Field Education Student Handbook 2014-2015

Thank you for your interest in Vancouver School of The-ology’s Field Education program. We hope that the fol-

lowing pages will supply the details you are seeking. You may also consult Studio Practicum TFE 2 Guidelines and

or TFE 3 Practice Guidelines. For further information please do not hesitate to contact me:

Rev. Brenda Fawkes

Director of Theological Field Education

[email protected]

(604) 822-9035

Theological Field Education An Overview

2014-2015

VancouverSchoolofTheology

September 2014

FieldEducationIMPORTANTDATES2014‐2015Monday,September22,2014‐TFE2“StudioPracticum”placementsbeginonthisdate.

Monday, September 22, 2014– TFE 2 Studio PracticumMentors meet with Director ofFieldEducation10am‐12:30pm.LocationTBA

Monday,September29,2014–TFE3Practicefieldplacementsbeginonthisdate

Monday, September 29, 2014 –TFE 3 Practice Supervisors meet with Director of FieldEducationfororientation10am‐12pm.LocationTBA

Followingthesegatheringsofmentors,supervisorsandstudents,werecommendthateachplacement site recognize its covenant relationshipwith their student during Sundaywor‐ship,inanarticleinthenewsletteroratareception.Mentorsinagencyplacementswillin‐troducestudentstootherstaffandclients.

MondayOctober6,2014‐Adraftofthestudent’sLearningCovenant(forTFE3Practice)andthesignedSiteCovenantmustbesubmittedtotheFieldEducationOffice.

TuesdayOctober14th,2014‐AnapprovedLearningCovenant(fortheTFE3Practiceunit)mustbesubmittedtotheFieldEducationOffice.

Monday, October 20 to Friday, October 24, 2014 ‐ Students are entitled to take oneweekendofffromtheparish(orotherappropriatetimeinsocialplacements)duringthefallReadingWeekunlessotherwisenegotiatedwiththeirmentors.

Monday,December8th,2014‐Thisistheduedateforwrittenassessmentsandmid‐yearevaluationsfromsecondandthirdyearstudentsandtheirmentors.Successfulcompletionofthefallfieldplacementunit(TFE2StudioorTFE3Practice)requiresatimelysubmissionoftherequiredevaluations.

Monday,December22ndtoSunday,January18th ,2015 ‐StudentsarenotexpectedtobeintheirfieldplacementsduringtheChristmasholidaysunlessotherwisenegotiatedwiththeirmentors/supervisors.

Monday,January19,2015‐TFE2StudioPracticumandTFE3Practiceplacementsunitsbeginagainonthisdate.

Monday,March2‐FridayMarch6th,2015‐Studentsareentitledtotakeoneweekendofffrom their field placements during the spring ReadingWeek unless otherwise negotiatedwiththeirsupervisors.

FridayApril11,2015‐Thisistheduedateforyear‐endwrittenevaluationsfromstudentsandmentors

Monday,April13th,2015 ‐Studentapplicationsforsummerandfall fieldplacementsaredue.StudentproposalsfromTFEOneExplorationarepresentedandsubmittedtoDirectorofFieldEducation

Theological Field Education Handbook

September 2014

TableofContentsIMPORTANTDATES...................................................................................................................PAGE21. INTRODUCTION.............................................................................................................PAGE5 1.1 OutlineofTheologicalFieldEducationatVST..............................................Page5 1.2 GoalsofTheologicalFieldEducationatVST.................................................Page6 1.3 ImportantRoleofMentors..................................................................................Page6 1.4 VSTPhilosophyofTheologicalFieldEducation..........................................Page72. DESCRIPTIONOFTHEOLGICALFIELDEDUCATIONUNITS..............................PAGE7 2.1`TFEIPractice...........................................................................................................Page8 2.2 TFE2Studio(PT651/652)..................................................................................Page8 2.3 TFE3Practice...........................................................................................................Page8 2.4 TFE3SummerPractice........................................................................................Page93. ASSUMPTIONSANDDEFINITIONS...........................................................................PAGE9 3.1 TheologicalReflection..........................................................................................Page9 3.2 Site...............................................................................................................................Page9 3.3 Mentor........................................................................................................................Page9 3.4 LearningCovenantforTFEPractice................................................................Page94. MENTORSANDSUPERVISORS...................................................................................PAGE10 4.1 ResponsibilitiesandOpportunities...............................................................Page105. STUDENTS......................................................................................................................PAGE11 5.1 ResponsibilitiesandExpectations................................................................Page11 5.2 StudentsResponsibilitiesinRelationtoMentor......................................Page12 5.3 Student’sResponsibilityinRelationtoEvaluation.................................Page12 5.4 TheologicalReflection.......................................................................................Page136. ASSESSMENTANDEVALUATION............................................................................PAGE13 6.1 GeneralInformation...........................................................................................Page13 6.2 EvaluationProcessandWrittenReports....................................................Page13


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APPENDIXIA:TFE1EXPLORATION.................................................................................PAGE15APPENDIXIB:TFE1EXPLORATIONMENTORANDSITECOVENANT...................PAGE19APPENDIXII:ON‐SITEDENOMINATIONALLEARNINGOUTCOMES.......................PAGE23 UnitedChurchofCanadaOn‐SiteLearningOutcomeLog..............................Page24 AnglicanExpectationsforFieldEducationatVST............................................Page25 On‐SiteDenominationalLearningOutcomes–Presbyterian.......................Page27APPENDIXIII:SAMPLEPROCESSFORAREFLECTIONSESSION..............................PAGE28APPENDIX:IVAMODELOFTHEOLOGICALREFLECTIONBASEDON LIFEEXPERIENCE.........................................................................................................PAGE33APPENDIXV:AMODELOFTHEOLOGICALREFLECTIONONSTUDENT EXPERIENCESATFIELDPLACEMENTSITES.......................................................PAGE34APPENDIXVI:THETHEOLOGICALREFLECTIONSPIRAL...........................................PAGE36APPENDIXVII:HOWTOPROVIDECONSTRUCTIVEFEEDBACK..............................PAGE38APPENDIXVIII:RECOMMENDATIONOFREADINESSFORMINISTRY....................PAGE40APPENDIXXV:APPLICABLEVSTPOLICIES.....................................................................PAGE44

TheologicalFieldEducationAnOverview

September 2014

1.INTRODUCTION1.1 OutlineofTheologicalFieldEducationatVST

StudentsintheM.Div.programatVSTarerequiredtocompletethreefullunitsoftheologicalfieldeducationorequivalent.

TheusualflowofTFEUnitsisasfollows:

YearOne: TFE1Explorationisnormally introducedduringPT500andcarriedoutinthespringprecedingthestudent’sentryintoPT651(StudioLeadership)

YearTwo: TFE2Studio isdoneovertwotermsduringtheacademicyear,Sep‐tember–AprilaspartofPT651/652.

YearThree:TFE3Practiceisusuallydoneinthethirdyearbutmaybedoneear‐lierafterconsultationwiththeTFEDirector.

SummerPlacementsmaybeusedtoreplaceTFE3Practice.AUnitofCPE(ClinicalPastoralEducation)andUnitedChurchSupervisedMinistryEducationmayalsobeusedtofulfillTFE3requirements.

Students in theMAPPL programare required to complete two full units of fieldeducation(TFE1,2)


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1.2 GoalsofTheologicalFieldEducationatVST

FirstYear(TFE1Exploration)–Inthespringoftheirfirstyear,M.DivandMAPPLstudentswill follow‐up on the concluding paperswritten for PT500. They inter‐viewpotentialmentorswhohavebeenrecommendedtothem,basedonthevoca‐tionaldirectionexpressedintheirpapers.Theysearchforaministrysite(plusitsmentor)whichprovidesopportunitytoengageandreflectcriticallyonleadershipchallengesarising from the changing roleof church in society. TheDirectorwillprovidescheduledseminarsforthoseenrolledinTFE1Exploration.

SecondYear (TFE2StudioPracticum) ‐ In thesecondyear,over two terms, stu‐dentsparticipateintheLeadershipStudioPT651/652whichdirectsandintegratestheirexperienceinthefieldplacement.

ThirdYear(TFE3Practice)IntheirthirdyearM.Divstudentsbecomeimmersedintheministryof a congregationor socialplacement, participating in variouswayswhichareappropriatetotheirlearninggoals,thatparticularministrycontext,andtherequirementsoftheirdenominations(SeeAppendixII“DenominationalOn‐SiteLearningOutcomes).Interactionwiththeirsupervisorprovidessupportandfeed‐backontheir“hands‐on”experience.Theyalsodotheologicalreflectiontogetherinwhich they open themselves to explore and discern the presence and activity ofGodinthefieldplacementexperience.

1.3 ImportantRoleofMentors

VancouverSchoolofTheologyisindebtedtoministryleadersincongregationsandsocialplacementswhovolunteertheirservicesasmentorsofstudentsintheirfieldplacements.InformationconcerningthattaskmaybefoundinSectionFour.


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1.4 VSTPhilosophyofTheologicalFieldEducation

FieldeducationplacementsatVSTaredesignedtobemutuallearningexperiencesinwhichstudents,mentors,andtheSchool’sfacultyestablishateachingandlearn‐ingnetwork.Althoughourbackgroundsinministryandourlevelsofengagementinastudent’splacementmayvary,eachofusisengagedintheteachingandlearn‐ingprocess.St.Paul’simageofthebodyofChrist,onewithmanycomplementaryparts,commendsitselftotheologicalfieldeducation.Wearemutuallyaccountableto God and to one another. VST strives to develop an educational experience inwhichdialoguefostersarespectfullearningenvironment.Posingquestions,offer‐inginsights,givingencouragementanddirectionarethenorm.

The Pastoral Theology and Theological Field Education program is grounded inadulteducationandpractice.Theprinciplesofadulteducationareemployedinthefollowingways:

Students are self‐directed independent learners who take responsibility fortheirlearning.Theyworkwithmentors,studentpeergroups,andinstructorstodevelopLearningCovenantsandclearstrategiesforachievinggoals,objectives,actionplansandevaluationtools.

PastoralTheologycoursesandfieldplacementsencouragestudentstodiscoverandcelebratetheirspiritualgifts,identifytheirlimitationsandtodiscerntheirpotential inministry in the lightof their faith, theChristian tradition, life cir‐cumstances,contextandvocationaljourneys.

Students’ personal, cultural anddenominational histories are respected in allpastoraltheologycoursesandfieldplacements.

2.DESCRIPTIONOFTHEOLOGICALFIELDEDUCATIONUNITSAllstudents in theM.Div.programarerequiredtocompletethreeunitsofsupervisedtheological fieldeducation.All Students in theMAPPLprogramare required tocom‐pletetwounitsofsupervisedtheologicaleducation.Thoughmandatory,theseunitsarenot counted in the credit hour requirement of the degree program nor are studentschargedtuitionforanyunitoftheologicalfieldeducation.StudentsshouldregisterforTFEwhenregisteringfortheircourses.

TheactualhoursspentinTFEunits2and3include(a)theSundayworshipservice(ifappropriateto theplacement), (b)sessionswiththestudent’smentor,and(c)specialprojects,meetingsoreventsinwhichthestudentisengagedaspartofherorhislearn‐ing covenant. The time required toplan forothermeetings,workshopsandworshipservicesshouldbeincludedintimespentinthefieldplacementworkandmustbene‐gotiatedwiththeirmentor.Traveltoandfromthesiteisnotconsideredpartoftheac‐tualhoursworked.

Placements forTFE2andTFE3usually last foranentireacademicyearunless therearecompellingreasonstochangeplacements.Arrangementsfortheologicalfieldeduca‐


September 2014

tionplacementsmustbediscussedwiththeDirectorofFieldEducationbeforefinalde‐cisionsaremaderegardingtheirappropriateness.

2.1 TFEIPractice

TFE1isaunitofdirected,denominationallyguided,pre‐requisitepreparationforPT651/652. It isnormally introduced in the fall termcoursePT500of the firstyearofastudent’sM.Div.programandcontinuesinaself‐directedfourtosix‐hourweeklycommitmentfortheSpringTerm(tentotwelveweeks).Thisunitincludes1‐3seminarsinspringtermandprogressisrecordedinanExplorationLog.(SeeAppendixIforExpectationsofTFE1).

NotethatpracticumhoursassociatedwithPT551(“PastoralIdentityandPractice”)are supervisedandarrangedby theinstructoranddonotfallunderTFEcreditsperse.

2.2 TFE2Studio(PT651/652)

TFE2isundertakenintheFallandSpringTermsofthesecondyearofastudent’sM.Div.program.Thestudentisrequiredtoundertakeatentotwelve‐hourweeklycommitmentduringeachterm(tentotwelveweeks).ThisisanintegratedpartofPT 651/652. (See StudioPracticumTFE2Guidelines for course description andFAQ.) StudentsshouldplantheiracademiccourseworkcognizantofPT651/652requiredtimecommitments.

2.3 TFE3Practice(seeadditionalrequirementsin2.5)

TFE3 isnormally*undertakenintheFallandSpringtermsofthethirdyearofastudent’sM.Div.program.Thisunitrequiresthestudenttoundertakeaneight toten‐hourweeklycommitmentduringeachterm(tentotwelveweeks).Forthisunitstudentsmaybeplacedinacongregational,societaloroverseassetting.(SeeTFE3PracticeGuidelinesfordetailedinformation.)

(*)However, ifthestudentwouldbenefit frommorepracticalex‐periencebeforeentering theStudio theTFEDirectormayadviseTFE3PracticetoprecedeTFE2Studio.


September 2014

2.4 TFE3SummerPractice

Studentshave theoptionofasummerunitof supervised theological fieldeduca‐tionthatfulfillspartoralloftherequirementsofTFE3Practice.Thisunitrequiresthestudenttoundertakeaneighttoten‐hour(or16‐20hour)weeklycommitmentfortentotwelveweeksintheSummerTerm.Forthisunitstudentsmaybeplacedinacongregational,societaloroverseassetting.

TherequirementsforaSummerPracticeUnitarethesameasthoseforTFE3Prac‐tice with one addition: the student will participate in a concluding integrationseminartobeheldduringthefirstweeksoffallterm.

3.ASSUMPTIONSANDDEFINITIONS3.1 TheologicalReflection

A key component in field education training is the development of skill and thehabitofdoingtheologicalreflection.Thisrequiresacommitmentoftimeanduseofvariedmethods inordertoassist thestudent to integrateexperienceandtheory.(SeeAppendicesIV;V;VI)

3.2 Site

A site is a setting for ministry (congregation, parish, hospital, prison, serviceand/orsocialagency,etc.) thathasbeenapprovedbytheDirectorofTheologicalField Education for a student placement lasting for at least one semester. Fieldeducationsitesprovideplacementsforstudentsundertheguidanceofamentorastheyexperienceministryfirsthandandcompletespecificlearninggoals.Siteswillbechosenthatdemonstrateawillingnessformutuallearningandanalysis.Anap‐provedSiteCovenantisrequiredforeachsiteannually.(AvailableintheTFE2andTFE3Guidelines)This covenantmustbe signedby a legal representativeof thecongregation’sgoverningboardie.TheChairofCouncil,theWarden,anappointedElder.

3.3 MentorandSupervisor

Amentor/supervisor isa lay,commissioned,orderedorordainedpersonservinginministrywhoprovideson‐siteguidanceandsupporttofieldplacementstudents.He/SheisappointedbyandaccountabletotheDirectorofTheologicalFieldEduca‐tion.MentorsandSupervisorsoffertheirstudentssupportandfeedbackthroughadisciplinededucationalprocessinwhichtheyreflectonallaspectsofthestudent’sministryatthefieldplacementsite.MentorsandSupervisorsalsoassistVancouverSchoolofTheologybyproducingwrittenreportsinordertomeettheduedatessetoutintheImportantDateslist..(SeeSection4fordetailsaboutthetasksinvolvedinmentoringandsupervision).

3.4 LearningCovenantforTFEPractice

ALearningCovenant:


September 2014

isacontractualagreementconcerningtermsofaccountabilitybetweenastu‐dent,mentorandtheSchool,whichincludesthespecificgoalsthatthestudentwillstrivetoachieveduringafieldplacement.

isdevelopedbyastudentinconsultationwiththeirmentorandtheTFEDirec‐tor.

includesspecific learninggoalswhichareappropriate to the fieldplacementandwhichmeet theexpectationsof thepastoral theologycoursewhichmaybeassociatedwithaspecificunitoftheologicalfieldeducation

mustbeapprovedbytheTFEDirectorasmustanysubsequentamendmentstotheCovenant

mayberevisedmid‐yearwiththeapprovalofthementorandTFEDirector.Adraftof thechangedCovenant,statingthereasons for therevisions,mustbesubmittedtothefieldeducationofficewhenthemid‐yearevaluationreportishandedin.

servestoclarifyexpectationsofbothstudentandmentor,aswellasthefocusoftheplacement.

is revisited at the beginning of the second term to see if any revisions areneeded.

4.MENTORSANDSUPERVISORSAmentoror supervisor is a lay,orderedorordainedpersonserving inministrywhoprovideson‐siteguidanceandsupporttoplacementstudents.Inthenormativecontextofchangeinthechurchandsociety,thementorisaseasonedleaderwillingtoventurewiththestudent intounknownterritorypresentedbynewchallengesandopportuni‐ties.TheTheologicalFieldEducationprogramatVSTusesthetermMentorinrelationtotheStudioPracticumandSupervisorforTFE3Practice.Theroleisvirtuallyidenti‐cal.ThedifferenceintermisthatforthestudiothetermMentorisusedtonuancethefocusplacedonthecharacterof the leaderandthestudent’s involvement inchoosingtheirmentor.InTFE3practicetheemphasisisplacedontheexperienceandskillofthesupervisor in thetradecraftof theirparticularministryand in thechurch’s identifica‐tionofthatpersonasateacher.

Fieldplacementmentorsandsupervisorshavedevelopedfinelytunedskillsinpastoralministry, theological reflection and spiritual discernment over many years of study,spiritualdisciplineandexperienceinministry.Theteacheraslearnerisakeyprinciplein successful theological field education and somentors / supervisors recognize thatthey,too,arelearningastheyguidetheirstudents.

Theroleofthementor/supervisoristoassiststudentstoreflectontheirexperiencesofdoingministry.While thementor/supervisormayexpresscompassion,heorshealsoneedstobeunwillingtocompromiseontheexpectationsof thecovenant. It isanop‐portunityforthestudenttoreflectontherealitiesoflifetheyaregoingtoencounterinministry.


September 2014

Mentors/Supervisors may wish to consult with their students regarding texts beingcurrentlyusedintheirpastoraltheologycourses.

4.1 ResponsibilitiesandOpportunities

Once an appropriatematch has been found between amentor/supervisor and astudent,andofficiallyconfirmedbytheDirectorofTheologicalFieldEducation,aSiteCovenant is signedandsubmitted toVST.(Available in theTFE2andTFE3Guidelines)

Therelationshipbetweenstudentandmentor isacollegialoneinwhichtheyre‐spect the fact thateach isona journeyof followingGod’scall.Thementoroffersthe student support and feedback through a disciplined, educational process inwhichtheyreflecttogetheronthechallengesofministryintheparticularcontextinwhichtheyserve.TheyagreetoadheretotheSchool’spoliciesoutlinedinAp‐pendixIX. MentorsandSupervisorsassistVancouverSchoolofTheologybypro‐vidingwrittenreportstomeetthedatessetoutintheImportantDateslist.

Thekeycomponentintheeducationalprocessbywhichthementorendeavourstoguidethestudent’sreflectionistheregularweeklyorbiweeklyreflectionsessionstheyholdtogether.AsampleprocessforareflectionsessionisprovidedinAppen‐dixIII

5.STUDENTS5.1 ResponsibilitiesandExpectations

Intheirfirstyear,studentswillmeetwiththeDirectorofTheologicalFieldEduca‐tionandPPLProfessorinOctober/Novembertodiscusstheirvocationalgoalsfortheirprogramoffieldeducation.

In thesecond term(TFE1Exploration), they follow‐uponassignmentsbegun inPT500 and explorepossibilities for aministry site andmentorwhichwill fulfilltheirpersonalministryvision.TheywillparticipateinTFE1Seminars.Their“Ex‐plorationLog”willrecordtheirprogresstowardthisgoal(Appendix1).

Atthecloseofthatterm,whentheirchoiceofaministrysiteandmentorhasbeenapprovedbythePublicPastoralLeadershipProfessorandTFEDirector,thelatterwillmakea formalarrangementwith thementorandsite.Thestudentwillcom‐pletethearrangementsbyobtainingasignedcopyoftheSiteCovenantandaddinghis or her own signature (StudioPracticumTFE2Guidelines andTFE3PracticeGuidelines.)In second year (TFE2 Studio), students participate in the LeadershipStudioCoursePT651 inwhich theydiscussandpreparea learningcovenantap‐propriate to theministry site chosenandapproved in their first year theologicalfieldeducation.

Forthirdyear(TFE3Practice)placements,studentswillmeetwiththeDirectorofTheological Field Education in the spring term of the year prior to those place‐ments,todiscusslearninggoalsandpossiblesiteplacementsthatmighthelpthemattaintheirvocationalgoals.InTFE3Practiceplacements,studentsarerequired


September 2014

toengageactivelyinministry,whethercongregational,institutionalorcommunityfor8to10hoursperweek.

Inallyearsstudentsareexpected to takeoneweekendoffat studybreakandtohaveaChristmasbreak.Anyothertimeawayfromthesitemustbenegotiatedwiththeirfieldplacementmentors.Thetimerequiredtoplanforothermeetings,work‐shopsandworshipservicesshouldbeincludedintimespentinthefieldplacementworkandmustbenegotiatedwiththementor.

5.2 Student’sResponsibilitiesinRelationtotheMentor

Insecondandthirdyears,thefieldplacementmentor/supervisorandstudentsetamutuallyagreeabletimeandplacetomeetforreflectionsessions,eitheronehourweekly or two hours bi‐weekly. In consultationwith thementor/supervisor, thestudent draws up a formal Learning Covenantwith clearly stated goals that aresuitable to the context and tasks inministry available at the site, thatmeet theSchool'srequirements,andthestudent'spersonalgoals.(See“ASampleLearningCovenantinStudioPracticumTFE2GuidelinesandTFE3PracticeGuidelines.)

AllstudentswhoareundertakingTFE2StudioorTFE3PracticearerequiredtosubmitadraftLearningCovenant forreviewbytheFieldEducationOfficebythedates listed on page 2, “Important Dates”. The approved and signed LearningCovenantmustbesubmittedbythedateshownonthesamepage.

Discussionwiththementor/supervisorshouldincludecriteriaregardinghowthestudent'sworkwillbeevaluated,andtheestablishmentofaproceduretofollowincaseconflictarisesduringplacementatthissite.

Duringreflectionsessions,studentswilldebrief,analyze,strategizeandsetoutac‐tionplansforachievingthegoalsintheirLearningCovenant.(SeeAppendicesIV,V.VIwhichdescribesomeapproachestotheologicalreflectiontouseintheseses‐sions.)

5.3 Student’sResponsibilityinRelationtoEvaluation

Thesecondandthirdyearstudentisrequiredtosubmitaself‐assessmentreportmid‐waythroughtheyearandallstudentssubmitafinalself‐assessmentreportattheendoftheacademicyear(seelistofimportantdatesatfrontofthishandbookforduedates).

Insecondandthirdyearsthementorisrequestedtosubmitamid‐yearevaluationreport on the student's work at the placement site, as well as an end‐of‐yearevaluationreport.Allwrittenreportsarediscussedwiththeotherpartybeforebe‐ingsubmittedtotheDirectorofTheologicalFieldEducation.

If thestudentdoesnotagreewithareportoranysectionsinit,thementormustnotethatdisagreementinthereportandprovideabriefcommentregardingaplanforresolution.

5.4 Theologicalreflection


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Expressedverysimply,wedotheologicalreflectionwhenweexamineaneventorother experience in the light of the question, "Where isGod in this experience?"(SeeAppendicesIV,V,VI)

6.ASSESSMENTANDEVALUATION6.1 GeneralInformation

Evaluationinvolvesaformalprocessofreflectingonthelearningexperienceinor‐der to makemeaning of it. The student andmentor/supervisor participate in aprocessthatallowsthestudenttoreflectonhowsheorhehasfunctionedinminis‐tryinagivencontext.Inturn,theexperiencecontributestothestudent’son‐goingself‐awarenessandconstructionofavocationalidentity.Goalsattainedandunfin‐ishedtasksarenamedduringtheevaluationprocess.Areasofgrowthandon‐goingchallengesarealsoidentified.Ifpossible,pleasecompletetheevaluationprocessattheendof the final termwithanexerciseof intentional closureand leave‐taking(perhapsinthecontextoftheSundayworshipservice).

Constructive feedbackcanempowermentors/supervisorsandstudentsalikeandcan contribute to life‐long learning, transformation and faithfulness. Feedbackmust be constructive, respectful, honest and open. In thisHandbookwe providesomesuggestionsandmodelsforsuchconstructivefeedbackandcommunication.Studentsandmentorsmustdealwithissuesofconcernastheyarise,sotheycanberesolved as soon as possible. Feedback on any topic that is not included in theLearningCovenantmustbenegotiatedwiththestudentbeforeit isoffered.RefertoAppendixVII).

6.2 EvaluationProcessandWrittenReports

GuidelinesandprocessforstudentevaluationareoutlinedinStudioPracticumTFE2Guidelines andTFE3PracticeGuidelines..Written reports contain information,commentsorconcernsthathavebeendiscussedwiththestudentduringscheduledmeetings.Reportsshouldnotincludeissuesorconcernsthathavenotbeenraisedalreadywiththestudent.

Werecommendthateachpartyprepareadraftoftheirreportthattheycirculatetoeachother, and then, if necessary, amend.All reports are signed to indicate thattheyhavebeenread,understoodanddiscussed.“Signing‐off”onareportindicatesthatbothpartieshavereachedconsensus.Itdoesnotindicatethatthesigningpar‐ties agree100%with the report, but that they can livewith the report's conclu‐sions.

Studentsandmentorsmustreportanydisagreementsthatariseduringtheevalua‐tion process. Youmay need to schedule additionalmeetings to resolve any dis‐agreements or conflicts. In the event of a disagreement, evaluation reportsmustincludeasignedaddendumoutliningthenatureofthedisagreement, theprocessfollowedtodateandstepsplannedtoresolvethedisagreement.


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In addition to scheduledmeetingswithmentors andsupervisors, theDirectorofTheologicalFieldEducation is available to studentsandmentors/supervisors forconsultationandconflictresolution.(604‐822‐[email protected])

TheTFEDirectorwillreviewthestudent’smid‐yearandend‐of‐termreports(andparticipation in integrativeseminarswhereapplicable). TheDirectorwill reportcompletionornon‐completionofTFEUnitstotheregistrar’soffice.Itisgreatlyap‐preciated byVST and studentswhenmentors/supervisorswrite their reports intimefor thestudentstomeetallduedates. (Studentsareresponsible forat leastsubmitting a draft of their reports to the field education office by theduedate.)Please note due dates formid and end‐ of‐ year reports listed in the ImportantDatesList.


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APPENDIXIA:TFE1EXPLORATION

LeadershipStudioProposal(PT651&652)

StudentInformation

Name

Program Intendedcompletion:

LearningSite Mentor ProjectTitle E‐MailAddress

AttachedDocuments:AttachedtothiscoverIsubmitforapproval:

___TFE1–ExplorationLogSummary___siteanalysis(3‐4pages)

___powerpointorothervisualaspresented(condensevisualstofewestpagespossible) ___writtenproposal(1‐2pages)___learninggoals(1page)

TFE1‐ExplorationLog(continueonseparatepageifnecessary)

NameofContact ContactInfo NatureofConversation Follow‐up Date

TotalNumberofHoursofExplorationlogged:________ofmaximumof40hrs


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SiteAnalysisGuidelines

Inordertobeeffectiveinafieldeducationplacement,itiscriticaltounderstandfromtheoutsetthecontextandprocesseswhichhaveshapedthesetting.Writeabrief(3‐4)pagedescriptionofyoursitetakingintoac‐countthefollowingquestions:

1. Context

Describetheneighbourhoodandthelargercontextinwhichthechurch/agencyissituated. Whoarethepeople involved in thechurch/agencyand in thesurroundingneighbourhood?De‐

scribethediversityofmembers/constituents:age,ethnicity,gender,socioeconomicfactors,etc. Whatisthehistoryofthechurch/agencyandhowdoesthehistoryaffecttheministry/service?

2. Identity:

Whataretheprofessedbeliefs/theologicalorientation;mission/goals? Whatistheethosofthechurch/agency? Whatmetaphorsdotheyusetodescribewhotheyare?

3. Task:

Whatdoesthechurch/agencydo? Whataretheworkdefinitionsofclergy,staff,volunteers,members? Whataretheprogramsofthechurch/agency?

4. OrganizationalCharacteristics

Whatarethestructuresofgovernance? Howarethetasksofthechurch/agencycarriedout? Howaredecisionsmade;informationshared;fundssecuredtooperate? Whataretheresourcesforthechurch/agency?Whatdotheylack?

MethodsforAnalysisinclude:

directobservation; interviewing–staff,constituency,TeachingParish/AgencyCommittee;smallgroups; researchinghistoryandtraditionandatimelineofevents,issues,personalities,conflicts,celebrations; documents; censusdata/localhistory,newspapers; questionnairesandsurveys; physicalsetting.


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VisualPresentationGuidelinesThesevenminutevisualpresentationartfullyandpassionatelycommunicatestopeersandinstructors:

a. Whythissituationpresentsatrueministryopportunityb. WhatIproposetodoc. WithwhomIproposetodoitd. Whythisprojectfitsthismomentandthesepeople(includingmyself)e. Thatitisfeasiblef. Thatitcouldbeeffectiveandhowg. HowitisfaithfultoGod’scallinthistimeh. WhatfeedbackImostwantfromthispresentation

ThepresentationisdueduringexamweekofthespringsemesterpriortotheacademicyearinwhichyouareapplyingfortheStudio(PT651&652).Incompletepresentations(withoutvisuals)arenotacceptableandyoumayinsteadapplythefollowingyear.PreparationforvisualisdonethroughtheTFEOneseminars.

StrategicLeadershipProjectProposalGuidelines

Basedonfeed‐backfromtheoralpresentation,preparea1‐2pagewrittenproposalforyourprojectaddress‐ingthesepoints:

1. Inwhichpublicorpastoralministrysettingwillthisleadershipprojectbelocated?2. Whowillbeinvolved?3. Whoareyourteamandwhataretheirroles?4. Whatresourcesarerequiredandhavetheybeensecured?5. Howwillyougaugesuccess?6. Whatistheprojectedimpactofthisministry?7. Whatistheprojectedspanofthisministry?Iflongerthanyourcommitment,arethereplansforitsconti‐

nuity?

LearningGoalsInconsultationwithmentorandTheologicalFieldEducationDirector,prepareaone‐pagedocumentlistingfiveinitiallearninggoalsrelatedtotheStudiooutcomeswhichalongwithotherswhichmayariseintheStu‐dioandonsite,willformbasisforreflectionandevaluationinmid‐termandfinalreports.

Knowledgeandpractice in fundamental leadershipskillssuchas listening,storytelling,negotiationandassessmentofcontextandpeople


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Essentialleadershipfunctionsincludingrecruitment,developmentandleadershipofateam,theabilitytodevelopanddelivereffectivepresentations,theabilitytomaketoughchoicesandtoassesstherelation‐shipoftheirownambitiontoaparticularproject

Thecriticalself‐knowledge,emotionalandspiritualmaturitynecessaryforeffectiveleadership,includingreflectionupon their exhibitionofkey characterattributes suchasauthenticity, integrity, courageandservice

Abilitytoconductcontextual/criticalanalysistoinform/guideexerciseofstrategicleadership Ability to appropriately communicate theological insights and wisdom across sectors in collaborative

pastoralandpublicsettings Abilitytoworkcollaborativelyandexerciseconflict‐managementeffectively Knowledgeofecclesialandsocialpolicyandgovernancesufficienttoexercisecross‐sectoralleadership Abilitytowork inateamtoplan,problem‐solve, implementandevaluateprogresstowardaparticular

goalorproject Anabilitytoarticulateandfollowanethicalandtheologicalframeworkfordecision‐makingandaction

SignatureIhavecompletedandattachedfivesectionsoftheproposal.

Name(printed)

Signature

Date

ApplicationandApprovalApprovalofthisproposalbytheDirectorofTheologicalFieldEducationwillbeconsideredacceptanceintotheLeadershipStudio.WhenregisteringforPT650/651theproposalmustalreadyhavebeensubmittedandthestudentmusthavecompletedPT500,TFE1andeitherhavecompletedorberegisteredforPT551Pas‐toralIdentityandPractice


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APPENDIXIB:MENTORANDSITECOVENANT

MentorContactInformation

Name

Address

LearningSite

RelationshiptoSite/Project

Phonenumbers Cell Work Other

E‐MailAddress

MentorContactInformation

Thechurchisbeingcalledtoradicalrenovation,re‐toolingandrepentance.Theimpactofthisisfar‐reachingandparticularlychallengingforthosewhoarecalledtoexerciseleadership.Inpreviouserasofministry,responsibilitieswerefairlyclear,especiallywithinacongregationcon‐text–worship,Christianeducation,pastoralcareandsomeadministration.Whilemanyofthesetasksremain,peoplearenowneededwhocanalsohelpidentifyandpursuenewwaysofminis‐tryandbeingchurchinacontextwheretheonlyconstantischange.Inthecontextofchange,amentorisawiseandwillingguidewhopracticesreflectivelythetradecraftofadaptiveleader‐shipandiswillingtoaccompanyanapprenticeinunfamiliarterritory.TheLeadershipStudioisdesigned to build capacity for strategic leadership among students apprenticingwithmentorsexercisingpublicandpastoralleadership.

Expectations

Mentorpleasecheckallthatapply:

willingnesstosupportgoalsoftheLeadershipStudio(above).

self‐understandingaslearnedandexperiencedguidewillingtoventureintounknownter‐ritorywithastudentforthepurposeofmutuallearninginthefacechange

willingnesstopromptstrategicthinkingabouttheministryopportunitythestudentisex‐ploring/pursuing

willingnesstoprompton‐goingdiscernmentandreflectionaboutadaptiveleadership

willingnesstobeconsultedaboutassignments

willingnesstoofferanddiscusswithstudentrecommendedresourcesrelevanttominis‐terialleadership


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willingness to develop, agree to, and remain faithful to terms of accountability summa‐rizedbelow

willingnesstomakemid‐andfinalyearreportstotheDirectorofTheologicalFieldEduca‐tionandLeadershipStudioInstructor

willingnesstorecognizethestudentasanapprenticetostrategicleadership,notavolun‐teer or auxiliary staff available for general duties or program support unrelated to thegoalsoftheLeadershipStudio

TermsofAccountability (student towrite these on basis ofmutual commitmentsdiscussed)

Inadditiontothecommitmenttomeetfortheequivalentof12hoursperterm,thestudentandmentorwillremainaccountabletooneanotherasfollows(attachseparatepageifnec‐essary)example:keepinginregularcontactwithoneanother;extentofsupervision,ifany;understandingofscopeofmentorship,areasforcoachingetc.

TermsofAgreementandSignature

GeneralTerms

1. Thestudentandthementoragreetothetermsofaccountabilityintheirproposal,includ‐ingmeeting regularly for the equivalent of 12 hours per term to deepen and sharpenlearningfromtheadaptiveleadershipcontextandtoreflecttheologicallyonthestudent’sprogressinattainingthegoals,objectivesandactionplanslistedintheProjectProposal.

2. Thestudentandthementoragreetoprepare(a)amid‐yearevaluationreportduefirstweekofDecemberand(b)anend‐of‐yearassessmentandevaluationreportdueonlastdayofclassesinspringterm(consultpage2ImportantDates).

3. Thestudentcommitstospendingtentotwelvehoursperweekintheplacementinclud‐ingtimespentinworshipandreflectionwiththeirmentor.

4. Anyreportspreparedwillbereadandsignedbyallpartiesbeforethereportsaresub‐


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mittedtotheDirectorofTheologicalFieldEducation.

5.Thementorandsiteagreenottoencourageorrequirethestudenttotakeongeneraldu‐tiesortostaffexistingprogramstofillasite‐basedneedunrelatedtothestrategiclead‐ership learning goals of the Studiowithin the twelve hour perweek designated in thetermsofagreement.

6. Ifanypartof the teaching, learningorevaluationprocessbreaksdown, theDirectorofTheological Field Educationmust be notified immediately. Uponnotification he or shewillinitiateaconsultativeprocesstoresolvethedifferencesortoterminatethetheologi‐calfieldeducationplacementagreement.

7. AllharassmentpoliciesandethicalstandardsofpracticeofVancouverSchoolofTheologyandof theappropriatedenominational authority shallbeadhered toat all timesbyallpersonsandsitesinvolvedinthetheologicalfieldeducationprogram.

8. Thetheological fieldplacementsiteagreestocommunicateall informationthatmayaf‐fect this agreement or the student’s learning goals and strategic leadership project assoonaspossible.

Signaturesfollowingindicateagreementtothetermsstatedabove.

Studentname(printed)

Signature

Date

Mentorname(printed)

Signature

Date

LegalRepresentativeofSite

Signature

Date


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ApprovalofCovenant:

DirectorofTheologicalFieldEduca‐tion

Signature

Date

Thank‐youforyourinvaluablecontributiontobuildingthecapacityofthenext

generationofleadersinpastoralandpublicministryCopiesofthisdocumentto: Student Mentor TheologicalFieldEducationDirector StudioInstructor


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APPENDIXII:ON‐SITEDENOMINATIONAL

LEARNINGOUTCOMES

DENOMINATIONALON‐SITELEARNINGOUTCOMES

The record of Denominational On‐Site LearningOutcomes provides ameans bywhich astudentlogsdenominationallyspecifiedcompetenciesdemonstratedtoasatisfactorylevelduringtheirunits.StudentsinTheologicalFieldEducationshouldintegratethesedenomi‐nationallearningoutcomesintotheirlearningcovenants.

TheLearningOutcomelogistobepresentedanddiscussedwiththeDirectorofFieldEdu‐cationaftereachunitofTFE.PDFcopiesofdenominationalon‐sitelearningoutcomelogsareavailableonthewebsite. Studentsareencouragedtokeepanon‐goingassessmentoftheirlearningthroughouttheirprogram.

Mentorsare invited tocontributenarrativecommentsandarerequested toassessastu‐dent’sprogressonlearningoutcomesasprovidedbythestudent.

StudentsarenormallyrequiredtotakeallTFEunits(orequivalent)andasmanyasneces‐sarytosuccessfullymeetthelearningoutcomes.StudentsenteringtheMasterofDivinitywith professionalministry experiencemay have advance placement in the learning out‐comes.

SEEUNITEDCHURCHOFCANADA,ANGLICANCHURCHOFCANADAANDPRESBY‐TERIANCHURCHOFCANADADENOMINATIONALON‐SITELEARNINGOUTCOMES

ONPAGESFOLLOWING.


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UNITEDCHURCHEXPECTATIONSFORFIELDEDUCATIONATVSTSpecificOn‐SiteLearningOutcomes(Source:UCGeneralCouncil2009) Demonstrateskillsineducationandteachinginsuchareasas:leadershipfacilitation,

understandingofleaderaseducator,smallgroupleadership,co‐learningwithothers,intergenerationallearningandworship

Demonstrateskillsinreflectingtheologically,criticalanalysisandabilitytorelatelifeexperiencestotheactivityofGodinourmidst

Demonstratetheologicalunderstandingofandcompetencyfordesigningandleadingcreativeworship(includingpreaching)consistentwithtraditionsandguidelinesoftheUCC

Nurturepersonalandprofessionalrelationships. EmbodythecalltoDiaconalMinistryofEducation,ServiceandPastoralCareORanOr‐

dainedMinistryofWord,SacramentandPastoralCare Becommittedtothelearningofthefaithcommunity. InterprettheBibleandmakeitaccessibletothecommunity Engagethecommunitywithagospelvisiontorecognizeandrespondtoneedsbeyond

theirown. Engagewiththechurchandthebroaderecumenicalandinter‐faithcommunity. Bearwitnessofone’sfaithfortheencouragementofothers. EncouragediscernmentoftheroleofGod,JesusChristandSpiritinthelifeofthecom‐

munity. Activelyparticipateinthelifeofthefaithcommunity. Articulateandapplyanethicalframeworktopersonaldecisionmakingandaction. Enablethefaithcommunitytodesignandapplyanethicaldecisionmakingprocessto

communityissues. Participateintheethicaldecisionmakingofthewidercommunity. Communicateeffectively. Demonstrateculturalandinterculturalsensitivity. LeadworshipconsistentwithtraditionsandguidelinesofTheUnitedChurchofCanada. Designandfacilitateprocessesforon‐goingpastoralcare Demonstratepastoralcareskillssuchas:basiclisteningandempatheticskills,abilityto

knowwhentoreferandwhotorefertobydevelopingresourcesintheministryteamandthecommunity,clarityoflinesofaccountabilitywithinateam.

Modeleffectiveleadership Evaluateandenabletheleadershipgiftsinthefaithcommunity. Workinandwithteamseffectively. Respondtoandmanageconflictconstructively Carryoutadministrativeresponsibilities


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ANGLICANEXPECTATIONSFORFIELDEDUCATIONATVST

Field education is a concrete way to develop practical ministry skills, all of which lendthemselvestotheabilityofAnglicanstudentsatVSTtolivefaithfullyintotheirfuturelead‐ership roles. Those inorderedAnglicanministryprovide,proclaim,presideandpardon.Thoseinlayministryengageinactivitiescloselyconnectedtothesameends.Thelistbe‐lowenumeratesskillsrelatedtothesecategories,anditisexpectedthatstudentsengagedinfieldeducationwill focusonthemanddemonstratelearningthroughpracticalapplica‐tion, subject to supervisionandevaluation. Thegoals are tobuildonexisting strengths,addressidentifiedgrowthareasanddiscovernewcapacities.

PROVISIONOFSERVICETOCHURCHANDWORLDTHROUGHTHEABILITYTO:

Listentopeople

Equiptheministryofthebaptized

Teachothershowtopray

Understandtheroleofspiritualdirection

Discernthegiftsofothersorhelpthemdiscernthesegiftsforthemselves

Relatespiritualitytotherealitiesandcrisesoftheworld

Counselforreferral

Visitthesickinhospitalandhome,administerHolyCommunionandanoint

Ministertothedyingandbereaved

Articulate the church’s mission in the world and participate in and/or organize siteeventswhichengagethatmission

Conversewiththoseofotherfaithsornofaith

PROCLAIMTHEGOSPELTHROUGHTHEABILITYTO:

Preachcontextuallyandrelatelectionstocontemporarylife

Preachinmorethanonestyle

Integratetheologicalreflectioninsermons

Usevoiceappropriately

LeadBiblestudyandothereducationalactivities

Familiarizeoneselfwithcurrenteducationalresourcesforchildren,youthandadults

Articulateandusethoughtfulmethodsofevangelism


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PRESIDEATTHELITURGYANDORGANIZATIONALEVENTSTHROUGHTHEABILITYTO:

UsetheBAS,OccasionalCelebrationsandBCPwitheaseandcompetenceandbecomefamiliarwithLutheranliturgiesandauthorizedsupplementalliturgicalresources

UseCommonPraiseandothermusicresources

Explainandemploytheuseofvestmentsandaltarfurnishings

Functioneffectivelywithworshipplanningcommitteesandaltarguilds

Trainandworkwithservers

Teachaboutliturgy

Usevoiceinspeakingandsinging

Praywithothersspontaneously

Officiateatfunerals

Preparecandidatesforbaptismandcouplesformarriage

Leadandshareleadershipofcommitteesandsmallgroups

Recruit,superviseandencouragevolunteers

Organizeworkefficiently

Managetimeandenergybylearningtodelegate

Offer theological resources to stewardship programs and understand financial state‐ments

UsetheCanons

PARDON,BOTHSACRAMENTALLYANDPASTORALLY,THROUGHTHEABILITYTO:

Exerciseaministryofreconciliationandcomprehenditssacramentalnature

Manageconflict

ThisisnotmeanttobeanexhaustivechecklistbutawaytofocuswhatstudentsneedandwhatfieldeducationsitesareabletoprovideincooperationwithVST.


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PRESBYTERIANON‐SITEDENOMINATIONALLEARNINGOUTCOMES

TheTFElearningoutcomesexpectedofPresbyterianstudentsatVSTwillvarysomewhat,dependinguponthepastexperienceoftheindividualstudent.Weexpectthatthestudentswillpossesssufficientself‐knowledgetobeable to identify thoseareas inwhichs/here‐quiresfurthertraining,knowledgeandexperience,sharethemwithher/hison‐sitementoranddevelopalearningcovenantthatwilladdressthoseparticularneeds.Thereforetheremustbeadegreeofflexibilityincreatingalistofoutcomes.Whatfollowsisalistofmini‐mum outcomes towhich other outcomesmay be added depending upon the needs andgoalsofthestudent.Theseoutcomesarespecificallydirectedtostudentswhoareprepar‐ingfororderedministryinthechurch.

1. Demonstratetheabilitytoleadworship,thatgivesglorytoGod,withdignity,confi‐dence,clarityandaudibility.

2. Demonstratetheabilitytopreachbiblicalsermonsthatgiveevidenceofcarefulprepa‐ration,thoughtfulexegesis,clarityofthought,andinterpretationthateffectivelyad‐dressestheneeds,woundsandstrugglesofpeopleintoday’ssociety.

3. Demonstratetheabilitytocelebratethesacramentswithdignity,confidenceandlitur‐gicalpresence.

4. DemonstratetheabilitytointegratebiblicalknowledgewithGod’scalltomissionintheworldtoday,andtoleadpeopleinthepracticeofmission.

5. Gainexperienceinavarietyofpastoralcaresettings:e.g.homes,hospitals,nursinghomes,pre‐funeralvisits.

6. Accompanyandobserveher/hismentorduringapre‐weddinginterview.

7. Demonstratetheabilitytochair/leadmeetingsafterhavingopportunitytoattend,ob‐serveand,ifpossible,leadon‐sitemeetingsofcommitteesandsession.

8. Demonstratetheabilitytoleadstudy/discussiongroupsinawaythatencouragesthecontributionsofallparticipantsandgoesdeeplyintotheissuesathand.

9. Demonstratetheabilitytotalkaboutmattersoffaithandinteractwithchildrenandyouthinanage‐appropriatemanner.

10. Demonstrategoodcommunicationskills,bothoralandwritten,andlearnavarietyofwaystocommunicatewithparishionersandthoseoutsidethecongregation.

DevelopatleastonegoodmodeloftheologicalreflectionthatenablesthestudenttolookatissuesandsituationsthroughthetheologicallensanddiscernwhatGod

mightbedoinginthatsituation.


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APPENDIXIII:SAMPLEPROCESSFORAREFLECTIONSESSION

(Source:PacificSchoolofReligionFieldEducationManual2009‐2011.)

1. Presentationofagendaforthesessionthathasbeenpreparedbythestudent.

Issuesthatthementormightwanttodiscussmaybeadded.

2. Studentdescribesthefirstissue,situation,concernthatpromptedtheneedforreflec‐tion.

2.1Data

Studentpresentsthedata.Thefocusisongettinganaccuratepictureoftheeventorsituation.

Mentor asks for clarification about what took place or what prompted concern;whatrolethestudentplayed;whosaidanddidwhat;whatwerethecircumstancessurroundingtheeventorsituation.

2.2AnalysisofDynamics

Personal:whatwerethefeelingsinvolved?Whatdoyouthinkaretherelationaldy‐namics, conflicts, confusions?What are the expectations?What did you hope foryourself in this situation?How did your hopes affect your sense ofwhatwas ex‐pectedofyou?Howdoyouthinktheothersinvolvedwereaffected?

Social:What is the larger community context inwhich this situationarises?Whatarethepowerdynamics?Whatvaluesandworldviewsarebeingexpressed?Whowillbeaffectedbywhathappens?Aretheypartof thedecisionmaking?Whatarethehistorical&structuralrelationships?

2.3TheologicalIssues

Whatfaithissuescomeoutofthesituationorevent?Werethereconflictsaboutbe‐liefandthemeaningsattributedtothesituation?Whattheologicalquestionswereraisedforyou?WhatresourcesfromtheBible/sacredtextandyourfaithtraditionmaygiveinsightintothissituation?

2.4Interpretation

What is your interpretation of the situation now?Whatwould you change?Whatwould that require?Whatdo you see as alternatives?Doyouhavegreater clarityaboutyourrole,neededskills,others?Howdoesyourtheologicalinsightinformandguideyouinthissituation?DoyouhavenewinsightsaboutGod,self,humannature,church,theworld,sin,etc.?

2.5NextSteps

Whatisyournextstep?Whatresourcesdoyouneed?Whatfaithquestionsandre‐sponsesarecalledforth?Whatwillyoudoaboutthem?

(PortionsoftheaboveareexcerptedfromPastoralSupervisionbyKennethPohly,TheInstituteofReligion,TexasMedicalCenter,Houston,pp69‐70.)


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REMINDER:

Learningobjectivesstatedinthelearning/servingcovenantshouldbeaddressedregularlyduringthereflectionsessions.Iftheyarenot,reassessmentofthelearningobjectivesneedstobeundertaken.

REPORTINGFORREFLECTIONSESSIONS

Methods for the student’s reporting for reflection sessions are included in this section.Somewrittenreportingduringthesemesterisvaluable.Thestudentshouldcometoases‐sionhavingthoughtaboutwhatshe/hewantstodiscussandhavesomeplanforpresentingdata.

Thefollowingaresuggestedwrittenformatsforreporting:

1. SocialAnalysis

2. ACriticalIncidentinMinistry

3. VerbatimReport

Anin‐depthdescriptionofeachformatfollows.

1. SocialAnalysis

Whenyoubeginworkinginanagencyorcongregationresearchandobservationaboutvalues,history,issues,resourcesandstructuresarehelpful.

Congregations:

Prepareareportforyourreflectionsessiononyourobservationsofcongregationallife.Thefollowingarequestionstoconsider:1

Whatarethemajortheologicalbeliefsofthiscongregation?

Whatisthelargercontextinwhichthiscommunityexists?

Isthecongregation“likeorunlike”thesurroundingcommunity?

Howwouldyoudescribethecultureandidentityofthecongregation?

Whataretheformalandinformalprogramsthatarethemostimportanttothecon‐gregants?

Whomakesupthecongregation?

Howwouldtheydescribetheircommunitytooutsiders?

Howdoesthecommunitymakedecisions‐formalandinformalprocessesandlead‐ership?

Whatisthebudget?Howdoesitgetcreated?

1See Studying Congregations, eds, Nancy T. Ammerman, Jackson W. Carroll, Carl S. Dudley, & William McKinney, Abingdon, 1998, for detailed

congregational analysis. The authors provide information on how to assess the theological perspectives of the congregation; the larger context in which the congregation exists; its culture and identity; the processes by which the congregation takes action; and the resources it has. The book provides a much more extensive resource if you would like to do further research.


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Agencies/Organizations

Prepareareportforyourreflectionsessionsonyourobservationsoftheagencyoror‐ganization.Thefollowingarequestionstoconsider:

Whataretheagency’sbasicbeliefsandprimaryvalues?

Howdothepeoplewhoworkhereunderstandthepurposeoftheirwork?

Describethesituations/issuesthatinformthework.

Describetheagency’scultureandidentity.

Whatistheagency’shistoryandstructure?

Howaredecisionsmade:formalandinformal?

Whatisthebudget?Howismoneygeneratedfortheagency?

2. CriticalIncidentinMinistryFormat

Describethemostcriticalincidentinyourministryduringthepasttwotofourweeks.Theassignmentassumesnoaprioricriteriaforwhatisconsideredcritical;ratheriten‐couragesstudentstoallowthemselvesthefullestlatitudeinrecallingtheeventwhich,inwhateverway it is important, seems to typify their experiences.A critical incidentcanbeapersonalinvolvementthatmayhavecausedanxiety,oritmaybeaneventthatwas exceptionally gratifying. In any case, it should be some experience that can bemarkedasthe“highpoint”orthe“lowpoint”ofthetwotofourweekperiod.Attempttocoverasmanyofthefollowingareasaspossible.

Describetheevent,includingcriticalverbalandnon‐verbalcommunicationinvolvedandyourresponse.

Describeanyemotionsyouperceivedinothers.

Describeyourpersonalfeelingsaboutthesituation.

Ifitisa“lowpoint,”statetheproblemasyouseeit;ifitisa“highpoint,”statewhyitisso.

Ifitisa“lowpoint,”listsomeotherwaysyoumighthaverespondedorhandledthesituation;ifahighpointstate,anynewinsightsorgrowthyouperceiveinthesitua‐tion.

Addressthequestion,“HowdoIunderstandormakesenseofthisincidenttheologi‐cally?”

3. VerbatimReportFormat

Asatoolforthediscoveryofone’sleadershipstyleandone’sstrengthsandweaknesses,theverbatimfocusesononespecificconcreteexampleofexperience.Itindicatestothestudentand to thementorwhat the studentdid,notwhat she/hewould like tohavedone.Itallowsforclarificationoftheexperience,identificationofsignificantmomentsin the relationship, presentation of alternatives and integration of theological, social,


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spiritual, etc.perspectives. (Use2/3widthofpage for theverbatim, saving the right‐hand1/3formentor’sresponses.)

A. Introduction

1. Time2. Place3. Briefdescriptionoftheperson(confidentialityshouldbeconsidered)4. Relationshiptotheperson5. Contextoftheconversation(whatyouthoughtofandfeltaboutthepersonand

her/hissituationbeforethisconversation)6. Otherdetailsorcircumstanceswhicharerelevant

B. VerbatimRecordofConversation

Anexactrecordoftheconversation:(makenotesassoonaspossibleaftermeeting),including pauses, non‐verbal communications, facial expressions, etc., insofar astheyhelptocatchthe“tone”oftheexperience.Iftheconversationislongerthancanbeconvenientlyreported,givehighlights,beingsuretoindicatewherebreaksoccur,andsummarizingmissingparts.Theeffortinthispart istobepurelydescriptive‐omittingexplanationofwhyyoudidwhatyoudid.Thiseffortcallsforcandorthatwillbe,attimes,difficulttoachieve.

Example:Key: S= student,D=Mrs.Doe;Number the responses tomakeanalysisandevaluationwithmentoreasier.

S1: Howareyoutoday,Mrs.Doe?D1:Fine.Howareyou?S2: WemissedyouinchurchSunday.D2:Imissedbeingthere(blushing)...

Don’ttryto“doctor”yourreporttomakeitlookbetter.Rather,indicatechangesyouwouldmakeinthenextstepofyouranalysis.

C. AnalysisandEvaluation

1. Whattookplace?Wheredoyouandthepersonnowstandinyourrelationship?

2. Intentionatbeginning(discrepancybetweenintentionandperformance;shiftinexpectations,etc.)

3. Anevaluationofyourresponses,tryingtoidentifyyourdominantfeelingsdur‐ingtheconversation.Thisisnotaninvitationtoprobethedepthsofyouruncon‐scious,butasimpleefforttocatchthefeelingsonornearthesurface(i.e.,isthisapersonwhomakesyoufeelangry,happy,frustrated,etc.?).Whatdidyouseeasthe person’s needs, and did your responses get at these needs?Are there anypointsthatstrikeyouasparticularlysignificantnow,anyresponsesyou

4. Wouldcertainlywanttoomitordodifferently(indicatebynumber‐D2‐etc.)?


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5. Whatdoesthisinteractionrevealaboutthepersonandaboutyou?Whatkindofpersonareyouinthisinteraction?

6. 6.Whateffectdidthisinteractionhaveontheperson?Howdoyouthinkshe/hefeltwhenitwasover,andwhy?

7. Otherdetailsorcircumstanceswhicharerelevant.

D. Goals,Learning,andFutureInvolvement

1. Whatgoalsandplanswillyouhaveforyournextmeetingwiththisperson?

2. Whatdidyoulearnbystudyingthisrelationshipandreportingonit(otherper‐son,yourself,ownattitudetotheotherperson)?

E. TheologicalAnalysisandEvaluation

1. Whatarethetheologicaldynamicsoftheactualsituationasyouperceivethem?

2. Doesyournormativeunderstandingofyourfaithshedanylightonthesituationandfuturepossibilities?

3. Howhasthisreporthelpedyoutointegrateyourexperienceandtheologicalun‐derstanding?


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APPENDIXIV:AMODELOFTHEOLOGICALREFLECTIONBASEDONLIFEEXPERIENCE

1. Chooseanexperiencefromyourlifethathasmeaningandsignificanceforyou.

2. Describethesignificanceoftheexperienceusingthefollowingquestionsasaguide.Youdonotneedtoanswerallofthequestions.Theywillguideyouthroughtheprocessofyourreflection.

Whatmakesthisexperiencesignificant? Whatquestionscametomindasyouengagedinthisexperience? Whatfeelingsdidyouexperience? Whatdidyoufear? Whatwastheresultanteffectofthisexperienceonyou? Isthereanimageorwordthatdescribesthistimeforyou?

3. Broadenyourconsiderationoftheexperience.

Haveanyauthors,preachers,friendsorcolleaguesreferredtoasimilarexperience? Howhavetheyresponded? Whatdoesmyculturesayaboutthiskindofexperience?

4. Begintotheologize.

Aretherebiblicalmotifsinthisexperience? WhereisGodinthisexperience? Whatbiblicaltext,storyorimagecomestomind? What does my religious tradition (theologians, authors, denomination, etc.) say

aboutthisexperience? Whataretheimplicationsforministry? HowdoesthisexperienceaffectmyviewofGodorofwhatitmeanstobeabeliever?

Examplesoftheologicalconceptsthatyoumightbeabletoidentifyinyourexperiencemayinclude:

Kingdom Incarnation Creation Solidarity

Conscience Honesty Sacrifice Hospitality

Church Sin Hope Vindication

Grace Reconciliation Repentance Balance

Redemption Peace Service Judgment

Faith Love Revelation Joy

Justice Covenant Vocation

Ministry Compassion Freedom

Renewal Discernment Celebration

Prophesy Obedience ImagesofGod


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APPENDIXV:AMODELOFTHEOLOGICALREFLECTIONONSTUDENTEXPERIENCESATFIELDPLACEMENTSITES

1. Nametheexperience.

Considerrecentconversations,eventsor incidentsinwhichyouhaveplayedasignifi‐cantrole.

Chooseonlyonewhichchallengedyouorleftyouwithlingeringquestionsorconcerns.Thismayhavebeeneitherapositiveornegativeexperience.

2. Reflectontheexperience.Prepareastraightforwardnarrativeusingthefollow‐ingquestionstoguideyou.

Whathappened? Whowasinvolved? Whatroledidyouplay? Howdidyoureact? Howdidothersrespond? Wheredidthisexperienceleaveyou?

3. Analyzetheexperience.

Whatfactorswereatworkinthesituation?Nametheemotions,assumptions,atti‐tudes,socialandculturalissues,powerdynamics,etc.

Whatwasatstakeforyou?Howdidyourinteractionreflectyourpersonalhistory,experience,convictions,values,faith,etc.?

Howdidthisexperiencechallengeyourassumptions,perceptions,valuesorbeliefs? Whatdidyoulearnaboutyourself? Whatinsightshaveyougainedfromthisexperience? Whatquestionsorconcernsremainwithyou?

4. Makesome theologicalconnections.Probemoredeeply into theexperience forinsightusingthesequestions:

Whatbiblicalstories,imagesorsymbolscometomind? Whattheologicalideas,conceptsorauthorscometomind? Whatinsightsgainedfromyourtheologicalstudiesareparticularlyrelevant? Howdoesthisexperienceorsituationrelatetootherfaiths,culturesortraditionsas

youunderstandthem?

5. Reflectonyourlearning.Identifysomeoftheinsightsthatemergeasyoureflectonthisexperienceusingthesequestions:

Howhasyourfaithbeenenrichedorchallengedbythisexperience? WhatdidyoulearnaboutGod? Whatdidyoulearnaboutthepracticeofministry? Whatdidyoulearnaboutyourpastoralidentity? Willyoudoanythingdifferentlyasaresultofthisexperience? Howdoesyourreflectiononthisexperiencerelatetoyourlearninggoals?


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6. Concludeyour theologicalreflectionbysuggesting themesorquestions that in‐viteabroaderdiscussionofthetheologyandthepracticeofministry.

Theological Field Education Handbook

APPENDIXVI:THETHEOLOGICALREFLECTIONSPIRAL1. Prepare:Identifyandnameyourassumptions.Thismightincludeconsidering:

Whoareyouinrelationtoyourfaithcommunity? Howdotheyperceiveyou? Howdoyoulocateyourselfsocially,economically,culturally? Whatquestionsdoyoucarryintothisexperience? Whyaretheyimportanttoyou?

2. Experience

Assumetheroleofaparticipantorobserver. Whatdoyouobserve? Whatfeelings,questionsandconcernsdoyouhave?

3. Describe

Recordbrieflywhatyousaw,whatyouthinkwashappeningandwhy. Notewhatyoualreadyknewpriortotheexperience,i.e.yourassumptions. Whatcultural,social,economicnormsareoperativeinthisexperience?

4. Analyze

Describewhatyoureallythinkwasgoingonandwhy. Putthebiblicalimages,themes,storiesthathavecometoyouintotheconversation. Whatnewinsightsemerge? Whataffirmationorchallengeemergesfromthebiblicalthemes,storiesorimages?

5. Reconsider(RepenserinFrenchmeans‘tothinkagain’).

Repenser–revisityourknowledge,assumptions,expressionsofChristianfaithandpracticeinthelightoftheprevioussteps.

Identifytheareasinwhichyouarefeelingchallenged,confirmed,strengthened,dis‐turbedbytheprocesssofar.

Nameanychangethatyouthinkmayberequiredofyouand/orofothers. Howcouldsuchachangeoccur?

6. Practice

Reviewtheprevioussteps.Canyounameanyshiftinyourperception,faithperspec‐tive,ministry,missionorvisionof the church? In turn, these identified shiftsmayprovide new starting points for theological reflection on another experience. Thespiralinvokesanimageofcontinuoustheologicalreflection,changeandlearning.


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APPENDIXVII:HOWTOPROVIDECONSTRUCTIVEFEEDBACK:Good feedback is an essential part of a praxis (action‐reflection) approach to education.Constructive feedbackcanresult innewapproaches,directionsandbehaviouralchanges.Feedbackidentifiesbothourstrengthsandweaknesses,i.e.thoseareasthatweneedtode‐velop in order to achieve greater competency. Feedback works best when it is offeredwithinrelationshipsoftrustandrespect.TheLearningCovenantprovidesaframeworkinwhichconstructivefeedbackmaybeofferedinspecificareas.Helpfulfeedbackisdescrip‐tive,specific,appropriate,andrequested,useful,timely,clear,accurateanddirectlyrelatedtothelearninggoals.Bearinginmindthatitisessentialtoprovideaffirmationtothestu‐dent,we also recognize that it ismore difficult to give negative feedback. The followingsuggestions areprovided to assistboth supervisorsandMinistryReflectionGroupmem‐berstodevelopskillinthatpartofthetask.

Descriptive Bedescriptive rather than judgmental. Bydescribingyourown reaction,youleavetheotherpersonfreetousethefeedbackastheyseefit.Whenyouusejudg‐mentallanguage,thepersonreceivingfeedbackislikelytobecomedefensiveand"shutdown"(i.e.no further learningwill takeplaceduring thisexchange).Use"I" languagewhen you offer feedback. By doing so, you acknowledge that you are speaking fromyourownperspective,observations,perceptionsandfeelings.Example:"Whenyouusetheword'girl'or'dear',Ifeelputdownandnotrecognizedasanadultwoman."

Specific Be specific rather than general. Example: instead of saying, "You are verydominating",offerthisstatement"Justnow,whenweweredecidingtheissue,Ifeltyouwerenothearingwhatothersweresaying.Ifeltforcedtoacceptyourarguments."

AppropriateFeedbackcanbedestructivewhenitservesonlyourownneedsandfailstoconsidertheneedsofthepersononthereceivingend.Whatweoffermustbesup‐portiveandresponsible.Example:"Speakinginlargegroupsisdifficultforyou,isn'tit?IappreciatedtheeffortittookforyoutomakeyourcontributiontotheBoardmeeting.Your commentswere helpful. How canwe help you to continue to build your confi‐dence?"

RequestedALearningCovenantrequestsfeedbackonspecificandclearly‐statedlearn‐inggoals.Ifastudentwantsadditionalfeedback,heorsheshouldaskforit.Ifastudentwants to offer feedback, he or she shouldwait to be invited to contribute it or seekpermission to offer feedback at the receiver's convenience. Feedback ismost helpfulwhen thereceiverdevelopsa framework inwhichconstructivecriticismmightbeof‐fered.Forexample,astudentmaywanttodevelopaworshipfeedbacksheetlistingtheareasinwhichheorshewantsfeedback.

UsefulDirectyourfeedbacktowardbehaviourthatthepersoncanchange.Mostofusfinditfrustratingtoberemindedofshortcomingsoverwhichwehavenocontrol.Ex‐ample: "I enjoyed your Children's Time last Sunday, but Iwould have found itmorehelpfulifyouhadusedthemicrophonesothatIcouldhaveheardthestory,too."Notetheuseof"I"statementsinthisexample.


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TimelyConsiderthetimingofyourfeedbackcarefully.Ingeneral,thefeedbackismosthelpfulwhenofferedsoonerratherthanlater.Itisnothelpfultomakeaquickcriticalcomment immediately following an observed behaviour unless you are prepared tospend timewith theperson receivingyour feedback.Example: "I'd like tooffer somefeedbackontheprocessyouusedinBiblestudytonight.Doyouhavetimetositdownandtalkaboutitorcanwesetupatimesoon?"Undernormalcircumstances,itisbettertoofferconstructivefeedbackduringaregularlyscheduledmeetingwiththeMentororMinistryReflectionGroup.

ClearChecktoensurethatyouarecommunicatingclearly.Onewayofdoingthisistohavethereceiverrephrasethefeedbacktoseeifitcorrespondstowhatyouintendtoconvey.Example:"LetmeseeifIunderstandwhatyouaresayingtome.Wasitthespe‐cificwordIusedinasermonthatconcernsyouorthegeneralmessageIwastryingtoconvey?"

AccurateCheckforaccuracy.Whenfeedbackisofferedinagroup,boththegiverandthereceiverhaveanopportunitytocheckwithothersabouttheaccuracyofthefeed‐back.Isthisperson'simpressionsharedbyothers?Example:"Inthisevaluationsession,someonesuggestedthatmoreprintedresourceswouldhavebeenhelpful.Whatdooth‐ersthinkaboutthisidea?"

ConnectedtotheLearningCovenantAsmuchaspossible,limitfeedbacktothegoalsstated in theLearningCovenant.Example: "I'vebeen thinking about your goal tode‐velop your pastoral skills. When John told us about his daughter's illness, it reallyseemedtothrowyou.CouldwesetasidesometimeatournextmeetingoftheMinistryReflectionGroupandrole‐playthevariouspastoralresponsestocrises?"

AModel for Non‐violent Communication: Marshall Rosenberg offers an excellentmodelofcommunicationforconstructivefeedback.Itprovidesthekindoffeedbackdis‐cussed in previous pages of this Guide. Rosenberg's model empowers people to ex‐change resources and resolve differences in non‐aggressive ways. He advises us tospeakhonestlyandresponsiblyaboutourownperceptions,feelings,valuesanddesires,aswellas listentotheperceptions, feelings,valuesanddesiresofothers.Rosenberg'smodelfocusesonfouressentialpiecesofinformation:

“Whenyousaid(ordid)__________,Ifelt__________.”

“AndbecauseIvalue__________,Iwouldlike__________.”

MarshallRosenbergisDirectoroftheCenterforNonviolentCommunication,P.O.Box2662,Sherman,Texas.


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APPENDIXVIII:RECOMMENDATIONOF

READINESSFORMINISTRY*ThegrantingoftheRecommendation,i.e.,thecertificationthatintheopinionofthemem‐bersoftheFacultyCouncilaM.Div.graduateoftheSchoolissuitablefortheexerciseofor‐dainedministry,istheendofaprocessthatbeginsearlyinthestudent'sprogramofstud‐ies.

StudentswhoareenrolledinaM.Div.programshallsubmitanapplicationfortheRecom‐mendationtotheCoordinatorofAcademicPlanningat thetimeof theiradmissiontotheSchool.Theapplicationshall includethestudent'swrittenauthorizationforthegatheringoftherequiredinformationfortheRecommendation.

The criteria stated below should guide the Faculty and the Directors of DenominationalFormationastheydiscussastudent'sreadinessforministrythroughoutthatstudent'sen‐tireprogram.TheprimarycriteriaonwhichthedecisiontograntortowithholdtheRec‐ommendationareasfollows:(A)PersonalCharacteristics,(B)UnderstandingandPracticeofMinistry,and(C)DisqualifyingPatternsofBehaviour.Thenumbereditemsundereachheadingaredescriptiveratherthanprescriptive.

The criteria shall be sharedwith field educators and pastoral care supervisors to guidetheir assessment of students engaged in these dimensions of the School's program. Stu‐dentsshallalsoreceiveacopyofthecriteriaaspartoftheirorientationtotheSchool'spro‐gramofstudies.

Programmatically,thecriteriashallbeexplicitlyusedinthediscussionofastudent'spro‐gressduring theFaculty StudentReviewCommittee (FSRC)occurringat the endof eachtermofstudy.Thekeyistheidentificationofpatternsofbehaviourratherthanisolatedin‐cidentswhichofthemselvesarenotnecessarilyindicativeofastudent'sfundamentalchar‐acterandreadinessforministry.IntheeventthattheFacultyStudentReviewCommitteeidentifiesanyconcernsthatmightaffectthegrantingofaRecommendationatthetimeofastudent'sgraduation,thestudentshallbereferredtotheDean'sAdvisoryCouncil, incon‐sultationwiththestudent'sDirectorofDenominationalFormation,forconsiderationofap‐propriateremediationorotheraction.

ThegrantingoftheRecommendationitselfcanonlybemadeaftercertainevaluationsarebeforetheFacultyandDirectorsofDenominationalFormation,e.g.theassessmentsoffieldeducators,pastoral care supervisors, and the reportsof the teamassessing the student'sministrypositionpaper.Consequently,thegrantingoftheRecommendationwillnormallybeconsideredinJanuaryofthestudent'sfinalterm.

StudentshavetherighttoappealthedecisionoftheFSRCthroughtheAppealCommitteeoftheBoardofGovernors.ThedecisionoftheAppealCommitteeisfinal.

Any informationobtained for thepurposesof theRecommendation isconfidentialand issubjecttotheSchool'snormalproceduresregardingaccesstoanddiscussionofconfiden‐tialstudentinformation.


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CriteriaforRecommendationAssessment

A. PersonalCharacteristics

1. FaithfulnesstoPersonsandTasks:

Respectsandcaresforothers; valuesideasandneedsofothers; practicesadequateself‐care; communicateshonestly; demonstratesleadershipabilities.

2. PersonalIntegrity:

Demonstratesauthenticity,sincerityandcongruityinwordanddeed.

3. PersonalResponsibility:

Maintainscommitments,schedules,promises,innerconvictions. Managespersonalfinancesinaresponsibleway. Acceptsresponsibilityformistakes. Showsconsistencyinresponsestopersonsandcircumstances.

4. Flexibility:

Adaptivetonewsituationsandcontexts. Copeswellwiththeunexpected. Able to relate to awide variety of people, e.g. age, gender, cultures, economic

status,etc.

5. GiftsofCaring:

Sensitivetoneedsandfeelingsofotherpeople. Encouragesotherstosharetheirproblemsandtoseekappropriatehelpand/or

support. Helpsothersevaluateoptionsandmaketheirowndecisions. Speaksthetruthinlove.

6. Self‐Awareness:

Awareofhowothersperceiveherorhim. Abletosolicithonestfeedback. Abletobeself‐critical.

B) UnderstandingandPracticeofMinistry

1. VocationalClarity:

Hasaclearvocationalidentityanddirection. Givesevidenceofspiritualgrowthanddevelopment. Hasadisciplinedlifeofprayer. Abletoarticulateawell‐groundedpersonalfaith.

2. MissionoftheChurch:


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Demonstratessupportforthemissionofthechurch. CommittedtopublicMinistry. Concernedaboutjusticeissues. Caresforthemarginalized,thealienatedandtheneedy.

3. DenominationalCollegiality:

Feelsathomeinherorhisdenominationandisfamiliarwiththedenomination'sethosandhistory.

Canworkwithindenominationalstructures. Isrespectfulofothertraditionswithinherorhisdenominationandofotherde‐

nominationalandfaithtraditions.

4. CopingwithStress/Conflict/LifeCrises:

Understandsconflictasaninevitablepartofcommunitylife. Seeksfairness,opennessandgoodcommunicationinaconflictsituation. Dealswithstressinabalanced,healthyway.Isconstructivelysupportivewhen

othersaskforhelp.

C) DisqualifyingPatternsofBehaviour

1. PursuitofPersonalAdvantage:

Inappropriatelymanipulatesinstitutionalstructurestomeetpersonalneeds. Triestocontrolsituationstoaninappropriatedegree. Rejectsothers'needsordesiresandaggressivelypursuesherorhisown.

2. InappropriateSelf‐ProtectiveBehaviour:

Under stress becomes guarded and secretive or, alternatively, aggressive andbullying.

Excessivelyself‐interested. Inflexibleaboutschedules,appointments,etc. Tendstoshiftblametoothersortocircumstances.

3. Aggressive/AbusiveBehaviour:

Attackspersonsnotissues. Inintensesituationsconsistentlyburstswithangerorwithdrawsinhostility.

*RecommendationforReadinessforMinistryPolicyStatementadoptedbyBoardofGovernorsMay2003

FacultyStudentReviewCommittee(FSRC)

Theprogressofstudents ineachofthevariousdegreeprogramsisnormallyreviewedattheendofeachtermbytheFacultyStudentReviewCommittee(FSRC),whichischairedbytheDeanandconsistsofallmembersoftheFacultyandtheCoordinatorofAcademicPlan‐ning. Time is allotted to consider each student, to celebrate gifts and to identify areaswheresupportandchallengemaybeneeded.FollowingeachsessionoftheFacultyStudentReviewCommittee,studentsreceivetherecordofthepreviousterm’sevaluation.TheRe‐viewCommitteekeepsallmembersoffacultyinformedabouttheprogressofstudentsandgivesanoverviewoftheneedsofthestudentbody.


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TheFacultyStudentReviewCommitteewillusetheGuidelinesforReadinessforMinistrywhendiscuss‐ingM.Div.students. IftheFSRC identifiesanyconcernsthatmightaffectthegrantingoftheRecom‐mendationofReadiness forMinistryat the timeofgraduation, the student shallbe referred to theDean’sAdvisoryCouncil (DAC),and the studentwillbe informed, inwriting,of the concernsof theFSRCandanyremediationorotheractiondeemednecessary.

PurposeofFSRC

Toflagandcorporatelytrackprogressforstudentsinalldegreeprograms ToofferfeedbacktoDirectorsofDenominationalFormationregardingM.Div.students

toassistthemwiththeirdenominationalreportingfunctionandReadinessforMinistrystatement

FSRCGuidelines

Discussions regarding suitability forministry shall be undertaken; faculty shall offerfeedbackon students’progressanddevelopment; specific illustrationsof concernsoraffirmationsshouldbeprovidedwherepossible.

Toensureaccountability foreffectiveandaccurate representationsof groupperspec‐tive,theDirectorsofDenominationalFormationareobligedtosharewiththeDean,thestudent’sFacultyMentorand/orafacultymemberfromthesamedenominationacopyofanywrittenreportthatisintendedtorepresenttheviewsoftheFSRC.

Thestudentseesadraftofdenominationalreportsfordiscussionbeforetheyaresent. Directcommunication isencouraged ‐‐‐wherepossible, facultyshouldraiseconcerns

regardingacademicissuesdirectlywithstudentsaboutwhomtheyareconcernedpriortoFSRC.

Studentswhorequirefurtherfollow‐upoutofFSRCshallbereferredtotheDean’sAd‐visoryCouncil(DAC)foracademicissuesandtotheirDirectorofDenominationalFor‐mationforotherissues.

Follow‐upoutofFSRCshallbedonebytheCoordinatorofAcademicPlanningand/ortheDeaninmattersofprogramdetails.

CumulativerecordissuesshallbedealtwithbytheAcademicPlanningOffice. MinuteswillbetakenofthemeetingandmaintainedbytheofficeoftheDean.


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APPENDIXIX:APPLICABLEVSTPOLICIESInclusivity

VancouverSchoolofTheology isamulti‐‐denominational school that encourages respectforthecapabilitiesandcontributionsofeveryoneinthecommunity.Students,facultyandstaffareexpectedtotreateachotherwithrespectinorderthateveryonemaylearnfromeachotherinanurturingenvironment.

TheSchooladmitsqualifiedstudentstoitsprogramsofstudyregardlessofage,color,gen‐der, sexual orientation or preference, national or ethnic origin, or disability. The Schooldoesnotdiscriminateonthebasisofanyoftheseintheadministrationofitseducationalpolicies,admissionspolicies,bursariesorotherprogramsadministeredbytheSchool.

Studentresponsibilities

Responsibility for course selection to fulfill the program and degree requirements restswiththestudent.StudentsshouldconsultwiththeappropriatedegreeCoordinatorforad‐viceandguidance. It is thestudent'sresponsibility,however, toreadandunderstandtheacademicpoliciesandproceduresas theyaresetout in theSupplementaryCalendarandStudentHandbook,theAcademicCalendarandinthecoursedescriptionsandsyllabi.Addi‐tionalinformationaboutregulationsandduedateswillbepostedoutsidetheCoordinatorofAcademicPlanning'sofficeduringtheterm.

Harassment

AStandingCommitteeofFacultyCouncilpromotesawarenessaboutwhatsexualharass‐mentis,whyitisnotacceptableandwhatcanbedoneaboutit.Currentlyeighttotenrep‐resentatives of students, staff and faculty are designated as harassment advisors. Thesepeople are ready to respond to anyonewhowishes to consult with them in confidenceaboutamatterofharassment.Contactinformationforthesepeopleisavailableintheori‐entationpackagegiventoeachstudentatthebeginningoftheacademicyear.Ifyouhavefurtherquestions,pleasecontactthemorcontactyourDirectorofDenominationalForma‐tionortheAssociateDean'sofficefornamesandcontactinformation.

AformalHarassmentPolicyhasbeenapprovedbytheBoardofGovernors.Thisincludesadetaileddescriptionofprocedures,bothinformalandformal,whenacomplaintismadebyanyoneintheSchool.CopiesareavailableintheSchool'sLibrary.

Field Education Student Handbook 2014-2015

Documents

Transcript of Field Education Student Handbook 2014-2015