....l.....l.....l.....l .............................

Encountering the mentally ill l.....l.....l.....l.....l.....l .............................

Anointing the sick/dying l.....l.....l.....l.....l.....l .............................

Thanksgiving for birth of a child / thechurching of women l.....l.....l.....l.....l.....l .............................

Death of babies - including stillbirth,abortion, miscarriage l.....l.....l.....l.....l.....l .............................

Sudden death e.g. accident, suicide,major incident l.....l.....l.....l.....l.....l .............................

Dealing with conflict l.....l.....l.....l.....l.....l .............................

Confession and absolution in formal &informal settings l.....l.....l.....l.....l.....l .............................

Deliverance ministry l.....l.....l.....l.....l.....l .............................

Hearing of Confessions l.....l.....l.....l.....l.....l .............................

Areas of expertise Low High

Schools - primary and secondarye.g. school governor l.....l.....l.....l.....l.....l .............................

People with mental illness l.....l.....l.....l.....l.....l .............................

People with disabilities of various kinds l.....l.....l.....l.....l.....l .............................

Work amongst deaf people l.....l.....l.....l.....l.....l .............................

Supporting laity in church life l.....l.....l.....l.....l.....l .............................

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Level of experience Priority Rating forgained to date future development

Supporting laity in secular life - workand community involvement l.....l.....l.....l.....l.....l .............................

Community development l.....l.....l.....l.....l.....l .............................

Interfaith dialogue l.....l.....l.....l.....l.....l .............................

Effective teaching of the Christian faithwithin a changing culture l.....l.....l.....l.....l.....l .............................

Equal opportunities l.....l.....l.....l.....l.....l .............................

Media skills l.....l.....l.....l.....l.....l .............................

Chaplaincy work - industrial, hospital,school, prison, community groups l.....l.....l.....l.....l.....l .............................

Tourism and use of church buildings l.....l.....l.....l.....l.....l .............................

Rural ministry l.....l.....l.....l.....l.....l .............................

Urban and inner city ministry l.....l.....l.....l.....l.....l .............................

Suburban ministry l.....l.....l.....l.....l.....l .............................

Spiritual direction / counselling l.....l.....l.....l.....l.....l .............................

Links with the wider Church Low High

Awareness of diocesan resources andstrategy for mission l.....l.....l.....l.....l.....l .............................

Involvement in local chapter l.....l.....l.....l.....l.....l .............................

Awareness of national church structures l.....l.....l.....l.....l.....l .............................

Awareness of world-wide Church l.....l.....l.....l.....l.....l .............................

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Preparation of the Annual and Development Training Plan

In the light of the Learning Outcomes above, and, if fully parish-based, the check-list for parish ministry work, it will be possible to reflect on, articulate and record answers to questions such as:

What experiences of mission and ministry is it essential that the curate gains in Year 1? Where and how will these experiences be gained?

What experiences of mission and ministry need to be gained during the curacy, but can wait until Year 2 onwards?

What areas of mission and ministry will need to be on-going throughout the curacy?

What are the available resources which will enable growth and achievement in each area? Over what timescale will this be addressed? What will be the means of evaluation of progress?

What prior experience or expertise does the curate bring? Where there is a prior expertise, is there a need for reflection on how this is different in an ordained role?

In the case of part-time SSM curates, are there areas of ministry which it will be less essential for the curate to gain for their envisaged future ministry?

45

From this preparatory work, it will be possible to use the form on the next page, or some equivalent. When this form is separated from this handbook it may be easier to work in landscape.

A sample Year 2 Annual Training Plan is given in Appendix 10 on page 85. However, they can and do come in all shapes and sizes, and the format

offered is not prescriptive.

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Annual Training and Development Plan(Please copy or print this form, deleting in the paragraph below as necessary)

In the first/second half of Year 1/2/3, in addition to those areas of experience which are on-going, particular experiences of mission and ministry will be:

Ministry/Mission Experience

Resources Available

Timescale Means of Evaluation

1.

2.

3.

4.

5.

6.

7.

8.

Please complete the Summary of Annual and Development Training Plan to send to your Area CMD Officer.

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Summary of Annual Training and Development PlanPlease photocopy or print this blank sheet as it has to be completed annually

ANNUAL TRAINING PLAN

Name: .............................................................................................................

Parish: ...........................................................................................Year...........

We are agreed that in addition to the Area and Diocesan programmes of training, the particular areas of Training that will be covered in parish training this year are:

1.

2.

3.

4.

5.

6.

7.

8.

Incumbent

Curate

Date

This completed Summary of Annual Training and Development Plan should be sent to the Area CMD Officer by the end of September

At the beginning of Years 2 and 3 it can be sent together with the Summary of Annual Review of Training at the end of Years 1 and 2 (page 45)

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Annual Training and Development Plan Review At the end of each year of the curacy it will be important to review progress on the previous year’s Annual Training Plan. The process described here, or something similar, should be followed.

It is suggested that curate and incumbent initially complete the following individually, and then meet to discuss what they have written.

1. What experiences of mission and ministry have there been for the curate over the last year?

2. Which of these have gone well and been positive for the curate?

3. Which have gone less well and been less positive?

4. What has been challenging and stretching for the curate?

5. How has the curate developed as a person and as a deacon/priest?

6. What particular gifts, strengths, and enthusiasms has the curate displayed?

7. What areas of weakness or further development can be identified?

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8. How well has the curate worked in collaborative or team settings?

9. In what ways is the working relationship between curate and incumbent a good one? In which ways less so? How could it be improved?

10. Has the curate developed an appropriate pattern of prayer and a spiritual discipline?

11. How have boundaries been established and maintained, and time balanced, between parish and home (and, where appropriate, the workplace)?

12. Has the Working Agreement proved realistic? Does it need updating?

13. Which IME Phase 2 and/or other training has been particularly valuable? And which less so?

14. What priorities would you like to agree for the coming year?

15. What other comments do you wish to make?

Date:

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Summary of Annual Review of Training

1. Over the last year ministerial experience has been gained of:

2. We are satisfied with the Curacy Agreement Yes/No

If “No”: We wish to make the following changes:

3. Other Comments

Signed:

Curate……………………………………………………………..

Incumbent…………………………………………………………

Date……………………………………………………………….

Once completed this Summary of Annual Review of Training and Development Plan should be sent to the CMD Officer. Copies should also be kept by both

signatories.

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At the end of Years 1 and 2 it can be sent together with the Summary of Annual Training Plan for Years 2 and 3 (page 42)

The Portfolio

On page 15 you will find listed the kinds of entries to be made in the portfolio. The next pages set out some possible formats that you may choose to use (or you may prefer to develop your own ways of presenting material).

Record of Supervision Meetings with Incumbent

Dates of Meetings

Topic(s) Discussed Formal Record?

Year 1: 2014-15123456789

Dates of Meetings

Topic(s) Discussed Formal Record?

Year 2: 2015-16123456789

Dates of Meetings Topic(s) Discussed Formal Record?Year 3: 2016-17

1234

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56789

(Rows should be added, and a Year 4 table produced if necessary)Record of Supervision Meetings with Incumbent

Date and Time of Meeting

Topic(s) Discussed

Preparation for Meeting

Reflections and Insights

Actions to Take

Comments and Observations

53

54

Record of Parish Project

Project

Time Period

Preparations

Discussions with incumbent

Execution

Evaluation and Reflection

Comments

55

Record of Diocesan IME Phase 2 and other Training

Title of Course

Leader(s)

Date(s)

Comments and Insights

Handouts in Portfolio? Yes/No

56

Books Read

Author and Title

Summary

Reactions and Reflections

Author and Title

Summary

Reactions and Reflections

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Obtaining Feedback, Reflections, and Accounts from Others

e.g. churchwardens, leaders of church children’s work, headteachers, wardens of care homes.

It is good for curates to seek and receive feedback and comments from others about how their presence and ministry is perceived. Often this will be a verbal process, but it is helpful if sometimes it is in written form: it enables a more thoughtful and considered response.

Examples of opportunities might be: Asking a churchwarden or church member to comment and on a

particular sermon; Asking a headteacher to comment on how the curate conducts

assemblies, or participates in other aspects of school life; Asking the warden of a residential care home about the curate’s

presence and activity when visiting residents and/or conducting services.

A good way of gaining feedback is to give (or e-mail) someone a paper with a few questions.

For example, following a school assembly

Assembly in Local CE Primary School by Revd Bright Curate 14th February

1. Do you have any comments about the content? Was it pitched appropriately for the age-range present?

2. Do you have any comments on my style of presentation?

3. What was good about my assembly?

4. What could have been done differently – perhaps better? What specific advice and guidance can you offer me for my next assembly?

5. Do you have any other comments about the assembly, or about my presence in school?

Thank you.

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The IME Phase 2 Programme and the Role of the Area CMD Advisers

While the incumbent-curate relationship is the primary context of training, the diocesan CMD Advisers provide opportunities for curates to come together to explore particular issues.

Year Group Residential ConferenceIn each of the first three years there is an annual residential weekend. The Bishops consider that attendance at the annual residential conference is mandatory, and reasons for not attending and apologies should be given to them.

Training DaysThe Phase 2 Coordinator arranges two or three training days per school term. Some of these will be for particular year groups, while others will be for all curates. Some may be open to Readers as well. A booklet giving dates and details of days planned for the year will be issued before the summer holidays.

Additionally, about five times a year there is an IME Phase 2 evening for those who are in full-time secular work, who will be unable to attend many of the midweek days provided. These are held on a Thursday evening, beginning at 6.30 with supper in Chelmsford Cathedral alongside students of St Mellitus College (North Thames Ministerial Training Course). These finish at 8.30pm.

While these days and evenings are primarily for curates, training incumbents are welcome to attend any particular days of interest to them, free of charge, and should contact the CMD Administrator Sue Denham in advance if they wish to do so.

The Area CMD AdvisersIn order to develop and maintain a sense of collegiality and mutual belonging among those ordained together as deacons and then priests, the three Area CMD Advisers arrange to meet at least once a ‘term’ with the curates within their Episcopal Area as a group. It is up to each Area CMD Officer to choose whether this is by separate year groups, or across year groups, and up to them to use these gatherings as they see fit

Additionally, as already described, they are responsible for making an annual visit to curate and incumbent together. This forms part of the initial, interim, and final assessments.

The Area CMD Advisers are here to support both curate and training incumbent, and if any difficulties arise, please contact them early on – it is always much easier to help sort a small problem than it is when it has been left to grow into a large problem.

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CMD grantsFunding is available for all clergy to attend appropriate courses, conferences and other training events. The use of the CMD grant is not restricted to organised courses and conferences but can be used to fund a ‘package’ which an individual puts together themselves. The aim is to facilitate the broadening and deepening of ministry. The grant may not be used to buy books. Area CMD advisers should be consulted about whether a particular event or idea will qualify for the use of grant funds. Sue Denham, the CMD Administrator, can also advise on what level of funding you have available. Requests to use personal CMD grants must be made on the application form available on the CMD pages of the diocesan website: the completed form should be sent to the Area CMD Adviser.

The diocese has an ‘Advanced Study Grants’ fund, to which application may be made towards the cost of further study such as an MA: successful applicants generally receive up to half the course fees. This is administered by Revd Canon Dr Graham Hamborg, on the form available on the CMD pages of the diocesan website. However, Chelmsford Diocese does not have historic funds, and is unable to help with funding beyond this. Priority in applications for Advanced Study Grants is given to incumbents. It is not usually considered appropriate to consider such demanding courses until after ordination to priesthood, and generally it is preferable to wait until after curacy. In any event, the Area CMD Adviser should be consulted and kept informed. The demands of doctoral research are such that it cannot be combined with undertaking a curacy unless the curacy is a part-time one.

Other Diocesan StaffThe CMD Team are part of the department of Mission and Ministry, which is led by the diocesan Director for Mission and Ministry:

The Diocesan Director for Mission and MinistryRevd Canon Dr Roger Matthews, Diocesan Office, 53 New Street, Chelmsford CM1 1AT, 01245 294455, rmatthews@chelmsford.anglican.org

There is also a

CMD Adviser with diocesan responsibility for Ministry SupportRevd Canon Ivy Crawford, The Rectory, Park Road, Little Easton, Dunmow, CM6 2JJ, 01371 872509, ivycrawford@btinternet.com

Women clergy may, at any time, consult the

Bishop’s Adviser for Women’s Ministry

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Revd Canon Jenny Tomlinson, 17 Borough Lane, Saffron Walden, CB11 4AG, 01799 500757, jtomlinson@chelmsford.anglican.org

Jenny will also be able to give the names and contact details of Advisers for Women’s Ministry in each of the Episcopal Areas.

For other officers of the Diocese of Chelmsford please refer to the Diocese of Chelmsford Directory

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Placements during CuracyThe primary context of development and learning during curacy is the parish to which a curate is licensed. However, there can be value, in some instances, of a placement elsewhere. The kinds of reasons for which a placement in another parish might be helpful are:

To give experience of ministry in a different sociological context (e.g. a curate in an urban curacy undertaking a rural placement, or vice-versa);

To give experience of a parish of different ecclesiastical tradition (it is especially important that those who are likely to become stipendiary incumbents exercising oversight of ministry in several churches can work across a range of traditions);

To compare ministry in a team ministry with ministry in a ‘one church, one priest’ context.

Additionally, there may sometimes be value in a placement in a chaplaincy or sector ministry if a curate is considering such a ministry in the future.

Sometimes a particular curacy will lack certain specific ministry opportunities e.g. some parishes have very few weddings. In such instances, a placement will not be necessary, but it will be important for the curate to gain the relevant experience within the deanery or other neighbouring parishes.

Arrangements for Placements(1) Each placement needs to be tailored to the needs of the individual. However, it will rarely be useful for a parish placement to be for less than six weeks, and it will be rare for a parish placement to go beyond twelve weeks. The later part of Year 2 or the autumn of Year 3 are often suitable points in the curacy. A placement in a chaplaincy can be of similar length, or can be undertaken on the basis of a day or half-day a week over an extended period.

(2) The Area CMD Adviser should be consulted from the outset in exploring the possibility of setting up a placement. There should be agreement between the CMD Adviser, curate and training incumbent that a placement is in order and would be beneficial. The Area Bishop needs to give approval before arrangements are finalised.

(3) At an early stage the curate should write a paper (which need not be long – one side of A4 will generally suffice) setting out

Their reasons for wishing to undertake a placement; What development and learning they hope will take place; What processes of conversation and supervision they are hoping for

within the placement; How they will evaluate and show the development and learning that

takes place (often this may be through the commitment to write-up the placement as it comes to an end).

This paper should be discussed with the CMD Adviser, with whom there will also be a de-brief at the end of the placement.

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Expenses(1) It is hoped that, in most cases, the placement parish will pay any working expenses relating to ministry during the placement e.g. mileage within the placement, stationary, etc.

(2) The CMD budget will pay mileage expenses from the curate’s home to the parish boundary of the placement parish (subject to a limit agreed in advance for each placement). This should be claimed from the CMD Administrator by the PCC treasurer of the parish in which the placement takes place, from whom the curate should claim this and other expenses.

(3) It is hoped that the home parish will continue to pay fixed expenses costs such as telephone and internet rental, as part of their commitment to the curate.

It will always be important, in setting up the placement, that all parties agree who is paying for what, and that there is clarity in this respect.

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Church School Placement

Following the Chadwick report on church schools, Chelmsford Diocese has agreed to be a pilot diocese in which to set up school placements for curates.

The focus is specifically on church schools. Placements will be a block week spent in a school. In a small primary school there may just be one curate on placement, or at most two, while in a secondary school it could be two or three (however the primary intention is to focus on primary schools). Headteachers will give some supervision, and will write a short report at the end of the placement. The diocesan Department of Education will arrange a group pre-placement meeting about a month ahead, and a post-placement plenary follow-up and reflection evening. If there is not a meeting of the Governing Body in the relevant week, a meeting should be attended subsequently.

The objectives of such a placement are for a curate to get under the skin of a school and understand the priorities and

pressures to see what a good Church school looks and feels like and how the

Christian foundation is expressed in the day to day life of the staff and students

to begin to develop skills needed for devising and leading worship in schools

to begin to develop an ecclesiology and missiology with schools as key components

for individuals to see their own learning needs with regard to schools

Schools designated as Training Schools should be able to offer high quality parish school engagement good RE excellent worship strong foundation governors

(we recognise that not all designated schools will necessarily have all of these, but anticipate that most will be present in good measure)

A good time within the curacy may be the first half of the autumn term of Year 2 (leaving the autumn of Year 3 and the period after Easter in Year 2 available for a parish or chaplaincy placement). However, we are dependent on the schools concerned to make clear what timing suits them. While it is unlikely to be possible to arrange all curate placements to be in the same week, it is intended that they take place within the same two or three weeks.

These placements will be set up and overseen by the diocesan Department of Education. The Director of Education, Revd Canon Tim Elbourne, will make

65

arrangements for them, and will liaise with the IME Phase 2 Coordinator in contacting curates.

66

Appendix 1: Template for a Curacy Agreement

DIOCESE OF CHELMSFORDCuracy Agreement

between Revd Xxx (curate) and Revd Yyy (incumbent)

I. IntroductionThis Agreement is not intended to be a legally binding agreement but it ensures that the curate and incumbent have discussed, understood, and accepted the mutual expectations of the training post. It is complementary to, and assumes acceptance of

Statements of Particulars The Clergy Handbook (available at

http://www.chelmsford.anglican.org/adminarea/assets/files/Clergy%20handbook%20FINAL%20edition.pdf) Guidelines for the Professional Conduct of the Clergy (available at

www.churchofengland.org/media/1168846/guidelines for the professional conduct of the clergy.pdf – hard copies will be given to deacons at the New Deacons Day).

The agreement shall apply for the period of the training post as detailed in the Statement of Particulars of Office. The agreement should be reviewed regularly and at least once a year.2. Focus of MinistryXxx’s focus of ministry will be within the parish(es) of Zzzz.

For SSM only: insert details of any position which an SSM may hold in their secular employment which bears directly on their ordained status; or add: Xxx holds no official ministerial position in his/her secular employment which bears directly on his/her ordained status.

3. Working ArrangementsFor full-time parish curates:a) Xxx will work full-time. This will include time for prayer, reading, preparation, personal reading and study, retreats and CMD training.

(Note: it will sometimes be desirable to mention such other time off as is appropriate for a particular curate’s circumstances e.g. family responsibilities, or a single person’s need for a varied pattern of time off. There is no agreed definition of or policy regarding what is a clergy working week, but the comments of the Society of Mary and Martha report Affirmation and Accountability [2002] on ‘Healthy Hours’ are helpful: “Consider 50 hours per week to be a reasonable upper limit, and 38 hours per week a reasonable lower limit, for clergy working hours”)

For SSM part-time parish curates:a) Xxx will be able to give Sundays and ??? days/evenings/hours to parochial work. This will include time for prayer, reading, preparation, personal reading and study, retreats and CMD training.

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For all curates:b) Xxx’s uninterrupted rest period of 24 hours will be ??????. For SSM curates: Xxx’s one Sunday a month off from parochial duties will usually be the ?th Sunday of the month.

c) It is expected that after his/her ordination as priest Xxx will provide cover when Yyy is away from the parish.

d) Should an interregnum arise, the degree to which Xxx might reasonably be expected to bear the ministry load will be discussed and agreed with the Area Dean, Churchwardens and CMD Officer.

Optional additional statements be that:

Since Xxx has family commitments, additional time off may be taken on Saturdays when there are not weddings, meetings or other relevant parish events.

Since Xxx is single…..

4. Worshipa) Xxx will usually attend two/one/three services on a Sunday.

b) It is expected that Xxx will not prepare more than one/two new sermon(s) a month for the first year/ six months.

c) It is expected that Xxx will share in the leading of worship at most services at which he/she is present. (The role of the deacon in worship will be acknowledged and used as a constructive way of two ordained ministers sharing the celebration of the Eucharist).

d) It is expected that Xxx will wear robes in accordance with the customary practice of the church(es).

e) After being ordained as a priest, it is anticipated that Yyy and Xxx will share presidency at the Eucharist on an equal basis (or:…..)

5. Mutual Expectationsa) Xxx and Yyy have discussed the purpose of ministry in the parish/benefice and how the incumbent sees his/her role in relation to the congregation and community. A note of this discussion has been made and is attached to this agreement. It covers the following points:

What the incumbent can expect of the curate; What the curate can expect of the incumbent; What prior experience and particular gifts the curate brings, and

whether and how these will be used in the curacy;

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Parameters of authority and confidentiality (in accordance with paragraphs 3.11 – 3.15 of Guidelines for the Professional Conduct of the Clergy)

b) It is agreed that there will be consideration of Xxx’s specific training needs relating to their personal development and IME Phase 2, and that a pathway will be agreed through the Annual Training & Development Plan process. It is the joint responsibility of Yyy and Xxx to identify opportunities for training in the parish which will allow the Annual Training & Development Plan to be put into practice.c) It is the responsibility of the curate to participate in identifying their personal training needs; to co-operate with the incumbent, and other colleagues and lay leaders; to attend and take a full part in training programmes provided by the diocese; and to keep an appropriate record of their development in their portfolio over the period of the training post.

6. Supervisory and Working ArrangementsCMD staff will have explained the respective roles of the curate, incumbent, and CMD Adviser to training incumbents at the residential conference for training incumbents, and to curates at the New Deacons Day. If attendance has not been possible at either of these, it is the responsibility of the curate/incumbent to contact the CMD Adviser in order to be given relevant information and explanation.

a) Yyy and Xxx will meet weekly/fortnightly/monthly on a ????? morning/evening for Supervision meetings. (these should be weekly or fortnightly for full-time parish curates)b) Xxx/Yyy will be responsible (or: Xxx and Yyy will share responsibility) for arranging these meetings and agreeing the agenda for supervision meetings, in accordance with the Annual Training & Development Plan.c) In relation to the topics specified in the Handbook for Curates and Training Incumbents, Xxx will be responsible for preparing a written reflection or other material ahead of the supervision meeting, and for revising it after the meeting as necessary.d) In relation to the topics specified in the Handbook for Curates and Training Incumbents, Yyy will be responsible for writing a short reflection on the curate’s progression in relation to the topic under consideration.(Note: it could be agreed that: ‘The final 15 minutes of supervision meetings will be used for both Xxx and Yyy to write reflections and/or summaries of the meeting’).e) Yyy will ensure that the Xxx is advised of appropriate diocesan policy and procedures and policies. The student agrees to observe these requirements.f) Yyy will give guidance about the nature of work to be carried out and the standards expected.g) Yyy is responsible for writing reports for the initial, interim and final assessments which are conducted by the CMD Adviser.

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h) Yyy and Xxx will meet weekly/fortnightly (along with other members of the team) on a ???? morning/evening for ‘Staff Meeting’, including planning, and diary management.i) Yyy and Xxx will meet to share the Daily Office/Prayer on ???? mornings (along with other members of the parish/team).

7. Assessment a) Yyy will ensure that Xxx is aware of all procedures relating to Assessment at the End of the Curacy, including procedure for supervision sessions, the keeping of the portfolio, the writing of reports, and the initial, interim and final reviews. Xxx and Yyy will agree deadlines for the completion of tasks and submission of work/written reflections.b) Yyy will ensure that Xxx is made aware of any inadequacy in his/her progress or standards of work below that generally expected, if necessary confirming this in writing to the student and arranging any supportive action necessary.c) Yyy will bring to the attention of Xxx and of the Area CMD Adviser any circumstances which might require the learning pathway to be modified or for the training to be extended, suspended or withdrawn.

8. Allocation of TimeYyy and Xxx will monitor how much time Xxx gives to the various aspects of mission and ministry, and will seek to ensure an appropriate balance of time between them. Such aspects of ministry include:Worship:

Time spent in attendance Conduct of public worship Developing, leading and creating liturgy Time spent preaching

Spirituality and personal development : A regular pattern of private prayer and daily worship Provision of spiritual direction/companionship and time off to

receive Annual Retreat Spiritual reading and reflection

Structured learning and reflection (no less than 15 % of ministerial time; for full-time posts this is equivalent to one day per week):

In Supervision meetings, with preparation and follow-on work In project work In the diocesan IME Phase 2 programme

Team Working: Staff and Team meetings PCC, Deanery, Deanery Synod and Chapter meetings

Pastoral Responsibilities: Supervision and development of Lay ministry Conduct of occasional offices

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Engaging in the community and relative institutions Developing an area of pastoral ministry

Administration and Finance: Time/diary management Organising the office Correspondence Managing parish finance – fees and expenses Familiarisation with church law and regulations

9. MediationIn the event of difficulties arising over personal relations or working arrangements which cannot be settled between them either Xxx or Yyy may consult with the Area CMD Adviser who may advise personally, or if appropriate, will refer the situation to the Area Bishop.Less formally, if either has a concern about their role or relationship, they should feel free to discuss it on a confidential basis with the Area CMD Adviser.

10. DurationThis agreement shall apply for the duration of the curacy. It will be updated as necessary on an annual basis. In the first instance hard copies must be signed by curate, incumbent, CMD Adviser and Area Bishop. Subsequently minor alterations may be agreed by e-mail with the CMD Adviser (major re-workings, however, would need to be signed afresh).

Signed__________________________________________ Dated_________

Curate

Signed__________________________________________ Dated_________

Incumbent

Signed__________________________________________ Dated________

CMD Officer

Signed__________________________________________ Dated_______

Bishop

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Supplement to Curacy Agreement for curates who live outside the parish to which they are licensed

Name of Curate:

Parish:

Because Xxx lives outside the parish the PCC may reclaim the cost of his/her travel from home to the parish boundary from the Diocesan Board of Finance at the standard mileage rate. This will be on the basis of an anticipated ***round trips of *** miles each, per working week, a total of ***miles each working week.

Authorised by Area Bishop:

Signed__________________________________________ Dated_______

Bishop

A signed copy of this page should sent to the Accounts Department of the Diocesan Office, and a copy should also be lodged with the PCC treasurer.

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Appendix 2: Sample Reflections for Supervision Meetings

A Stipendiary Curate’s Reflection on Patterns of Life/The Cost of Ministry and DiscipleshipWritten in mid-January Year 1

Having had a job prior to ordination for which I left home at 6.30am each day and got home twelve hours or more later – and having kept this going through my three years non-residential training – my first impression of stipendiary ministry was that it was a doddle in terms of hours to be worked. This was probably especially so because I started in the parish just as many church and local community activities were ending for the summer break: since the autumn life has been a lot busier, and this impression is now less strong. However, it remains true that I feel a great sense of privilege that I now have real space to pray and reflect alongside all the activity: in fact I suppose I’m even paid to pray, and the knowledge that people are expecting me to be a person of prayer and of spiritual depth is in itself a challenge.

The privilege of largely setting our own priorities in ministry, and allocating our time accordingly, is also, of course, a huge responsibility. In my previous work there was a lot more that was ‘given’, and I had a specific job description to fulfil. I can see that parish clergy must take real responsibility for right use of their time. It is good as a curate to have some accountability to my incumbent for my use of time, and when I am an incumbent myself I shall need to ensure that I find ways to make myself accountable to others in some way.

Practically, I am having to watch the number of evenings that I am out: it is not fair on my spouse when I am out every evening of the week, as has happened too often recently. Theologically, pastorally and missiologically, I am challenged by the simple statement in Peter’s address in Acts 10 that Jesus “went about doing good” (v. 38). That implies space to pause and be with people, even if only on short encounters. I see far too many clergy who seem to me to be far too busy rushing from one thing to the next with little sense of availability to people, but I am beginning to see how easily it could happen. This will need to be something that I watch on an on-going basis.(377 words)

Incumbent’s Response after the Supervision sessionNnnn shows great maturity and wisdom in their use of time, and good awareness of the privilege and responsibility of our vocation in this respect. I am put to shame by the way in which they cycle or walk whenever possible, instead of leaping into the car: this ensures visibility, and helps create a sense of rushing less. I hope that the current balance in life that I see can be maintained into the future.(75 words)

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A Self-supporting curate’s Reflection on Preparation for ConfirmationWritten February Year 2. This curate gives Sunday and two evenings a week to parish.

It was good to be able to lead the five-week Adult Confirmation Course back in the autumn, and to work with Jenny in putting it together and co-leading it. Jenny and I met three times in advance: we prayed together, looked at what was done last year, and at a couple of other sets of materials (one I had used in my home parish, one I knew of from a curate colleague), and from that put together our own course, drawing what we thought were the best from each. We shared the leading of the evenings between us, alternating with one of us doing the main input and discussion, and the other doing both hospitality and a prayer/reflection/meditation at the end of the evening.

We had just four people doing the course, which when we started on the first evening I found somewhat disappointing. However, it was really encouraging during that first evening to hear people’s stories of their Christian journey, and how they had got to where they are now (Jenny facilitated this brilliantly, and I made sure that I thanked and congratulated her at the end of the evening). While all those who came were already on a journey of faith at the outset, they all seemed to grow through the course, and it was great to be with people who were so open to learn. In terms of the Church’s mission, this was a great opportunity to deliver the second mark of mission (to teach baptise and nurture new believers). I found it quite emotional to see them make their adult profession of faith before the bishop at the Confirmation service.

One thing I recognised and learned was that such time spent with a small number of people is a valid and important use of my time. Numbers aren’t everything when there’s God at work and quality stuff happening in people’s lives. After all, Jesus spent plenty of time just with the twelve as well as teaching the crowds. In view of my limited parish time, it was also good that my incumbent relieved me of any guilt in missing the November PCC in order to give time to this.(362 words)

Incumbent’s ResponseThe feedback on the course from all four participants was excellent, and one particularly mentioned how Nnnn and Jenny seemed to work very naturally together. While nobody could, in my view, find Jenny other than a delight to work with, it was certainly good to see collaborative ministry at work. I was aware of the sense of disappointment that Nnnn had when it became clear that our numbers would be small this year, and it is good to see the reflection on this.(83 words)

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Appendix 3: Assessment of Curates: Guidance for Incumbents’ Reports

IntroductionTraining incumbents will need to provide a written report on their curate at each of the first, interim and final assessment points. These should address each of the Learning Outcomes:

Vocation and ministry within the Church of England; Spirituality and worship; Christian tradition, faith and life; Mission, Evangelism and Discipleship; Leadership and Collaboration; Relationships; Personality and character. Within each heading should be addressed, as appropriate, issues of the curate’s ability and competence, reflective practice and learning, and ability to form and sustain good relationships with others.

The report may also refer to levels of competence in specific areas of ministry. With regard to particular areas of ministry, is the curate (a) learning; (b) developing; (c) maturing; (d) accomplished; (e) expert/has an expertise? The incumbent will wish to bear in mind prior life-experience and lay ministry experience which many curates bring with them into ordained ministry.

Reports may, therefore, have a structure such as:

Introduction Description of the curacy context; of how the curate and incumbent have been working together; of pattern of shared prayer, staff meetings, supervision/reflection meetings. Be specific about exactly how many supervision meetings have been held, and how long they are.

Vocation and ministry within the Church of England How has the curate described their developing sense of vocation? In what range of contexts is that vocation being exercised? How has the curate’s sense of vocation and ministerial practice developed thus far? How has their leading of worship and preaching developed? How do they maintain boundaries? Are they well organised administratively? How is their understanding of the legal and canonical framework of ministry within the Church of England growing? Do they demonstrate awareness of accountabilities as determined within the Church of England?

Spirituality and worship What patterns and disciplines of prayer does the curate adhere to? Does the curate’s prayer life appear to be real and sustaining? Do they have a Spiritual Director, or belong to a Cell Group, or some equivalent? Does their spirituality flow out into loving service of others? Do they respond to promptings of the Spirit, and seek to grow the fruits of the Spirit in their lives? Do they take opportunities to worship other than when they are leading or preaching?

Christian tradition, faith and life How does the curate handle Scripture? Is there evidence of ongoing study of and reflection on the Bible and Christian teaching? How does learning from the Bible and tradition link to learning from

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life and experience? How is the curate continuing to grow as a disciple and as an ordained minister?

Mission, evangelism and discipleship How does the curate communicate the gospel, in church and in settings outside the church? What awareness of contemporary culture does the curate display? and how engaged with it are they? What models of mission does the curate work with? How do they nurture others in discipleship?

Leadership and Collaboration How do they work with lay leaders in the parish? How have they demonstrated collaborative working with others? What is their style of leadership, and how is it developing? Do they display the ability to bring change? How do they respond to situations of conflict? Are they aware of relevant issues of power in relationships? Can they guide and supervise others? Have they ministered in any oversight capacity, and, if so, how effectively? Do they lead in a way which empowers and enables others?

Relationships How do they work in relationship with others? in small groups? in one-to-one conversations? with the vulnerable and weak? Do they display grace, good humour, perseverance? What relationships have they developed with others outside the church family e.g. ecumenical partners, leaders of other faith-groups, school teachers, wardens of care homes? Are they aware of their own weaknesses? How do they handle conflict?

Personality and Character How would you describe them in terms of character? What evidence is there of holiness, grace, compassion, good nature? Can they laugh at themselves? Do they set an example of Christian living and morality?

Comments on Specific Areas of Ministry e.g. preaching; leading worship; all-age worship; pastoral skills; working with children, working with young people, working with the elderly and frail; occasional offices; schools ministry; evangelism; parish administration. It will not be possible or necessary to comment meaningfully on all of these, but particular areas of expertise or areas in which development is needed may be noted.

Conclusion Summary of strengths, gifts and proven experience; and of weaknesses, areas for development, and mission and ministry experiences yet to be gained.

The report at initial assessment will need to include a recommendation (or not) that the deacon proceed to ordination to the priesthood. The report at interim assessment will need to identify any significant developmental work to be done in the coming months. The report at final assessment will need to include a recommendation that the curate is ready to proceed to a post of incumbency-level responsibility, or to an associate ministry post, or to neither.

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It is suggested that the first and interim reports will be 700-1000 words, up to two sides of A4. Final reports may be of similar length, or longer when appropriate. Reports should not exceed 2000 words.

Within reports, as within supervision meetings, when statements are being made either of praise or of criticism, they should, as far as possible, refer to actions or specific behaviour, and not to the person (see the excellent short Appendix 4 ‘How to give praise’ and Appendix 5 ‘How to offer criticism’ in Keith Lamdin and David Tilley, Supporting New Ministers in the Local Church). It is also the case, however, that such reports need to attempt to address some of the less tangible issues of character, depth of faith, holiness, passion for Christ and the gospel.

These reports will be written as part of an open process, and will, therefore, be seen (and preferably agreed) by the curate. It is, therefore, important, that there has been openness and honesty in the working relationship from the outset, and that this has been evident in supervision/reflection meetings. No curate should ever read anything in a report written by an incumbent which has not already been shared with them verbally in a supervision meeting. It may be that incumbents will wish to ask their curates to write a self-assessment report, based on the same headings, to be discussed before the incumbent writes a report in response.

These reports will be shared with the Area CMD Officer, and may be revised in the light of comments from him/her. They will also be sent to the Area Bishop. They will be confidential beyond that. Incumbents should retain a copy of each report until the end of the curacy, but they should be deleted and/or shredded at the end of the curacy.

The Area CMD Advisers may be consulted if assistance would be welcomed in writing reports.

Electronic Naming of FilesIt is sometimes confusing for Area CMD Advisers to receive files named generically with names such as ‘Incumbent_Report’ or ‘Year_1_Report’.

We ask, therefore, that the file name includes the name of the curate, the word ‘Incumbent’, and whether it is a First Assessment, Interim Assessment, or Final Assessment. Thus, specifically:

Susan_Somebody_Incumbent_Report_First_Assessment_January_2015

or

Joe_Someone_Incumbent_Report_Final_Assessment_February_2017

Thank you.77

(see pages following for two sample reports)

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Specimen Incumbent Report on a stipendiary curate at the Final Assessment Final Assessment Report on John Smith, Curate at St Mary’s Somewhere.Written 25th November Year 3.

Introduction John’s curacy in this medium-large suburban church has, in my view, been fruitful both for the parish and for John himself in his ministerial formation. Throughout the curacy we have met, with the administrator and youth worker, on four days a week for prayer, and weekly for staff meetings. Additionally John and I have met weekly for 90-minute supervision meetings. John has always been well prepared for these, very often bringing thoughtful written reflections to them.

Vocation and ministry within the Church of England John arrived with a definitely ‘low church’ view of ordination, and did not anticipate viewing it very differently from his previous reader ministry, apart from the obvious fact that he would be full-time in the parish. Now, however, he recognises the distinctiveness of ordained ministry. We have discussed the ways in which as clergy we hold representative and leadership roles, and John has shown growing insight into such issues. The good effects of this reflection are evident in his interaction with others in PCC meetings, and in the Mission Committee, which he has chaired for the past year. John is a strong preacher, and his wisdom and depth were respected from the outset. During the curacy his ability to lead varied forms of worship (informal, liturgical, all-age) has developed, and he is now a strong worship-leader too.

John rightly places a high premium on his home life. There was a period in his second year in which he took on too many work commitments, and both he and his family felt the negative effects of this. He has now developed a more disciplined approach to his time.

Spirituality and worship John values belonging to a New Wine Cell Group, and would describe himself as ‘gently charismatic’. Initially he was sometimes inclined to be dismissive or intolerant of the spirituality of others, and it has been a real pleasure to see him become much more accepting. He has taken an active role in planning a Churches Together Christian Unity service, and also an ecumenical Lent Course, and has worked well with the ministers of other denominations and traditions in doing so. His daily routine of prayer is sound, and is complemented by his participation in the New Wine network.

Christian tradition, faith, and life John is not naturally a book-person, but nevertheless uses commentaries and other reading in sermon preparation. From Year 2 onwards we identified a number of Grove Booklets that we both agreed to read and discuss, and this has been stimulating for us both. We also often discuss the lectionary readings at Morning Prayer, and John demonstrates great aptitude in seeing the links with everyday living. In

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preaching, he interprets Scripture responsibly, and it is evident that his pastoral encounters and his preaching nourish one another.

Mission, evangelism and discipleship Evangalism has always been close to John’s heart: however, he has felt a vulnerability and a sense of inadequacy when it comes to sharing the gospel with others. It was formative (if demanding) in the autumn of his second year for him to give all the talks on the Alpha Course, and he saw the reward and blessing of several people coming to faith through it. This has given him a new confidence in his presence in the local community, and he has sometimes brought to supervision a record of an encounter in the secondary school or in a home visit in which he has been able to share meaningful conversations about people’s relationship with God, and in which he has helped them to take significant steps forward with God. John’s theology and model of mission have also developed: he is much more ready to see that the Lord is at work in people and in the world before he ever gets there, and to pray and think about where he fits into a greater picture.

Leadership and Collaboration John has worked well with the all-age worship planning team: people feel that he has listened to them and has been genuinely keen to learn from them, while also sharing the insights that he brings from his theological training. He has chaired the thrice-annual meeting of homegroup leaders effectively. As mentioned above, he has taken an active part in planning a Christian Unity service and a Churches Together Lent Course. I also get positive things said to me about him by our local headteachers. In short, John works well with others, being a good listener and contributing appropriately.

Relationships St Mary’s is not a church in which people view ordained ministry as on a different plane from lay ministry; and it was noteworthy that, despite his ‘low church’ view of ordination, John initially found it difficult that people did not automatically follow his lead just because he was ordained! I sense that this has, in fact, helped John to develop the ability to work alongside others, and be genuinely in a servant role. He has been a humble learner in the planning group for the monthly all-age service, and through doing so has become effective in leading all-age worship, something which at first intimidated him.

Personality and Character John has a depth of character which others recognise. This was exemplified recently in the lead he took in proposing to me and to the PCC that we introduce a monthly informal praise service: he argued his case with a quiet authority which successfully brought round the doubters.

Comments on Specific Areas of Ministry As mentioned, John arrived with well-developed preaching skills, and it has been good to see these now complemented by an ability to lead worship well in a wide range of contexts. He is a good listener, and his pastoral work with the elderly is highly valued. Having initially found both all-age worship and school assemblies daunting, he

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is now accomplished in both. Because we are fortunate in having a competent parish administrator, John has not had experience of all aspects of parish administration, and it will be good if he can attend an ‘Incumbency Skills’ conference early on in his first incumbency.

Conclusion John is a genuinely humble man, who is always willing to learn, and is not afraid to ask questions and to seek advice when he needs it. He works well with others, listening carefully, but also bringing his own spiritual maturity and authority. He is well organised, and is able both to plan ahead, and to react to the unexpected happening. I see no reason to doubt that he will have a fruitful ministry, and I recommend, without reservation, that he be encouraged to apply for an incumbency-level post.

A. Vicar25th November, Year 3.

(1094 words)

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Specimen Incumbent Report on a half-time self-supporting curate at the Interim Assessment

Interim Assessment Report on Hazel Jones, Curate at St Mark’s Sometown.Written 8th April Year 2.

Introduction Liturgically Hazel has been perfectly at home in this liberal catholic church; however, despite the fact that St Mark’s is only a twenty minute drive from her home, she has found the decidedly urban nature of the local community quite different to the suburban community that she was used to. It is to her credit that she is learning fast! We meet fortnightly for supervision, within which we have discussed the leading of worship and preaching, funerals, baptism, the nature of this local community, pastoral support of the elderly, confirmation preparation, and other issues arising out of parish life.

Vocation and ministry within the Church of England Hazel has reflected in supervision meetings on how glad she has been to have the deacon’s year, in which to adjust to being ordained; and how she now treasures the privilege of priesthood, and of presiding at the Eucharist. She recognises that people’s readiness to share their lives with her places a great responsibility upon her, and she handles confidences with maturity. The fact that she can give two midweek days to parish ministry allows involvement in some local community activities, and she recognises that in these, too, she has an entrée through the dog collar. In both church and community people find Hazel friendly and approachable.

Spirituality and worship The bedrock of Hazel’s spiritual life is frequent participation in the Eucharist. Additionally, she and I say Morning Prayer together twice a week. She sees her spiritual director on a regular monthly basis, and practises the Ignatian disciplines. She is able to talk about prayer and spirituality naturally with others. I sense that she may, in due course, wish to train as a Spiritual Director herself. She values ordered and quiet worship for her own nourishment, but has taken three or four services of a quite different kind within the deanery, and has been appreciated.

Christian tradition, faith, and life Hazel’s preaching is thoughtful, and she manages to apply Scripture to daily life successfully. Having both part-time secular work, parish ministry and children leaves her little time for reading and study, and she needs to find some minimal way of keeping these going in some measure, so that she has not lost the habit by the time more becomes possible.

Mission, evangelism and discipleship Hazel has recognised that this parish contains pockets of real deprivation. She has a strong sense of the injustice of inequality, something which her theological studies strengthened in her. She sees mission as showing God’s love in practical ways, and has become involved in our local homelessness project.

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Leadership and Collaboration Hazel works easily and well with others in the sense that she does not ruffle feathers, and is a good team player. She needs, however, to develop a more confident leadership style.

Relationships Hazel seems most at ease in one-to-one contact with people, where she excels as a listener, pastor and spiritual guide. I have had three funerals families mention to me how helpful they found her support and conduct of the funeral service. She is less at ease in group situations, and we are working at developing her ability to participate more fully in groups and meetings. She feels the responsibility of chairing or leading something quite acutely, and is inclined to doubt her leadership gifts – unnecessarily, in my view. A recent example was her planning of a PCC Away-day: she tells me that she literally lay awake at night worrying about it, and even after it happened felt that it hadn’t gone very well, when in fact it had gone fine. I hope Hazel learns to accept that people trust her and think well of her, and that she is well able to organise a good event.

The fact that Hazel is part-time and lives outside the parish, means that she does not always feel a full part of all that goes on. However, the physical distance helps her to maintain clear boundaries between parish ministry time and the time that she puts in as secretary in her husband’s small business.

Personality and Character Hazel’s integrity is widely recognised. While she can come across as quiet, those who get to know her testify to the fact that this includes a quiet strength, and a determination to see through projects and processes when she feels them to be important. She does, in fact, have considerable passion over issues such as homelessness.

Comments on Specific Areas of Ministry Hazel is a good all-round minister in terms of preaching, leading worship, occasional offices, and pastoral care. She is less at ease with all-age activities. She works well with others, but needs to be more ready to take a lead in some contexts.

Conclusion In her Annual Training Plan for Years 3 and 4 Hazel has indicated that she hopes to explore how the Church relates to other faith groups, and she intends to make contact with the London Presence and Engagement Network. We shall also be giving time to helping her conduct school assemblies. Hazel does not, in the short term at any rate, intend to seek to become a full-time priest-in-charge, and the expectation of continuing beyond curacy into an associate ministry role seems a right one.

A Priest-in-chargeJune Year 2

870 words

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Appendix 4: How to give praise and criticism

It doesn’t come easy to most people in western protestant culture to give praise. We have absorbed too many messages that give us low self-worth. Few of us receive enough praise. Praise, recognition, attention and appreciation all raise our sense of fulfilment, achievement and increase our confidence.

Nine rules for giving praise

1. Praise must be genuine. Make sure you really feel the person deserves praise. If it is not genuine your body language will expose you and it will be perceived as flattery or manipulation.

2. Praise must be given spontaneously, naturally and honestly and from the heart. Because this praise is unpredictable it is often seen as more genuine and sincere than praise that might be expected.

3. Praise should be specific. ‘Your presentation to the PCC was clear and succinct. It helped them understand the issues’ is much better than ‘you made a good presentation to the PCC’.

4. Praise doesn’t have to include superlatives or extravagant language. Sometimes an unexpected ’thank you’ at the right time, with a small gift, can say a great deal more than many words.

5. Make eye contact, show that you have been listening, and paying complete attention.

6. Praise is best given as soon as possible; then it will have most effect. If people are not present, telephone or e-mail them.

7. Pass it on. ‘I was just over at the parish office and Brenda was saying she was extremely satisfied with the software you sorted out for them. You did a good job’.

8. Show you are trying to learn something from the other person. ‘The organist was very impressed with the sensitive

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prayers you used at the funeral. Would you tell me where you got them from?’

9. Celebrate achievement. When something has gone really well buy your curate lunch or an evening meal – why not involve partners as well?

Source: Keith Lamdin and David Tilley Supporting New Ministers in the Local Church Appendix 4.

How to offer criticism

Criticism creates opportunity for the colleague to learn and become more effective. The problem is that colleagues often become defensive and their energy goes into defending rather than learning. If criticism is offered constructively the balance can be tipped. Be sure you have the best interests of your colleague and his or her ministry at heart and then go for it!

Eight rules for offering criticism

1. Always criticise the behaviour or action, not the person.

2. Avoid generalisations. Be specific. It is the detailed example that enables people to learn.

3. Ask ‘How do you think you could improve things?’ Avoid doing all the talking.

4. Give positive suggestions about how things could improve. This will make it constructive.

5. Criticise in an honest and straightforward way. Avoid half-truths.

6. Always criticise in private.

7. Check back at a later date that what you think you said has been heard correctly. In an emotional moment the memory can get distorted.

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8. Avoid mixing criticism with praise. Keep focused. Your colleague will suspect a hidden agenda when you next praise and will not value it.

Source: Keith Lamdin and David Tilley Supporting New Ministers in the Local Church Appendix 5.

Appendix 5ASSESSMENT FORM FOR A SERMON (1)

1. Sermon StructureDid the sermon have a clear objective? What was it?

Could you follow a clear structure to the sermon? What was it that determined the structure (the text, part of the text, an illustration, an idea, the sermon title?)

Did the sermon develop in a way that was clear and easy for the congregation to follow? What were the main points?

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2. Sermon Content

a) How well did the preacher handle the biblical text? Was it properly understood and explained? Was the sermon grounded in the text throughout, or did it tend to wander off? Was it true to the text in emphasis as well as content?

b) How well did the sermon set the text in its biblical and theological context?

c) How well did the sermon explain any difficult verses?

d) Was the introduction useful, or unrelated to the rest of the sermon? How well did it engage people?

e) How effective was the conclusion? Did it clearly draw together/sum up the main theme(s) of the sermon? If so, how? If not, why not?

3. Delivery

Could everyone hear?

Was the sermon paced properly?

Was the delivery in a monotone?87

Was it boring? Did it hold your attention?

Any other Comments

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ASSESSMENT FORM FOR A SERMON (2)

Name of Preacher

Date, Time, Setting, Occasion

What was the aim of the sermon?

What type of sermon was it?(e.g. teaching, exhortation)

Was it addressed to the mind? heart? will?

How did it interpret and use the biblical text?

How did it engage with life today?(for individuals, for the church, for society, for the world?)

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What structure was evident in the sermon?

Any illustrations, pictures, stories?

Any personal testimony of self or others?

How did the sermon begin?

How did the sermon end?

How was the delivery of the sermon?

Any personal mannerisms in delivery?(helpful or unhelpful)

Any insights to take forward into future preparation?

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Appendix 6: Example of supervision preparation sheet

for a supervision session

Date:

I need help or a decision from you about the following:

I’m having a problem with the following:

I’m planning to:

I’ve made progress in the following areas:

Happiness:If 1 is ‘suicidal’ and 10 ‘the happiest I’ve ever been’ the number I would put down is:

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Please pray for me about the following:

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Appendix 7: Two examples of questions to aid reflection

Example 1: Questions to help cover the ground in learning from experience

Description of experience1. Phenomenon Describe the ‘here and now’ experience.2. Causal What essential factors contributed to this experience?3. Context Who else was involved in the background?4. Clarifying What are the key processes (for reflection) in this experience?

Reflection1. What was I trying to achieve?2. Why did I intervene as I did?3. What were the consequences of my actions for:

(a) Myself?(b) The parishioner, person or family I was ministering to?(c) Colleagues, team members, people I work with?

4. How did I feel about the experience when it was happening?5. How did the people I was ministering to feel about it?6. How do I know how they felt about it?

Influencing factors 1. What internal factors influenced my decision-making?2. What external factors influenced my decision-making?3. What sources of knowledge did/should have influenced my decision making?

Could I have dealt better with the situation?1. What other choices did I have?2. What would be the consequences of these choices?

Learning1. How do I now feel about this experience?2. How have I made sense of this experience in the light of past experiences and future ministerial practice?3. How has the experience changed my ways of knowing:

(a) empirically(b) theologically?(c) ethically?(d) personally (i.e. about myself)?

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Example 2: Choose an experience or situation, and ask yourself…

What was my role in this situation Did I feel comfortable or uncomfortable? Why? What actions did I take? How did I and others act? Was it appropriate?

How could I have improved the situation for myself, the person I was ministering to, my incumbent?

What can I change in the future? Do I feel as if I have learned anything new about myself?

Did I expect anything different to happen? What and why? Has it changed my way of thinking at all? What knowledge from theory and research can I apply to this situation? What broader issues, e.g. ethical, theological, political or social, arise

from this situation? What do I think about these broader issues?

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Appendix 8: Pastoral visiting record form

Date of visit:

Number of visit:

Initials of parishioner/patient:

Location of interview:

Length of interview:

Known facts Include all the known details aboutthe person being visited – age, sex,religious affiliation, reason for visit etcthe situation and the occasion of the visit.

Background, observations and assumptionsInclude plans and expectations for the visit, what you observed and felt as it began,the appearance of the person visited, etc.

Summary of the visitRecord an overview of the visitincluding your thoughts and feelings, observations and intuitions.

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Supervisor’s Notes

Analysis

PersonRecord here what you think the person wasfeeling and thinking during the interviewand how he or she is as a result of it.

VisitorRecord what was happening to you duringthe interview, where you think you succeeded and/orfailed in your offering of pastoral care.

Theological reflectionRecord here the implicit and explicit beliefs and meanings expressed. Note any themes or associationswith biblical or theological ideas. Discuss any ethical issues or dilemmas.

Future aimsRecord what you hope or intend to do next.

Why this conversation?Record here why you chose to write up thisconversation and what you feel and think about it now.

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Supervisor’s Notes

Appendix 9: Sample of entries in a Curate’s Portfolio

Record of Supervision Meetings with Incumbent (Sample)

Date and Times of Meeting Monday 14th February 11.00-1.00

Topic(s) Discussed Baptism Policy and Practice in the parish

Preparation for Meeting 1. Close observation of vicar doing two baptisms.2. Read Colin Buchanan Infant Baptism in Common Worship Grove Books W163.3. Ask curate colleagues about their parishes’ policies.4. Meet with parish baptism co-ordinators.

Reflections and Insights Prior to ordination I used to think that I would want to challenge parents quite hard about whether they really meant what they were going to say in the baptism service. I still think it’s important to try to explain what is being said, but I have come to feel that in the end it’s between God and them what actually goes on.

Also I’ve come to see much more the importance of welcome and acceptance, and of good follow-up. I like my parish’s practice of sending Baptism Anniversary cards and having a Baptism Anniversary ceremony in the monthly all-age service.

Actions to Take Do myself some of the follow-up visiting in the parish.

Be positive towards baptism families in church.

Comments and Observations I think I shall always want to keep an eye on my thinking and attitudes with regard to infant baptism.

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Record of Parish Project – Sample

Project To organise a five-week ecumenical Lent Course on Prayer for local Churches Together group.

Time Period February – March .Preparations from September onwards.

Preparations 1. Meet with ministers of other churches and with chair of Churches Together group.2. Ascertain likely numbers. Arrange dates, times, venues.3. Review materials currently in the Christian bookshops and in the churches.4. Decide on process: Lectures/Talks? Or Groups? Mixture?5. Publicity.

Discussions with incumbent In Supervision meetings August 12th and November 15th, and January 21st; de-brief on April 4th. See notes of those meetings.

Execution About 70 people attended each evening. The one central venue was a good one. Speakers were good, and people entered into the discussion in groups well.

Evaluation and Reflection I was surprised just how much work it is to arrange a course like this. But it was worth it. The publicity seemed to attract people to come. I feel that people did grow closer to one another and to God. I had some of my misconceptions about prayer altered (you don’t have to have a book!).

I am pleased that a group of people from all the churches are going to carry on meeting to pray together.

Comments See the publicity leaflet and poster below.

This has been good experience.

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Appendix 10: Sample Year 2 Annual Training Plan

Joe Bloggs Annual Training Plan Year 1 2012-13 (note: curate = JB, incumbent = TI)

In addition to those areas of experience which are on-going, particular experiences of mission and ministry will be:

Ministry/Mission Experience

Resources Available Timescale Means of Evaluation

1. Establishing an appropriate and Godly rhythm of life/ministry

Spiritual Director Disciplines, patterns

and community of team life, prayer, reflection/study

Personal retreat Conferences &

external input Study

Throughout the Year JB to continue

developing the plan already in place

Accountability with TI during supervision

Periodically meeting with spiritual director

Periodically meeting with evangelism/ministry director

Staff away days/residential

2. General administrationDCC & PCC leading & planning

Parish administratorParish & Church Treasurers

Church wardensStaff teamReading relevant publications (Rep Rules, Canon Law)

Periodically throughout the year

Established by year end 2013

Through supervisions

Feedback Observed

chairing/agenda setting of leadership team and PCC

Working on 2012-14 budget

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Ministry/Mission Experience

Resources Available Timescale Means of Evaluation

3. Marriages & Blessings

Staff team Liturgy, canons etc. Parish Administrator

Continue progress started in 2012

By end 2013 have experienced (& preferably conducted) the main types of marriage ministry

Through supervisions

Feedback Reflect on parish

guidelines on divorce and remarriage to develop personal theology and practice

Demonstrable awareness of theological, missional, pastoral, liturgical and legal complexities of marriage ministry in the urban east-London context (evidenced through supervision dialogue and practical experience)

4. Developing ministry of othersTeams & Leaders

Training plans Courses Conferences

By end 2013 to have developed team of home-group leaders inc. training elements

Periodically meet with teams & leaders

Through supervisions Observe how each

ministry is developing Evidence of new

leaders being recruited & developed

5. Growing awareness of leadership gifts, style, role and conduct

MSM Course Evangelism Individual ministries Discipleship program Team retreat Staff away days Personal reading

Duration of MSM Course

Ongoing evangelism, individual ministries and discipleship program

CMD supervisions Supervisions Course feedback Mission/evangelism

spiritual direction Staff retreat Personal retreat Attendance and

output from retreat and training days

Course tutors feedback

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Ministry/Mission Experience

Resources Available Timescale Means of Evaluation

6. Developing Evangelism with non-church people throughJourneys/Alpha

Previous material developed and ongoing development

Volunteers and co-leaders

Expenditure within St Mary’s annual budget

Across the year Participant feedback and colleague observation towards end of course.

Reflective work looking at what ‘success’ means in mission and evangelism.

helping St Mary’s to learn from and integrate the approach into ongoing evangelistic strategy.

Note: When used as a separate document these pages may be laid out in Landscape.

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Appendix 11: Learning Outcomes for IME Phase 1 & Phase 2

Outcomes related to IME Phase 2 are in italics

A. VOCATION AND MINISTRY WITHIN THE CHURCH OF ENGLAND

A1 Ordained ministers are people who are firmly convinced of their calling to ordained ministry, are realistic about its challenges and continue to ask important questions about their role as a deacon or priest in the church of God, and who…

(a) know about and understand the nature and theological underpinning of different types of ministry in the Church of England and of their role in ministry and mission as a deacon or priest within the breadth and diversity of the church.

(b) know about and understand aspects of the history, diversity and contemporary challenges of the Church of England and the Anglican Communion worldwide.

(c) are able to articulate their calling to discipleship and to ordained ministry as a deacon or priest within the Church of England.

A2 Ordained ministers are people who are rooted in corporate worship in the traditions and practices of the Church of England and are known to share the spiritual life of the community / communities they serve, and who…

(a) know about and understand doctrine and spirituality and how they shape the life of faith and the practices of the Church of England.

(b) know about and understand the Church of England’s role and opportunities for Christian ministry and mission in a range of public settings, agencies and faith communities, including schools.

(c) are able to represent the church in public life and engage in partnerships, including, where possible,working with other churches and other faith communities and their leaders.

A3 Ordained ministers are people who are accountable and obedient in exercising ordained ministry as a deacon or priest within the Church of England, and who…

(a) know about and understand the legal, canonical and administrative responsibilities of those in public ministry with supervised responsibilities within a mixed economy context.

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(b) show developed skills as reflective practitioners in relatively unsupervised settings, exercising wise and discerning judgment.

B. SPIRITUALITY AND WORSHIP

B1 Ordained ministers are people who are rooted, supported and growing in a disciplined life of prayer and personal devotion shaped by the responsibilities of public ministry and corporate worship in the tradition of the Church of England, and who…

(a) know about and understand different approaches to, and traditions of, personal and corporate prayer.

(b) know about and understand children’s spirituality and how it develops.

B2 Ordained ministers are people who depend on the grace and gifts of God to sustain and energise humble, selfless, loving and Christ-like service in the church, and who…

(a) know about and understand Christian worship and liturgy, its theological foundations and ecclesial expressions, including pastoral services especially in relation to the Church of England.

(b) are able to demonstrate good practice in planning, facilitating and leading public worship, including pastoral services in a variety of settings and forms of liturgy and worship, and reflect on their practice.

B3 Ordained ministers are people who are growing in the love of God and in Christ-likeness and can identify instances of a tested and tried faith and relationship with God and of the grace of the Holy Spirit in their lives and ministries, and who…

(a) know about and understand historical and contemporary Christian spirituality grounded in Scripture and tradition.

(b) are able to relate spiritual traditions to corporate and individual practices that sustain and develop their own prayer life and spirituality, and those of others, in a range of life circumstances.

C. CHRISTIAN TRADITION, FAITH AND LIFE

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C1 Ordained ministers are people who sustain their public ministry and personal faith through a life of disciplined study and reflection that is open to new insights, and who…

(a) know about and demonstrate a disciplined continuing study of the Bible as text and as holy Scripture for the church and the world through critical engagement with Old and New Testament texts and issues relating to their interpretation.

(b) know about and demonstrate a disciplined continuing study of Christian beliefs and practices: how they have developed in historical and cultural contexts and are interpreted today.

(c) are able to interpret and use Scripture across a wide range of settings, showing a secure grasp of exegetical and hermeneutical skills, communicating these clearly, accurately and openly in ways that enable others to learn and explore.

C2 Ordained ministers are people who recognise, respect and value the legitimate breadth and diversity of belief and practice within the Church of England, and who…

(a) know about and demonstrate a disciplined continuing study of how Christian beliefs and practices shape the moral life of individuals and communities.

(b) are able to reflect critically reflect critically on how Christian doctrine and ethics relate to discipleship, church and society, communicating this effectively in the local church and community.

D. MISSION, EVANGELISM AND DISCIPLESHIP

D1 Ordained ministers are people who have a mature capacity and an infectious, informed and prayerful enthusiasm for God’s mission that is nourished by Christ’s love for the world and lived out in acts of mercy, service and justice, and who…

(a) know about and understand the biblical and theological basis for holistic and contextual engagement with the world in Christian mission and evangelism, as articulated in the five marks of mission.

(b) know about and understand aspects of the history and practice of mission and evangelism and of changing forms of church.

(c) know about and understand the beliefs, practices and spirituality of other faith communities and the nature of Christian mission in a multi faith context.

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(d) are able to read the cultural, historical, intellectual, economic, social, political and religious context of communities within the wider context, and, by reflection and perceptive, empathetic engagement, discern God’s mission in contexts in and beyond the church.

(e) are able to engage in effective mission and evangelism in a range of contexts, particularly in local communities and churches.

(f) are able to communicate the gospel sensitively, appropriately, passionately and effectively in a variety of media in diverse situations, both inside and outside the church.

D2 Ordained ministers are people who are committed to Christian education arising from a deep desire to see others grow in their Christian discipleship and to promoting good practice in a range of contexts, both inside and outside the church, and who…

(a) know about and understand how children and adults learn, and the implications for nurturing others in theirdiscipleship.

(b) are able to nurture others in their faith development, including those with little previous knowledge of the faith, through catechesis, teaching and preaching, including preparation for baptism and confirmation.

(c) know about and understand the importance of the Church of England’s engagement with schools for the common good and for the mission and ministry of the church.

E. LEADERSHIP AND COLLABORATION

E1 Ordained ministers are people who model themselves on the servant leadership of Christ, and who…

(a) know about and understand biblically and theologically informed perspectives on discipleship, leadership and collaborative working, especially in the changing and diverse contexts of the Church of England.

(b) know about and understand nurturing and supervising others in discipleship and leadership in a varied range of roles and responsibilities.

(c) are able to supervise others in a limited range of roles and responsibilities.

(d) are able to demonstrate effective collaborative leadership, working effectively as a member of a team, as an ordained person.

(e) are able to work in partnership across wider groups of parishes and churches including with those of different traditions of the Church of England.

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E2 Ordained ministers are people who are willing, faithful and loyal in accepting leadership and authority, practicing collaboration and developing effective styles of service, and who…

(a) know about and understand issues of authority, responsibility, power and group dynamics in relation to facilitating groups, the servant leadership of teams and the three-fold order of ministry.

(b) know about and understand the administrative, legal and management responsibilities of public ministry.

(c) are able to exercise appropriate accountability and responsibility in a new ministerial context.

(d) are able to use understanding of group dynamics to participate in and lead groups and to reflect with insight on the use and abuse of power.

E3 Ordained ministers are people who actively look for, recognise and nurture the gifts of others, and who…

(a) are able to use authority appropriately in ways that release, equip, enable and empower others, including colleagues, to fulfill their calling to mission and ministry.

F. RELATIONSHIPS

F1 Ordained ministers are people who seek to model the selfless love and compassion of Christ, and who…

(a) know about and understand issues regarding human flourishing in relationships and Christian pastoral care in a range of life circumstances and contexts.

(b) know about and understand professional boundaries in ministerial practice and pastoral care.

(c) demonstrate good reflective practice in a wide range of pastoral and professional relationships, including in situations of conflict and disagreement.

F2 Ordained ministers are people of integrity, insight, who respect others, demonstrate empathy andhonesty in their relationships, learning from them, and who….

(a) know about and understand policies and best practice in safeguarding, child protection and the protection of vulnerable adults and their application in a variety of contexts.

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(b) are able to form and sustain healthy relationships inside and outside the church, including with peers in both fresh expressions and more traditional expressions of church, and with those with whom they differ.

(c) are able to handle conflicts and help to resolve them .

G. PERSONALITY AND CHARACTER

G1 Ordained ministers are people who show insight, openness, resilience, maturity, integrity and stability in the pressure and change entailed in public ministry, and who…

(a) know about and understand personality in relation to human flourishing, relating and team work.

(b) are able to balance appropriate care of self with the care of others by developing sustainable patterns of life and work, and effective support networks in the context of public ministry.

G2 Candidates are people who are growing in self knowledge and in commitment to Christ within the roles and expectations of ordained ministry, and who

(a) know about and understand the impact of a vocation to ordained ministry on the whole of life.

(b) are able to demonstrate a wise and discerning approach to the impact of ordained ministry on the whole of life.

(c) are able to reflect with insight and humility on personal strengths and weaknesses, gifts

ORDAINED PIONEER MINISTRYOrdained pioneer ministers will have met all the above learning outcomes at the completion of initial ministerial education. The mix of skills, gifts, knowledge and expertise that they bring to their training, formation and ministry, will differentiate them.

Candidates for ordained pioneer ministry will be people who are particularly flexible,resourceful, innovative and entrepreneurial in their approach to ministry and mission beyond the existing church, thriving in unfamiliar cultures and contexts.

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Ordained pioneer ministers will fulfil the learning outcomes with continual reference to the formation of new ecclesial communities through contextual mission. Ordained pioneer ministers are people who

• are proficient in contextualising liturgy and the ministry of the word in a variety of models of fresh expressions of church;

• are able to plant, lead and mature a fresh expression of church;• are able to nurture adults and children in fresh expressions contexts;• are able to exercise pastoral care outside the existing ministry of the

church;• are able and willing to develop a sustainable support system in a fresh

expression context, including belonging to a peer learning network.• are able to identify, develop and release leaders within a fresh

expression of church

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Appendix 12: Learning StylesEveryone has their preferred way of learning, and what suits one may not be helpful to another. In a learning relationship such as that between a curate and an incumbent an understanding of preferences and instinctive ways of communicating and working are essential. If, for example, an incumbent who likes to learn by doing and experiencing asks a curate to conduct a pram service for the first time with two days notice there is likely to be a disaster if the curate is someone who needs to learn by thorough investigation, research and preparation. (Though it must be said that allocating a task with two days notice is not an example of good practice in any case!)

You will probably be familiar with some version of the ‘Learning Cycle’ or ‘Pastoral Cycle’ which suggests that learning happens through engagement with a process of:

experiencing reflecting on what happened considering what it means planning a future experience

In the case of a pram service, the process (which can start at any point) would look something like this:

taking responsibility for organising and leading a pram service reflecting on what the experience was like for all those involved asking how the service relates to wider issues of theology, mission strategy,

pastoral policy asking what would work in the future and planning ‘next time’

Key questions at each point would be:

can I have a go and do it? what are my thoughts, feelings, observations and reflections? how does this fit in with our strategy and theology? what works well? how can I be effective? what shall we do now?

Different learning styles have been identified:

Activist Reflector Theorist Pragmatist

Most people will feel particularly comfortable with one, perhaps two of these approaches, and find that others come less naturally. These styles roughly correspond with the points on the learning cycle and different questions will be asked at different times:

The activist says ‘can I do it now?’The reflector wants to observe and ask questions, think about how it feels.The theorist wants to know what it means, how it relates to other systems.The pragmatist wants to know what will work best.

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You may have done a questionnaire which gives you an indication of your preferences, or you may have an instinctive knowledge for what works best for you.

In the learning relationship it is important to experience:

learning in comfortable, preferred and non-threatening ways being expected to learn in ways which are challenging

The following notes outline the characteristics of each style, and ways in which those who are not comfortable with that style as a preferred way of working might seek to develop their skills and effectiveness in that area. We will not be very effective if we can only learn in one way, and sometimes life does not arrange itself to suit our preferences and personality types!

If you are an activist

You will learn best from activities where:

there are new experiences/problems/opportunities from which to learn you can engross yourself in short ‘here and now’ activities there is excitement/drama/crisis and diverse activities you have visibility, chair meetings, lead discussion, give presentations you are allowed to generate ideas without constraints of policy or structure or

feasibility you are thrown in at the deep end with a difficult task, such as a challenge with

apparently inadequate resources and adverse conditions you are involved with other people, bouncing ideas off them, problem solving as a

team you can ‘have a go’

You will learn least, or react against activities where:

you have a passive role, listening to lectures, monologues, explanations, reading, watching

you are asked to stand back and not be involved you are required to assimilate, analyse and interpret lots of ‘messy’ data you are required to engage in solitary work such as reading, writing, thinking on

your own you are asked to assess beforehand what you will learn and appraise afterwards you are offered statements you see as ‘theoretical’ explanations of cause or

background you are asked to repeat essentially the same activity over and over again you have precise instructions to follow and little room for manoeuvre you are asked to be thorough and detailed, tie up loose ends, dot i’s and cross t’s

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Key Questions for you will be:

Shall I learn something new that I did not know or could not do before?Will there be a wide variety of different activities? (I don’t want to sit and listen for more than an hour at a stretch)Will it be ok to have a go/let my hair down/make mistakes/have fun?Shall I encounter some tough problems and challenges?Will there be other like-minded people to mix with?Will I have the opportunity to do something?

If you are a reflector

You will learn best from activities where:

you are allowed or encouraged to watch/think/chew over activities you are able to stand back from events and listen/observe, i.e. taking a back seat

in a meeting, watch a film or video you can think before acting, assimilate before commenting, have time to prepare,

read in advance, have background information you can carry out painstaking research, investigate, assemble information, get to

the bottom of things you have the opportunity to review what has happened and what you have learnt you are asked to produce carefully considered analyses and reports you are helped to exchange views with others without danger i.e. by prior

arrangement or within a structured learning experience you can reach a decision in your own time without pressure and tight deadlines

You will learn least from, or react against activities where:

you are forced into the limelight, act as chair or leader, role play in front of others you are involved in situations which require action without planning you are pitched into doing something without warning, to produce an instant

reaction or top-of-the head idea you have insufficient data on which to base a conclusion you are given cut and dried instructions on how things should be done you are worried by time pressure or rushed from one activity to another in the interests of expedience you have to make short cuts or do a superficial job

Key Questions for you will be:

Shall I be given adequate time to consider, assimilate and prepare?Will there be opportunities/facilities to assemble relevant information?Will there be opportunities to listen to other people’s points of view, preferably a wide cross section of people with a variety of views?Will I have adequate time to prepare and not be under pressure to extemporise?Will there be useful opportunities to watch other people in action?

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If you are a theorist

You will learn best from activities where:

what is being offered is part of a system, model , concept or theory you have the chance to question the basic methodology, assumptions or logic

behind something you are intellectually stretched, by analysing a complex situation, tested in tutorial

situation, working with high calibre people who ask searching questions you are in structured situations with a clear purpose you can listen to or read about ideas and concepts that emphasis rationality or

logic and are well argued/elegant you can analyse and then generalise the reasons for success or failure you are offered interesting ideas and concepts even though they are not

immediately relevant you are required to understand and participate in complex situations

You will learn least from, or react against activities where:

you are pitchforked into doing something without a context or apparent purpose you have to participate in situations emphasising emotions and feelings you are involved in unstructured activities where ambiguity and uncertainty are

high i.e. with open ended problems you are asked to act or decide without a basis in policy, principle or concept you are faced with alternative/contradictory techniques/methods without exploring

any in depth i.e. as in a very superficial and general course you doubt that the subject matter is methodically sound i.e. questionnaires not

validated, or statistics not available to support an argument you find the subject matter platitudinous, shallow or gimmicky you feel out of tune with other participants, i.e. lots of activists or people of lower

intellectual calibre

Key Questions for you will be:

Will there be lots of opportunities to question?Do the objectives and programme of events indicate a clear structure and purpose?Shall I encounter complex ideas and concepts that are likely to stretch me?Are the approaches to be used and concepts to be explored sound and valid?Shall I be with people of similar calibre to myself?Will this experience give me the chance to develop a general view or model?

If you are a pragmatist112

You will learn best from activities where:

there is an obvious link between the subject matter and a problem or opportunity on the job

you are shown techniques for doing things with obvious practical advantages i.e. how to save time, make an impression, deal with awkward people

you are exposed to a model you can emulate and practise techniques with coaching and feedback from someone with credibility and experience

you are given techniques currently applicable to your own job you are given immediate opportunities to implement what you have learnt there is high face value in the learning activity i.e. ‘real’ problems/situations you can concentrate on practical issues, i.e. action plans with obvious end results

You will learn least from, or react against activities where:

the learning is not related to an immediate need or benefit you recognise organisers of the learning seem distant from reality, all theory, ivory towered there is no practice or clear guidelines on how to do it you feel that people are going round in circles and not getting anywhere there are political, managerial or personal obstacles to implementation you can’t see sufficient reward from the learning activity i.e. better competence,

shorter meetings, increased effectiveness

Key Questions for you will be:

Will there be ample opportunities to practise and experiment?Will there be lots of practical tips and techniques?Shall we be addressing real problems and will it result in action plans to tackle some of my current problems?Shall we be exposed to experts who know how to/can do it themselves?Will this really contribute to the immediate performance of myself and my colleagues?

Developing your ‘activist’

If this is not your preferred style , you may be inhibited from being more of an activist by:

fear of failure and making mistakes fear of ridicule anxiety about trying new or unfamiliar things self-doubt, lacking self confidence taking life very seriously, very earnestly

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Consider:

Doing something new, something you have never done before, once each week. Visit a part of your organisation you are unfamiliar with, go jogging at lunchtime, read an unfamiliar newspaper, change the layout of your furniture in your office.

Practise initiating conversations with strangers. At conferences and large gatherings force yourself to initiate and sustain conversations with everyone present.

Deliberately fragment your day by changing activities each half hour. Make the change diverse, from cerebral activity to something routine and mechanical. If you have been talking, keep quiet; if sitting, then move about.

Force yourself into the limelight. Volunteer to chair meetings or give presentations. Determine to contribute to a meeting within the first ten minutes.

Practise thinking aloud and on your feet. Think of a problem and bounce ideas off a colleague, engage in games with a group such as speaking impromptu for five minutes on a given subject.

Developing your ‘reflector’

If this is not your preferred style, you may be inhibited from being more of a reflective by:

being short of time to plan or think preferring to move quickly from one activity to another being impatient for action a reluctance to listen carefully and analytically a reluctance to write things down

Consider:

Practise observing, especially at meetings with agenda items that do not directly involve you. Study people’s behaviour. Keep records about who does the most talking, who interrupts whom, what triggers disagreements, how often the chairman summarises and so on. Study non-verbal behaviour. When do people lean forward or back? How do they emphasise a point with a gesture? Notice people looking at watches, folding arms, chewing a pencil etc.

Keep a diary and each evening write an account of the day. Reflect on the events of the day and any conclusions you draw from them.

Practise reviewing after a meeting or an event. Go back over the sequence of events identifying what went well and what could have gone better. Perhaps tape conversations or meetings and play back, reviewing the details of the interaction. List observations, lessons learnt or conclusions drawn.

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Give yourself something to research, which requires painstaking gathering of data from different sources. Find information from libraries or talk to people about their knowledge or experience.

Practise producing highly polished pieces of writing. Give yourselves essays to write on various topics (which you may have researched). Write a report or paper about something. Draft a policy document, or other statements about agreements and procedures. Volunteer to do the writing up for these types of tasks. Review what you have written and find ways of improving the clarity of information or style.

Practise drawing up lists for and against a particular course of action. Take a contentious issue and produce balanced arguments from both points of view. When you are with people who want to rush into action, caution them to consider options and anticipate consequences.

Developing your ‘theorist’

If this is not your preferred style , you may be inhibited from being more of a theorist by:

taking things at face value a preference for intuition and subjectivity a dislike of a structured approach to life giving high priority to fun loving/spontaneity

Consider:

Read something ‘heavy’ and thought provoking for at least 30 minutes each day. Summarise what you have read in your own words.

Practise spotting weaknesses or inconsistencies in other people’s arguments. Look at different newspapers of different persuasions and comparatively analyse their points of view.

Collect other peoples theories, hypotheses and explanations about events; whether environmental issues, theology, natural sciences, human behaviour, anything which is a topic with different and preferably contradictory theories. Try to understand the underlying assumptions each theory is based on and see if you can group similar theories together.

Practise structuring situations so that they are orderly and more certain to proceed in the way you predict. For example, plan a conference where delegates are going to work in different groupings. Structure the timetable, tasks and plenary sessions. Try structuring a meeting by having a clear purpose, an agenda, and a planned beginning, middle and end.

Practise asking questions, the sort of questions that get to the bottom of things. Refuse to be fobbed off with platitudes of vague answers. Particularly ask

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questions designed to find out precisely why something has occurred: ‘What is the relationship between this problem and what happened last week?’

Developing your ‘pragmatist’

If this is not your preferred style , you may be inhibited from being more of a pragmatist by:

a preference for perfect (rather than practical) problems seeing even useful techniques as oversimplifications or gimmicks enjoying interesting diversions (and being side tracked) leaving things open ended rather than committing to specific action believing that someone else’s ideas will not work in your situation

Consider:

Collect techniques, i.e. practical ways of doing things. They can be about anything useful to you and the tasks you regularly undertake. They might be time saving techniques, ways of being efficient or effective or personal techniques to improve your memory, cope with stress or lower your blood pressure.

In meetings and discussions of any kind concentrate on producing action plans. Make it a rule never to emerge from a meeting without a list of actions for yourself or others or both. The actions should be specific and include a deadline.

Make opportunities to experiment with newfound techniques. Tell other people you are experimenting. Avoid situations where a lot is at stake. Experiment in routine settings with people whose support or aid you can enlist.

Study techniques other people use and model yourself on them. Pick up techniques from colleagues.

Subject yourself to scrutiny from ‘experts’ so that they can observe your techniques and methods, offer feedback and coach you.

Tackle a do it yourself project – renovate a piece of furniture or put up a shelf. Calculate your own statistics. Learn to type or word process or a new computer skill. Learn or teach yourself a foreign language.

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