THEOLOGICALFIELD EDUCATION

Lay Advisory Committee Handbook

2016-2017

Knox College59 St. George Street

Toronto, OntarioM5S 2E6

Contact us:

Sarah TravisInterim Director of Theological Field Education

Knox Collegesarah.travis@utoronto.ca

Allyson MacLeodCoordinator of Theological Field Education

Knox Collegeallyson.macleod@kespres.ca

All forms found within this Handbook are available online under Theological Field Education at the following link:

http://www.knox.utoronto.ca/life-at-knox/application-forms/

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Dear Committee Member

Thank you for your willingness to be a part of the Lay Advisory Committee (LAC) for the student placed at your church as part of the Theological Field Education (TFE) program at Knox College.

Your role in the program is an important one. You are assisting the student in their training for ministry and you are assisting Knox in its task of equipping persons for service in the church and world. Ultimately, you are a partner in theological education, working to make the church stronger through the development of leadership for today and for the future.

This handbook is created to assist you in your work as a committee. In the document you will find the reason why TFE exists in theological education, an overview of the competency standards we look for in the program, information on the Lay Advisory Committee and a sample of some of the forms developed for evaluation in this program.

It is important that we work together in this important task. Together with your minister who is serving as the student’s Field Supervisor, we all have differing, but equally vital, tasks to fulfill. Open and clear communication between all involved is important. If issues arise please communicate them to the supervisor. If the matter requires the involvement of the College, we will be happy to discuss issues as they arise. If you have further questions or comments about the role of the LAC please do not hesitate to contact us.

Again, thank you for your willingness to serve in this partnership.

Sincerely,

Rev. Dr. Sarah TravisInterim Director, Theological Field Education

Rev. Allyson MacLeodProgram Coordinator, Theological Field Education

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Table of Contents

1. Identity, Mission and Values of Knox College…………...5

2. What is Theological Field Education at Knox College…...6

3. Competency Based Learning Outcomes………………….8

4. The Lay Advisory Committee:a) Specific Emphases of the LAC…………………….10b) The Purpose of the LAC…………………………...10c) The Composition of the Committee………………..11d) The Function of the Committee……………………12

5. Forms of Evaluation:a) The Learning Covenant…………………………….14b) The Worship Evaluation Form……………………..16c) The Preaching Evaluation Form……………………18d) The Teaching Evaluation Form…………………….20e) LAC Mid Term Evaluation Form…………………..22f) LAC Final Evaluation Form………………………..23

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IDENTITY, MISSION AND VALUES of KNOX COLLEGEIdentity Statement:Knox College is a theological school of The Presbyterian Church in Canada, a federated College of the University of Toronto, and a founding member of The Toronto School of Theology. As a seminary of the Reformed tradition, it has ecumenical relationships with the World Alliance of Reformed Churches, World Council of Churches, The Canadian Council of Churches, as well as partnerships with various seminaries in the global community. Knox holds its accreditation through the Association of Theological Schools.

Mission Statement:Knox College educates women and men for faithful and creative Christian ministries and scholarship through its teaching, research and global partnerships.

Values:In light of our identity and statement of mission, trusting in God, sustained by the Spirit, with Jesus Christ as our helper, Knox College will:

1. demonstrate the following practices in the exercise of its vocation: Leadership that serves Relationships of trust and respect Learning as reflective practice Honoring a prophetic voice Offering hospitality

2. through its Faculty, prepare ordained and lay congregational and pastoral leaders who will

improve the quality of religious and public life through their work in communities of faith, both within Canada and globally.

be an effective resource by making its research available to The Presbyterian Church in Canada and the broader public of Canadian society.

individually, and through membership in the Toronto School of Theology continue a strong commitment to critical reflection and scholarly research on the Christian ministry, faith, history and tradition

3. value excellence in its academic programs and centres, and focus its resources accordingly.

4. be an active partner within the Toronto School of Theology and the University of Toronto, providing a Reformed voice for ecumenical and Christian theological education.

5. promote effective partnerships with The Presbyterian Church in Canada, Canadian public life, and global partners as integral to the strengthening of its mission.

6. live deeply into the challenges and opportunities of what it means to be a multicultural community of faith.

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7. through its residence, offer hospitality to students who are Presbyterian and those who are part of the diversity of the University of Toronto.

8. commit itself to ongoing and comprehensive evaluation of all aspects of its work and witness.

What is Theological Field Education (TFE) at Knox College?

TFE is a required component of training for the M.Div. and MRE at Knox College. Field education is a relatively new component of ministry training. Education for ministry in seminaries traditionally consisted of training in the classical disciplines of Scripture, Biblical languages, church history and theological thought. In the 1940’s a few seminaries in the United States began to include field work as part of ministry training. By the mid 1950’s many schools began to make field ministry under the supervision of a senior minister a requirement. Similarly in educational ministries during the 1950’s such practical training became more common. However, it was not until the late 1960’s that the Association of Theological Education (ATS) convinced all its member schools that this needed to be a vital part of theological training.

At Knox TFE is based upon our Identity, Mission and Values. In this document reference to “ministry” includes professional ministries of education and Word and Sacrament. TFE generally occurs when the student has completed at least 8 credits and no more than 20 credits of their program.

The Purpose of Field Education at Knox• Integration

Integration is the fundamental purpose and goal of TFE. TFE provides the opportunity for students to integrate more deeply who they are (identity), with their sense of call (vocation), with what they do in ministry practice and the Christian life. It enables students to integrate what they are learning in all aspects of their degree programme with the practice of ministry. As well, TFE requires intentionality in practicing self awareness and theological reflection in all aspects life and ministry.

• Supervision as EducationThe sage wisdom and deep experience of the Field Education Supervisor is vital to the programme. Learning from the experience of others is a key aspect of the TFE programme. Supervisors function as mentors for students enabling students to learn through observation. As well, Supervisors are invited on their own educational journey as they reflect on the practice of ministry through the eyes of another.

• Achieving Growth/Developing CompetenciesIt is anticipated that learning in the context of practice will bring growth in the life and actions of the student. In all that the minister does there is a giving to God, to the church and world the best we can offer as human beings. This does not mean perfection but rather the integration of who we are as persons with the important task to which we are called. The programme seeks to measure growth in the outcomes and competency of the student in the practices of ministry.

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• Developing Ministry Identity and Self AwarenessIntegration means a growing and maturing development of identity. For the minister this is bringing together a personal and ministry identity which is demonstrated in authenticity and integrity in the practice of ministry. Through supervision, the integration seminar and weekly journaling the student is invited to reflect on her/his experience as a window to self-awareness and through a theological and spiritual lens.

• Spiritual FormationIt is from the development of the inner life that ministry can flow with authenticity. In the TFE program, students are challenged to balance the busyness of ministry with the discipline of spiritual nurture. More than any other element, the spiritual life of the minister makes all the difference in the practice of ministry – both for the self and for communities within which one ministers. TFE provides a real opportunity to “practice what you preach.”

• Theological Reflection on/in MinistryThe task of ministry is a theological one. Although reflection on ministry from other disciplines such as historical, sociological, and cultural is important, the work of ministry is to bring a God consciousness, a theological dimension, to life’s circumstances. This occurs as the student reflects on ministry and their involvement in ministry. In developing skills to reflect theologically on experience the TFE programme seeks to build the student’s capacity to lead others in discerning the presence and call of God in day-to-day life. Ultimately the goal of theological reflection is ‘conversion’ – conversion to a deeper relationship with God through more acute awareness of God’s presence and call.

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Competency Based Learning: Curricular and Professional Outcomes

All candidates for the M. Div. and MRE degrees are expected to demonstrate fitness for ministry. During the TFE students will be given the opportunity to develop and demonstrate the following ministry competencies as elaborated in the Knox College Theological and Practical Curricular Outcomes as well as the Outcomes for Professional and Critical Competency. (Please see Knox College website for the full document.) These outcomes are the primary focus for evaluation and assessment in the TFE program.

The Master of Divinity (MDiv) Outcomes

Description and Purpose: The MDiv is a professional degree that prepares people for ordained pastoral and religious leadership in the reformed tradition primarily within The Presbyterian Church in Canada, the Korean Evangelical Holiness Church and other denominations. It is a degree that can be used for admission to DMin programs as well as other advanced theological degree programs for research and teaching.

Learning Outcomes:Upon completion of the program a student will be able to: Religious Faith and Heritage

1. Demonstrate knowledge of the Reformed Christian heritage and articulate one’s own theological positions in relation to the diversity of theological perspectives and practices in the larger Christian tradition.

2. Interpret Scripture and Christian texts using a variety of methods, sources and norms, as a means to preach, teach, write and lead in English.

Culture and Context3. Demonstrate critical understanding of the relationship between faith

practices, cultural contexts, theology, and mission for ordered and lay ministries, including an understanding of Christian engagement and dialogue with other world religions.

4. Give evidence of critical self awareness with regard to one’s own and others’ faith perspectives, practices and theologies, including an integrated theological framework that promotes God’s justice and mission.

Vocational and Spiritual Formation

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5. Demonstrate an ability to reflect critically on one’s call to leadership and service in relation to the variety of callings within the Christian tradition.

6. Demonstrate an ability to attend to the vocational and spiritual development, practices and well-being of self and others within communities of faith.

Capacity for Ministry and Public Leadership7. Demonstrate leadership, initiative, responsibility and accountability in

group, congregational and public contexts, including the integration of theory and practice relevant to congregational and community leadership.

The Master of Religious Education (MRE) Outcomes

Description and Purpose: The MRE is designed to prepare women and men to become professional educators in various Christian educational settings. Since the MRE is a professional degree, students are required to immerse themselves in courses designed to build their capacity in education, although they first receive a general grounding that exposes them to each of the four departments – history, pastoral, theology, and biblical. It is a degree that can be used for admission to advanced theological degree programs that focus on religious education.

Learning Outcomes:

Upon completion of the program a student will be able to:

Religious heritage

1. Demonstrate knowledge of Bible, theology, and church history sufficient to become a professional educator in various Christian educational settings.

2. Demonstrate foundational knowledge of education theory in historical and contemporary contexts.

Cultural context

3. Identify the context of teaching and learning in congregational life in a changing society.

4. Demonstrate intercultural competency for educational ministry.

Personal Spiritual formation

5. Demonstrate an ability to reflect critically on one’s personal and spiritual maturity as a leader in an educational ministerial context

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Skills

6. Demonstrate interpersonal and team skills sufficient to take on a variety of roles in educational vocation.

7. Demonstrate ability to listen, learn and teach others of diverse backgrounds in various educational ministry contexts.

Lay Advisory Committee (LAC)

A. Specific Emphases of the LAC

i. Trust: It is vital that the committee build trust with the student. Without trust, evaluation will be taken as criticism and normal feedback as personal attack. The student needs to know and trust the committee. During the year, get to know the student so that a relationship of trust can evolve. Remember that both words and attitudes will convey or fail to convey trust.

ii. Love : Assist the student in learning to love all whom he/she is called to serve. It is often easy to speak critically of people, especially those who may think or act differently. Bring to the fore the positive values and contribution of others. This does not mean to mask the negative but rather to begin with accentuating the positive in others.

iii. Clarify Ideas : The committee can assist the student in clarifying ideas. This relates to both the clarifying thought and word. Most students are inundated with many ideas and growing concepts. If the thought is unclear or the communication of the student not understandable raise questions until the message can be understood.

iv. Resolve conflicts : There will always be areas of conflict both in concept and in action. It has been said that where there is no conflict nothing is happening. Assist the student in recognizing, accepting and working to resolve conflict. It is usually not the conflict that is the problem but how it is handled and resolved. Help the student face it with reality.

v. Advocacy : There may be times when the student will need support as he/she fits in and provides ministry within the congregation/centre. The LAC who works closely with the student will be able to assist the larger congregation/centre in better understanding the role and work of the student.

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Speaking the truth in love, we will in all things grow up into him who is the Head of the Church, that is Christ. Eph 2:15

B The Purpose of the LACThe Lay Advisory Committee is a small group of people (4-8 in number) within the church/centre intended to provide encouragement, support and evaluation of the student's progress.

i. The primary purpose of the LAC is to give every student the unique contributions that the lay perspective on ministry can provide and thus contribute to the student’s growth and development in preparation for a church related vocation. The breadth of perspective provided by the committee will enable the student to better see him/herself from the perspective of the broader church body.

ii. The committee will serve as a mirror giving the student a reflection of how their ministry is received and interpreted by the breadth of the church’s members and adherents.

iii. The Committee will assist the student in meeting his/her learning goals as laid down in the Learning Covenant (p. 46-47) and presented to the Committee at the first meeting. Although it is the Supervisor who is responsible for assuring that the Covenant is fulfilled, the committee may form a commitment or a covenant to assist in specific ways to facilitate the task.

iv. The LAC works best when each member brings his or her personal observations to the attention of the student. To bring the response of others (the “They’s” in the congregations) allows for little ongoing formative discussion.

v. The LAC will assist the student in better understanding the context of the ministry. In most cases members will be familiar with both the workings of the church and the community it services. This interpretation of context is vital to the work of the student.

vi. For a M.Div. placement, committee members will fill out and discuss with the student the Preaching, Teaching and Worship Evaluation Forms and Mid Term and Final Evaluation Forms (pp. 60-67) and ensure a copy of the Mid Term and Final Evaluation Form is provided to the student and to the TFE Leadership Team. For a MRE placement committee, members will fill out and discuss with the student the Teaching Evaluation Form and Mid Term and Final Evaluation Form and ensuring that a copy of the Final Evaluation form is provided to the student and the TFE Leadership Team.

Ministry experiences in the placement may include participation in worship services, preaching, pastoral visitation, involvement with small groups, Sunday School, youth groups, Bible Study, Session, Presbytery, Annual Congregational Meeting, Board/Finance Meeting, Stewardship programme, funerals, baptism, communion, wedding, social justice ministries, ministry in the community, counseling, etc. The LAC is asked to give feedback and support after

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observing participation in preaching and worship (MDIV) and teaching (MRE) as well as other aspects of ministry experience as relevant.

B. Composition of the LAC

For both M.Div. and MRE placements, it is recommended that the committee reflect the breadth of the placement context and its leadership. Care should be taken that the committee represents the membership in such areas as age, gender, ethnicity and programming. Given that the committee serves as a mirror, reflecting for the student the interpretation of their ministry from a variety of perspectives, in a congregational context the following representation is important:

o An eldero A person involved in Christian Educationo A senioro A young persono A parento A person from the music ministry of the church

The Supervisor should not be a member of this committee. This is specifically the contribution of those who participate in the student’s ministry through the life of the church. The Supervisor however may be used as a key resource to the committee. S/he may be called upon if there are issues which need further clarification or interpretation.

C. The Functioning of the LAC

Each committee will function differently depending on the relationship they have to the student and the nature of community. However, the following guidelines may assist in the work of the committee. Remember, these are guidelines and may well be modified to reflect the uniqueness of each situation:

i. The committee should appoint a Chair who is responsible for ‘official’ communication with the student. This gives the student a point of contact through which he/she can communicate directly to the committee.

ii. The committee should meet with the student monthly. Circumstances may require more meetings. This is left to the discretion of the committee.

iii. At the first meeting, time should be taken to introduce all members of the committee as well as the student. A little about everyone’s background should be shared as the initial step in building a group of mutual understanding and trust.

iv. At the first meeting, following the completion of the Learning Covenant, the student should present to the group a list of the learning goals established in the covenant and provide insight into how these will be met.

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v. The student should, at this meeting, make known ways by which the committee can assist in the fulfilling of these goals.

vi. At subsequent meetings a review of learning goals should occur and the student and/or committee should speak of ways by which these are or might be accomplished. It is important to affirm the student in areas that demonstrate advancement and the accomplishment of goals.

vii. It is equally important at these meetings to point out to the student where improvement may be necessary. To observe a problem or weak area and to avoid raising it is of no value to the student. If an area is of major consequence it is important to communicate with the Supervisor, seeking advice, prior to raising it with the student. On some occasions the decision may be made to deal with the issue solely at the supervisory level.

viii. Meetings following the student’s leadership in worship, preaching or teaching should center on an evaluation of these events. When the committee evaluates leadership in these areas it is most helpful to communicate to the student the following:

Body language Platform/pulpit/teaching manner Projection of voice How easy it is to understand the person speaking Ability to connect with the audience (in general) Ability to connect with specific groups of people as represented by the

diversity of the committee Ability to communicate clearly Ability to make the Bible understood by others Ability to relate to the everyday life experiences of the listener Constructive and concrete ways in which the student can improve Ability to identify the teachable moments that arise in the life of a congregation Ability to make the selection of hymns, songs, responses, prayers, scripture

readings and sermon a coherent whole (MDIV) Ability to apply utilize pedagogical tools to meet the needs of a variety of

learners (MRE) Ability to modify a lesson to accommodate differing learning styles (MRE)

ix. The last meeting of each term should include a brief review of what has transpired during the term and summarize progress that has been made. Goals for the forthcoming study period should be discussed and established.

x. Every meeting should demonstrate a concern for the student’s spiritual welfare. Meetings should include a time of prayer for the student, the current placement/ministry and the overall well-being of the person and his/her family (where applicable).

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TFE LEARNING COVENANT (2 pages total)

1. Student Name:

2. Supervisor’s Name:Address:Phone:email:

3. Chair of Lay Advisory Committee’s Name:Address:Phone:email:

4. Date Completed and Mutually Approved:

5. Description of a plan for learning during the practicum including:a. Reason for choosing this placement.

b. General learning expectations.

6. Description of ministry goals the student would like to develop and personal growth the student would like to achieve.

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7. Description of specific process for development of competencies and growth (see #6).a. Particular tasks that will help meet these goals.

b. The method of evaluation of these tasks/goals.

8. A description of the resources available in the practicum site and how these will be used.

9. A description of the mutual understanding of the student and supervisor as to how the student will prepare for supervision and how the supervisory process will be conducted

10. A description of the specific tasks required of the student in the practicum site.a. A description of how the 10 hours per week would be used.

i. Start and Termination Dates:

ii. Regular Supervision Day/ Time:

iii. Vacation Arrangements Sundays Away:

iv. Assigned tasks: Number of Hours:

b. Average Weekly Schedule:

11. A brief statement of pastoral identity arising out of the initial discussions with the supervisor (i.e. a metaphor, Scripture text, statement of mission).

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SignaturesStudent: _______________________________________

Supervisor: ____________________________________

Date: _______________________

The Learning Covenant AND the TFE Summary Sheet for Field Placement must be submitted by the student to the TFE Director by the Monday October 3, 2016.

Early Termination: Please note that this agreement should not be terminated by either party without a joint conference involving the TFE Director, the Student and the Supervisor. Both Supervisor and Student are free to consult the TFE Director about concerns in the placement at any time.

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Lay Advisory Committee (LAC)Worship Evaluation Form

(2 pages total)

Student’s Name ______________________ Date _____________________

1. In what part(s) did the student lead in the service? (Led/designed all, specific portions, conducted communion, etc.) _________________________________________________________

_________________________________________________________

2. Comment on the student’s:

a. Appearance: (relaxed, nervous, etc)___________________________

_________________________________________________________

b. Voice: (pitch, speed, projection) _____________________________

_________________________________________________________

c. Body language: ___________________________________________

__________________________________________________________

d. Connection with audience: __________________________________

__________________________________________________________

e. Over all presence:_________________________________________

__________________________________________________________

3. If the student was responsible for the design of the service how would you evaluate his/her ability to make the selection of hymns, songs, responses, prayers, scripture readings and sermon one coherent whole

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4. Was the language and its use conducive to experiencing the presence of God in worship? (reverent, relevant, recognizing the presence of God, etc)

5. How would you evaluate the student’s overall contribution to the leading of worship?

6. What concrete and constructive recommendations would you make to the student concerning their leadership in worship?

Reviewed with Student Date

Student’s Signature

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Lay Advisory Committee (LAC)Preaching Evaluation Form

(2 pages total)

Student’s Name ______________________ Date _____________________

Sermon Title ___________________________________________

Scripture Text(s) ________________________________________

1. Student’s Appearance:Dress was appropriate [ ] Inappropriate [ ]

Comment ___________________________________________________

Student appeared relaxed [ ] Tense [ ] Nervous [ ]

Comment ___________________________________________________

What mannerisms or body language did you observe in the student? Were they appropriate to the sermon?___________________________________________________________

2. Sermon Delivery: Please comment on the following:

(a) Ability to connect with audience:______________________________

______________________________________________________

(b) Ability to communicate clearly: _______________________________

_______________________________________________________

(c) Use of notes:_____________________________________________________

________________________________________________________________

(d) Eye contact: _____________________________________________

______________________________________________________

(e) Voice: (volume, pitch, speed) _________________________________

_______________________________________________________

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3. What was the main point of the sermon?

4. Evaluate the following areas as they relate to the sermon: (1= needs work and 5= demonstrates excellence).Held Interest

1---------------2---------------3---------------4---------------5

Clarity of the Subject1---------------2---------------3---------------4---------------5

Easy to Follow1---------------2---------------3---------------4---------------5

Good Use of Illustrations1---------------2---------------3---------------4---------------5

Made Biblical Text Understandable1---------------2---------------3---------------4---------------5

Related to Everyday Experiences of the Hearer1---------------2---------------3---------------4---------------5

Overall Impressions1---------------2---------------3---------------4---------------5

5. How would you evaluate the student’s ability to preach?

6. What concrete and constructive recommendations would you make to the student relating to their preaching?

Reviewed with Student Date: Student’s Signature

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This document is intended only for use in Knox College’s Theological Field Education program and should not be used for any other purpose without written permission from the student.

Lay Advisory Committee (LAC)Teaching Evaluation Form MRE Students

(2 pages total)

Student’s Name ______________________ Date _____________________

Lesson focus ___________________________________________

Scripture/Theological Theme emphasis ________________________________________

1. Student’s Appearance:Dress was appropriate [ ] Inappropriate [ ]

Comment ___________________________________________________

Student appeared relaxed [ ] Tense [ ] Nervous [ ]

Comment ___________________________________________________

What mannerisms or body language did you observe in the student?

___________________________________________________________

2. Delivery:Please comment on the following:

(a) Ability to connect with group:______________________________

(b) Ability to communicate clearly: _______________________________

(c) Physically accessible:_______________________________________

(d) Eye contact: _____________________________________________

(e) Voice: (volume, pitch, speed) _________________________________

(f) Pacing of the lesson_________________________________________

(g) Engaging of diverse experiences________________________________

3. What was the main point of the lesson?

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4. Evaluate the following areas as they relate to the lesson: (1= needs work and 5= demonstrates excellence).

Held Interest1---------------2---------------3---------------4---------------5

Clarity of the Subject1---------------2---------------3---------------4---------------5

Easy to Follow1---------------2---------------3---------------4---------------5

Involved the Group in their own Learning Process1---------------2---------------3---------------4---------------5

Made Biblical Text/Theological Theme Understandable1---------------2---------------3---------------4---------------5

Utilized Diverse Teaching Tools to Engage Different Learning Styles1---------------2---------------3---------------4---------------5

Relevance to the Developmental Level of the Learners1---------------2---------------3---------------4---------------5

Overall Impressions1---------------2---------------3---------------4---------------5

5. How would you evaluate the student’s ability to teach?

6. What concrete and constructive recommendations would you make to the student relating to their teaching?

Reviewed with Student Date Student’s Signature

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This document is intended only for use in Knox College’s Theological Field Education program and should not be used for any other purpose without written permission from the student.

LAC Mid-Term Evaluation Due December 12, 2016

Date: ____________________________ Student: __________________________________

Supervisor: _______________________ Placement Site: _____________________________

For all questions, please use back of sheet if necessary.

In a paragraph please indicate the growth that you have experienced in the student over the TFE placement thus far.

Please identify gifts for ministry that you have identified in the student during the placement.

Please identify areas of growth and challenge for the student during the placement?

Do you have recommendations for continued growth in these areas?

Can you identify areas of focus for the second half of the placement?

Other comments:

Signatures: Student ______________________________ Date ______________

LAC Chair ____________________________ Date _____________

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This document is intended only for use in Knox College’s Theological Field Education program and should not be used for any other purpose without written permission from the student.

LAC Final Evaluation Due April 3, 2017

Date: ____________________________ Student: __________________________________

Supervisor: _______________________ Placement Site: _____________________________

For all questions, please use back of sheet if necessary.

In a paragraph please indicate the growth that you have experienced in the student over the TFE placement.

Please identify gifts for ministry that you have identified in the student during the placement.

What recommendations do you have for continued growth in these areas?

Please identify areas of growth and challenge for the student during the placement?

What recommendations do you have for the student for continued growth in this area?

Other comments:

Signatures: Student ______________________________ Date ______________

LAC Chair ____________________________ Date _____________

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This document is intended only for use in Knox College’s Theological Field Education program and should not be used for any other purpose without written permission from the student.

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