Lay Committee Handbook by Susan Fox

OFFICE OF FIELD EDUCATION & PLACEMENT Union Theological Seminary & Presbyterian School of Christian Education

LayCommittee Handbook

OFFICE OF FIELD EDUCATION & PLACEMENT

Lay Committee Handbook

Table of Contents What is Supervised Ministry 1 Establishing a Lay Committee 4 Lay Committee Guidelines & Suggested Activities 6 The Teaching Congregation 8 Sample Case Study 10 Welcoming the Student 12 Feedback 15 Theological Reflection 16

APPENDICES Sermon & Worship Feedback 20 The Mission Statement of Union-PSCE 22 Miscellaneous Guidelines & Policies 24

WHAT IS SUPERVISED MINISTRY? BASIC CHARACTERISTICS OF SUPERVISED MINISTRY Supervised ministry is a covenantal relationship between the student, the supervisor, the school, and laypersons. All parties involved in the process formally agree to the shape and content of the learning experience vis ĂĄ vis a Learning Agreement. At the heart of the experience is theological reflection, during which ministry issues are explored in light of theological constructs. George Hunter offers additional insight into the nature of supervised ministry: The nature and quality of supervision in theological education involves an experienced person, engaged professionally in ministry, enabling another person who is serving as a minister to reflect upon his/her ministerial experience in a disciplined systematic way so that the learnerâ&#x20AC;&#x2122;s practice of ministry is related to his/her theology of ministry, so that appropriate resources are employed to understand and respond effectively to various occasions for ministry, and human situations are related to religious traditions and values. The learner is thereby encouraged to integrate his/her intellect, faith, and skills in such a way as to grow competently in the exercise of ministry.1

SUPERVISED MINISTRY AS CONTEXTUAL LEARNING Supervised ministry is contextual in that it requires a student to interact with experience. The process of supervised ministry is circular: 1. Ministry is experienced. 2. A ministry event is reported (e.g., during a supervisory conference, lay committee meeting, or peer group meeting). 3. Issues raised by the event are identified and reflected upon. 4. Insights are gained from the reflection. 5. New approaches to ministry are designed, based upon the insights.

Supervision and Education Formation for Ministry. Cambridge: Episcopal Divinity School, 1982, p. 5.

Supervision, at its most basic level, is teaching ministers to minister. While it is true that learning can occur under a variety of circumstances and supervisory styles, certain approaches to teaching and learning can enhance the quality of the experience for everyone involved. Appropriation of the principles of adult learning is essential to the process of supervision. Andragogy, the style of teaching adults, involves utilizing their experiential learning. Pedagogy, in which the teacher instructs the students, does not take their experiential learning into account. Adult learning involves the incorporation of learning experiences into the learning cycle. Concrete experiences

Testing implications of concepts in new situations

Formation of abstract concepts & generalities

Students make their own observations

Reflection

Students are encouraged to reflect on their experiences in ministry and draw conclusions that modify their thinking and acting. Then the cycle begins again.2 Respect for the learner is central to the process of supervision. Adult learners seek to be subjects of their own learning rather than objects. This principle recognizes that adults regularly function in their lives as decision-makers, and that as learners they want to function in a similar manner. As far as possible, they should make the decisions about how and what they will learn. Jane Vella offers practical advice to supervisors:

Figure 2 is Kolb and Fryâ&#x20AC;&#x2122;s experiential learning model, found in Adult Learning: A Reader, by Peter Sutherland, ed., p. 85. London: Kogan Page, 1997.

Don’t ever do what the learner can do; don’t ever decide what the learner can decide. . . . .the learning is in the doing and the deciding. Teachers must be careful not to steal that learning opportunity from the adult learner.3 Supervision thrives in an atmosphere of trust and hope. Walter Jackson writes: . . . optimal learning occurs more easily and rapidly in a atmosphere of trust and hope, and in the absence of excessive anxiety. The best learning environments are neither neglectful nor abusive. While it is impossible to eliminate human anxiety while performing a professional duty like ministry, it is possible to eliminate the artificially induced terror often associated with the demands of an overwhelming situation.4 Seminarians bring different relational abilities to the supervisory setting. Seminarians today bring remarkable diversity to the educational setting. A large number are second career students, many are married with children, and some have previously earned master’s degrees or even doctorates in a multitude of subject areas. Some seminarians will have been active in the church all their lives, while others may have a much shorter membership experience. Whatever life experience and maturity they bring, each will be at a different place with respect to how they relate to their peers, supervisor, self, professors, lay persons, session or church governing board, and God. An important piece in the supervisory process is honest conversation around these various relational issues.

Jane Vella, Learning to Listen, Learning to Teach. San Francisco: Jossey-Bass Publishers, 1994. Walter Jackson, “An Introduction to Theological Field Education” in Experiencing Ministry Supervision , William Pyle and Mary Alice Seals, eds., Nashville: Broadman & Holman Publishers, 1995, p. 12. 4

ESTABLISHING A LAY COMMITTEE IN A PARISH SETTING

The Lay Committee plays an essential role in the supervised ministry process. Their unique contribution derives from their vantage point “from the pew,” a perspective that clergypersons do not always have.

WHO IS THE LAY COMMITTEE? The Lay Committee is to be made up of lay persons only. The supervisor is not a member of the Lay Committee, but will work closely with the committee. The committee is selected by the session or local church governing body, or in some cases by the supervisor, and should represent a broad cross-section of the congregation. Ordinarily, a Lay Committee has four to seven members. Each member of the committee should be: •

committed to and involved in the ministry and life of the church,

•

able to listen and ask questions, and

•

open to learning and growing.

The Lay Committee’s responsibilities include •

interviewing and selecting a student;

•

being knowledgeable about the church and its mission;

•

developing a position description;

•

participating in the development of the learning agreement;

•

providing support, care, encouragement, and honest dialogue with the student and his or her family;

•

handling sensitive information in a confidential manner;

•

providing feedback and evaluation;

•

preparing the congregation or agency for the student’s arrival, entry, and departure;

•

sharing with the student so that he or she understands the lay perspective of the church or agency (what it is, what it does, and how it relates to the world) and of the clergy (role, functions, expectations, personal and professional identity);

•

enabling the student to reflect upon his or her experience; and

•

meeting at least monthly with the student.

PLEASE NOTE: In a non-parish setting, if a support or feedback group is desirable for the learning experience of the student, one may be designed. The composition of

the committee will vary according to the ministry or agency context. Members of the committee might include board members, staff members, volunteers, and clients.

LAY COMMITTEE GUIDELINES & SUGGESTED ACTIVITIES ROLE OF THE SUPERVISOR The supervisor has two primary responsibilities with respect to the lay committee: 1. To prepare the committee for the arrival of the student. Key steps in the preparation include:

•

Selecting (ordinarily with the Session) the members of the committee.

•

Providing each member with a Lay Committee Handbook and encouraging them to read the manual prior to the first meeting.

•

Meeting with the chair of the committee prior to the first meeting to review the Handbook and to discuss the work of the committee. The supervisor should interpret his or her role as a theological and process consultant for the work of the committee. (The supervisor is not a member of the committee and will not attend their meetings.)

Communicate support and enthusiasm for the work of the Lay Committee.

GENERAL GUIDELINES FOR LAY COMMITTEE MEMBERS (adapted from the Guidelines of the Lutheran School of Theology at Chicago as adapted by Delores Freudenburg, Berkeley–Hillside Presbyterian Church) • • • • • • • •

The student is in the congregation or agency to learn. The student will contribute to the needs and programs of the site, but learning is primary. The work of the lay ministry/support team complements the supervisory relationship and works independently from the supervisor. Be confident in your own call to ministry. Don’t begin your comments with, “Well, I’m only a lay person…” Your voice is important. Constructive feedback helps the student to grow. Speak the truth in love! Take time to see the student as a person. Be a friend; an internship can be an overwhelming experience. Supervised Ministry students are still students. Be realistic, and remember that field education is a process. Respect confidentiality. Organize your own success. Establish a meeting time and place, prepare an agenda and carry it out!

POTENTIAL PROBLEMS WITH LAY COMMITTEES Common difficulties associated with lay committees center on several themes: •

The committee meets too infrequently, so that trust and continuity never have the opportunity to develop; 6

•

The committee chair is ineffective as a group leader or is unclear about the task at hand;

•

The committee has a narrow understanding of their work, e.g., they focus on a sermon evaluation or other single tasks;

•

The committee senses a lack of support for their work by the supervisor;

•

The student and the committee chair do not communicate prior to each meeting to prepare the agenda.

POSSIBLE ACTIVITIES FOR LAY COMMITTEES AND INTERNS The following items are suggestions for the types of activities that can occur during a lay committee meeting. It is important to remember that when planning the agenda, the student and chair of the lay committee should use the student’s learning goals as a starting point. •

Everyone reads an article on grief that will be discussed at the next lay committee meeting.

•

An audiotape of the intern’s sermon is listened to, then discussed at the next meeting. (see sample sermon evaluation format for lay committees in Appendix)

•

Two or more members of the lay committee attend a class/event led by the intern. They provide feedback (as requested by the intern) at the next meeting. (A helpful first step is for the intern and the lay committee to design an appropriate evaluative tool to be used by the observers.)

•

The intern makes a critical incident report to the lay committee at a meeting, and it serves as the focus for discussion.

•

Members recall a time when they were recipient of good pastoral care (or bad pastoral care) and share their thoughts with the intern.

•

The goals/objectives of the intern are reviewed and progress toward them is assessed.

THE TEACHING CONGREGATION GENERAL PRINCIPLES A teaching congregation is: • dedicated to competence and excellence in ministry. • committed to the education of theological students as part of its outreach and mission. • a place where an intern can make a significant difference. • a place where an intern can pursue his or her goals in a supportive atmosphere. • one that has a minister trained in supervisory skills who will supervise, mentor, and meet weekly with the intern. • one that provides a committee of active members that will reflect with the intern while giving support, nurturance, and honest feedback. • committed to teaching, not just filling a gap in the staff structure. • one that provides varied professional experiences to challenge and test the intern's assumptions about ministry and its practice. • willing to work closely with Union-PSCE. • willing to provide honest evaluations of the intern's work to Union-PSCE.

SELECTED DO’S AND DON’TS Do: • • • • • • • • • • • •

welcome the intern into your meetings, classrooms, pulpit, and homes. invite the intern to share meals with you and your family. expect the intern to have ministry skills to share with you. allow the intern room to test her/his wings and to make mistakes. attend classes, worship services led by the intern. respond honestly when the intern asks you for feedback. pray for the intern. respect the intern as an adult learner expect the intern to act professionally and to observe appropriate boundaries. show hospitality to the intern’s family. respect the intern’s day off. understand the intern’s learning goals.

Don’t: • •

assume that someone else is showing hospitality to the intern. (Do: Extend an invitation to Sunday lunch; show the intern where the coffee pot is.) share information of a “gossipy” nature with the intern. 8

•

• •

ask the intern to do your dirty work! (e.g., don’t ask the intern to deliver messages to other persons for you; don’t complain to the intern about a staff member or other parishioner in hopes that the intern will deliver your message.) try to win the intern to your side of a congregational dispute. call the intern late at night or in the wee hours of the morning unless there is an emergency.

SAMPLE CASE STUDY FOR LAY COMMITTEES The following case study illustrates a lay committee meeting where feedback is provided on the student’s sermon. This case study may be used as a point of discussion because it contains strengths and weaknesses, both of the student and lay committees, and illustrates some inappropriate feedback. The supervisor and lay committee may use this case study to discuss lay committee meetings, feedback, and boundary issues.

“The Meeting” Steve is serving as the first summer ministry student at a 250-member urban church. He is into his fourth week there and has met with the Lay Committee once prior to this particular meeting, although there have been several social activities which have provided him with the opportunity to get to know several of the committee members. Steve has contacted the chair of the committee prior to tonight’s meeting and has suggested that he would like to get some feedback from the committee on last Sunday’s sermon entitled, “Snatched from the Hands of the Grim Reaper.” Committee chair Jane Hughes opened the meeting with prayer and welcomed Steve and the five committee members. She informed everyone of Steve’s suggested agenda, i.e. discussion about his sermon. Steve encouraged the members to provide him feedback on both content and delivery. Some of the comments he received are as follows: Allen:

Your sermon was easy to follow; it was very obvious that you had outlined it clearly. I also appreciated your eye contact with the congregation.

Sarah:

Something about it bothered me; I am not sure what it was.

Terry:

Your use if the football illustration—the one about Peyton Manning—was especially good. That example really helped me understand your point about God being in control.

Marcia:

But Steve, you might want to vary your illustrations a little bit. Two football illustrations and three illustrations about auto mechanics seemed like masculine overkill. Varying the nature of your illustrations helps reach a wider group of people.

Bill:

Steve the other night at the session meeting someone told joke, and you obviously thought it was terribly funny. You really need to do something about that laugh of yours. You sound like a donkey when you laugh.

Other comments continued about Steve’s sermon, and all points were discussed openly and honestly. After the sermon had been discussed to everyone’s satisfaction, Bill brought up an issue that had been bothering him for a number of months. The supervising pastor, Mr. Evans, was known for his wonderful pastoral nature and his ability to listen. However, of late, Bill has been concerned about the extent to which Mr. Evans has been using these particular gifts. He has seen the good pastor engrossed in a number of heart-to-heart talks with the young, single, attractive choir director. Bill thinks that Steve needs to speak to Mr. Evans about this—for the

pastor’s own good, of course. Steve feels uncomfortable about the request and after the meeting asks the committee chair what she would suggest. Questions for discussion: 1. Identify some of the positive features about Steve’s relationship to the Lay Committee. 2. What is your impression regarding the feedback Steve received about his sermon? 3. What are some of the issues/problems that are raised in the last paragraph? Do you have any suggestions about how Bill’s concern should be handled?

WELCOMING THE STUDENT Supervision is a developmental process, ever evolving into something new and different. The initial stage of this development is set in motion when the student arrives at the church or institution. To assist the student in this important transition, the following areas are important to address: • Introduction of the student and his or her family to: o staff members o the congregation o persons in the congregation with whom the student will be working closely (e.g., board members, elders, deacons, committee members). o the community • Interpretations should be made to: o the congregation concerning the purpose and scope of the student’s work o the student concerning the mission of the church/agency o the student concerning roles and expectations • Efforts should be made to lower the anxiety level of the student and her or his family. • Orientation should be provided to the student regarding the various structures and sy stems of the field setting such as: o the layout of the facility (including the location of important information, keys, storage areas, supplies, etc.). o various committees, organizations, leaders in the church or agency. o information about the community and key persons in the community.

SUGGESTIONS FOR FACILITATING THE STUDENT’S ENTRY The supervisor and/or the lay committee might: • • • • • •

take the student on a tour of the facility and grounds. plan a refreshment break during the workday for the staff and the student to get acquainted. provide a map of the facility, especially if it is fairly large or complicated. show the student and family members around the community, point out shopping areas, schools, recreation areas, doctor’s offices, etc. invite the student’s family to participate in various activities in the church and community. introduce the student and family members to the congregation by: o sending a letter to church members telling them about the student and his or her family members before they arrive.

o including a bulletin insert with biographical information about the student on the student’s first Sunday at the church. o conducting a litany of recognition on the student’s first Sunday. o introducing the student’s family during the first service he or she is on site. o having a reception following the service to welcome the student. o having the student accompany the supervisor on some congregational visits. • • •

introduce the student to significant people in the community. identify helpful social service resources for the student to be aware of. host an informal meal during which the student and family members can get acquainted with key members of the congregation.

SERVICES OF RECOGNITION Beginnings and endings of relationships between students, supervisors, and congregations are important times of transition and need to be formally recognized in some intentional manner. The litany of beginning given below is provided as an example of the type of litany that might be used during the first worship service of the student’s supervised ministry experience. The litany can be modified to suit the local context, or the student, supervisor, and/or lay committee may want to write a completely different litany. Careful consideration should be given to these words which introduce the student to the congregation as this ritual will impact the way parishioners will perceive the role of the student. This litany serves to: •

establish the covenantal aspect of the supervised ministry experience;

•

clarify the purpose of the internship; and

•

formally recognize the role of the seminarian as intern pastor as opposed to summer helper or youth pastor.

It is appropriate during the service to explain briefly the nature and purpose of the supervisory process, identifying the roles of the seminarian, the supervisor, the lay committee, and the congregation. The litany of beginning could occur during the time when the concerns of the people are addressed or after the sermon is preached.

Supervisor:

LITANY OF BEGINNING1 We are a diverse people come to worship the Living God.

People:

We stand as witnesses to a loving God who has blessed us richly and called us to service.

Supervisor:

We have different gifts, but it is the same Spirit who gives them. There are different ways of serving God, but it is the same God whose purposes are achieved through them all.

People:

We are a diverse community, blessed by God and touched by God’s grace and mercy

Modeled after a similar service developed by Columbia Theological Seminary and adapted with their permission.

grace and mercy. Chair of Lay Committee:

Today we celebrate a new blessing as we welcome __________, our intern pastor, and (his/her) family into our midst.

Intern:

I have come to serve and learn with this church family.

Chair of Lay Committee:

We have been called as a congregation to be for ___________ a teaching and learning community.

People:

We welcome you into our community, ___________, as Godâ&#x20AC;&#x2122;s representative. Our homes, our hospitals and nursing homes, our classrooms and programs, our sanctuary, our lives, are all open to you.

Intern:

With Godâ&#x20AC;&#x2122;s help I seek to learn about ministry within this congregation, to earn your trust, and to be a fellow laborer with you. I seek your support and your response to me as one who is preparing to serve as an ordained minister of the Word and Sacrament.

Pastor:

Let us pray . . .

A similar litany can be designed to mark the ending of the supervised ministry experience.

FEEDBACK Feedback is specific comment about what one observes about the student and the way he or she approaches the functions of ministry. It involves describing to the student how his or her behavior is seen and how it affects people and organizations. The goal of feedback is to appraise the student in a manner which empowers him or her for future action and which enables the student to develop the art of self-appraisal.

CHARACTERISTICS OF CONSTRUCTIVE FEEDBACK1 1. It is descriptive rather than evaluative. By describing one’s own perception, it leaves the other free to use the feedback to the extent that he or she is able. Avoiding the use of evaluative language reduces the need for a defensive reaction. 2. It is specific rather than general. To be told that one is “dominating” is not as useful as to be told that, “When you were deciding the issue with the Worship Committee this afternoon you did not listen to what was being said, and I felt forced to accept your arguments or face attack from you.” 3. It takes into account the needs of both the receiver and giver. Feedback is often destructive if it is used to punish the intern, to get something off one’s chest, or to show superiority over the student. 4. It is directed toward behavior which the student can correct. Feedback about personality can be ego-destructive and needs to be done with sensitivity. 5. It is solicited rather than imposed. It is most helpful when it is expected or requested by the receiver. In any case, feedback should be an agreed upon norm of the studentsupervisor relationship. 6. It is well-timed. If there is a readiness to hear, it is most useful at the earliest opportunity after a given event of ministry. 7. It is checked to insure clear communication and accuracy of the receiver’s perception. 8. It can be either positive or negative. Affirming feedback, as well as critical confrontation with the need to change, are important for growth.

Excerpts from Nicholas Van Dyck, “Supervision in Theological Field Education: Shaping a Person-Oriented Working Relationship,” Theological Education, Vol. XII, No. 4, 236-244.

THEOLOGICAL REFLECTION WHAT IS THEOLOGICAL REFLECTION? A basic human inclination is to attempt to make sense of the events in our lives. As we reflect on our thoughts and actions and explore our underlying assumptions, we are engaging in critical reflection. Theological reflection is a particular type of reflection. Regina Coll defines it as "the search for meaning when done in the light of faith.”1 It is reflection by an individual on a specific issue raised by a particular event in a specific context. Theological reflection is an on-going process that builds on previous insights. An action occurs, and it is reflected on. The insights are then integrated into subsequent actions, which then become the subject of reflection themselves. In order for theological reflection to occur, these elements are necessary: •

A ministry event about which the student has an uncomfortable feeling regarding his or her response (occasionally a "mountain-top” experience will be the catalyst).

•

A brief written report provided by the student (e.g., case study, verbatim, ministry incident report) about an event that raises questions.

•

An attitude that suspends judgment, i.e., believing that insights are possible.

METHODS OF THEOLOGICAL REFLECTION Listed below are two possible methods for engaging in theological reflection with the student. Method One Together, the lay committee members and the student can explore a ministry report by following the steps outlines below. Very often the steps will merge or overlap, and that’s to be expected. A key goal of this method is to prevent readers from leaping too quickly to suggesting an "answer" or opinion to the student! 1.

2. 1

Informative Stage •

Everyone reads the report.

•

Individuals may ask the student for clarification of unclear points in the report. Evaluation Stage

Regina Coll, Supervision of Ministry Students (Collegeville, Minn.: L iturgical Press, 1999, 2,9.)

•

The student is given an opportunity to identify the emotions he or she experienced at the time of the incident as well as their feelings about the incident now. Members of the lay committee can share their feelings as well.

•

The student (and others) share feelings about significant “ characters” in the report.

•

The student and others identify key issues in the report.

Theologizing Stage Participants explore: •

Νew insights about self? Humankind? Church?

•

Insights from Christian tradition

•

Denominational guidance

Resolution Stage Participants explore: •

Alternative ways of viewing the situation

•

Realistic options

•

What to you want to have happen?

•

Βest option?

Commitment Stage The student (and others as time permits) considers: •

What have you learned about ministry? Self?

•

What changes are in order?

•

What new skills do you need to develop?

Method Two During a lay committee meeting a student may present a situation that she or he has encountered during the week. This particular situation may be new to the student, present a variety of pastoral roles for intervention, or may be a theological or ethical dilemma to the student. Instead of helping the student "solve" the problem or "fix" the situation, lay committee members ask questions seeking to open the presenting situation to new light. In some disciplines, this is known as shifting from "problem solving" to "problem setting." Such problem setting questions might be: How would you like to play God in this situation? Who in your family of origin is most like this parishioner?

Where do you think the Spirit of God is in the midst of this crisis? Is healing possible in this situation? What are three different roles the pastor could play given the presenting situation? Who is most like you in this situation? If forgiveness were to be experienced, what form might it take? What would reconciliation look like to you? Is Godâ&#x20AC;&#x2122;s justice or mercy called for in this situation? Can you forgive yourself for your inadequacies in this area of ministry? Following a time of discussion, the student can identify any key learnings or insights that have occurred.

APPENDICES

Office of Field education & placement Union-PSCE

Sermon & Worship Feedback – Lay Committee Lay committee members should provide thoughtful responses to these narrative questions and statements that provide feedback on the intern’s strengths and areas for growth. Prayers •

How did you experience the student’s prayers?

Sermon Content •

In what ways did the sermon help unfold the meaning of the biblical text?

•

Describe how the sermon structure, organization, and style assisted or detracted from the sermon’s meaningfulness for you. Also comment on the use of literary, historical, or personal illustrations.

â&#x20AC;˘

What did you understand the to be the main thought of the sermon? Also comment on the relevancy of the sermon message for you and your congregation.

Presence â&#x20AC;˘

Describe how you perceived the studentâ&#x20AC;&#x2122;s presence as a worship leader, including use of voice, gestures, connectedness to the congregation, and level of comfort.

____________________________________ Signature of Responder

______________________ Date

MISSION & STANDARDS THE MISSION STATEMENT OF UNION-PSCE Union Theological Seminary and Presbyterian School of Christian Education, a theological institution of the Presbyterian Church (USA), confesses the Lordship of Jesus Christ. Standing within the Reformed tradition, we weave together distinctive approaches to theological education for pastoral and educational ministries. Our mission is to educate and equip leaders for congregational life, theological scholarship, and Christian service to the world, and to be a theological resource to church and society. STANDARDS OF THE ASSOCIATION OF THEOLOGICAL SCHOOLS The program of Supervised Ministry is guided by the standards for the M.Div. degree of the Association of Theological Schools. Of particular relevance to this program is section A.3.1.4: Capacity for Ministerial and Public Leadership: The program shall provide theological reflection on and education for the practice of ministry. These activities should cultivate the capacity for leadership in both ecclesial and public contexts. A.3.1.4.1 The program shall provide for courses in the areas of ministry practice and for educational experiences within supervised ministry settings. A.3.1.4.2 The program shall ensure a constructive relationship among courses dealing primarily with the practice of ministry and courses dealing primarily with other subjects. A.3.1.4.3 The program shall provide opportunities for education through supervised experiences in ministry. These experiences should be of sufficient duration and intensity to provide opportunity to gain expertise in the tasks of ministerial leadership within both the congregation and the broader public context, and to reflect on interrelated theological, cultural, and experiential learning. A.3.1.4.4 Qualified persons shall be selected as field supervisors and trained in supervisory methods and the educational expectations of the institution. A.3.1.4.5 The institution shall have established procedures for selection, development, evaluation, and termination of supervised ministry settings.

SUPERVISED MINISTRY PROGRAM GOALS Supervised ministry has three primary goals:

•

to promote the integration of the theoretical and experiential components into a holistic and comprehensive understanding of the Christian faith and ministerial leadership.

•

to develop ministerial self-understanding and clarification about the shape of one’s call to service in the Church and world.

•

to assist students in integrating spirituality with intellect, in order to produce continued growth in ministerial leadership, theological learning, and overall competence in the practice of ministry.

MISCELLANEOUS GUIDELINES & POLICIES SEXUAL MISCONDUCT POLICY Union-PSCE regards a supportive community and a high quality of life as essential to its character as an educational institution preparing men and women for service in the Christian church. In keeping with that character, the Office of Field Education and Placement is committed to an environment in which students, lay people, and supervisors pursue their work in supervised ministry in an atmosphere free from of sexual misconduct. Some forms of sexual misconduct are prohibited by state and federal law. All forms of sexual misconduct violate the Christian vision which informs the purposes of the school and the supervised ministry program, and are incompatible with the church’s moral standards for both its members and its professional leaders. Definitions of Sexual Misconduct 1. Sexual contact between a supervisor and a student with whom the supervisor at the time has a supervisory or pastoral relationship is unprofessional and constitutes misconduct. Such misconduct includes activity or contact in which the supervisor takes advantage of the vulnerability of the student by creating an environment which is conducive to unwelcome sexual behavior. 2. Sexual harassment is a form of sexual misconduct which occurs whenever unwelcome sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature take place between or among participants in a supervisory ministry experience. This is particularly true when: Submission to or rejection of such contact is either implicitly or explicitly made a term or condition of an individual’s employment, status, or academic standing; Exposure to such contact has the purpose of interfering with an individual’s work by creating an intimidating, hostile, or offensive study, learning, or working environment. Some activities that may constitute sexual harassment are pressure for sexual activity, uninvited physical contact, disparaging remarks about one’s gender, lewd or sexually suggestive comments, sexual suggestions disguised as humor, requests for sexual favors accompanied by implied or overt threats. 3. Rape is a moral and criminal offense, instances of which will be reported immediately to the appropriate legal authorities. Instances of sexual misconduct may be addressed through institutional and denominational judicatories as appropriate. OFEP FILE POLICY The Office of Field Education and Placement (OFEP) maintains a file of each student’s evaluations, records, correspondences, and other documentation pertinent to supervised

ministry and placement. Student records are protected at all times and stored in secured files. The OFEP protects the studentâ&#x20AC;&#x2122;s right to authorize the release of Field Education reports to Committees on Preparation for Ministry or denominational committees of oversight for candidates. Information in student files is available to appropriate faculty and staff members at UnionPSCE for purposes deemed legitimate by the OFEP directors. OFEP directors will weigh deliberately and carefully for all parties in seeking and releasing written or verbal information about students. Such information will be treated in a confidential manner by all parties. OFEP recognizes that other principles may at times supersede the need for confidentiality, and in such cases will be informed by legal and denominational rules and guidelines. EXTENSIONS Students are responsible for requesting an extension for any work due to OFEP if a deadline cannot be met. The request for an extension is made to Pam Morrow at pmorrow@unionpsce.edu or by calling 804.278.4220. Requests must be made prior to the deadline.