BECOMING AN EFFECTIVE FIELD EDUCATION SUPERVISOR

Transcription

1 BECOMING AN EFFECTIVE FIELD EDUCATION SUPERVISOR Introduction There are two main ways to learn how to swim the "hard way" and the "easy way." The hard way is for some heartless soul to take the swimming student to the deep end of the pool and shove them in. They may have taken a few moments to explain some of the basics before they went to the water, but many times no instruction whatsoever was given. The "swimming teacher" in this method will have to extend little effort, and they get wet only if something bad happens (like the student is about to drown!). They play the role of a lifeguard, and their encouragement takes the form of shouting, "Come on, swim!" For some reason, very few of these students ever come back for a second lesson. Unfortunately far too many ministers, churches, and denominations approach ministry training using this first method. After a little (if any) training they are dropped into the deep end of the ministry pool and expected to swim on their own. The second method of teaching swimming is far more compassionate. The teacher and the student both get into the water together, at the shallow end of the pool. The teacher demonstrates proper technique, the student practices, the teacher makes corrections, and together they gradually both move out into deeper water. The outcome of this method is that the student ends out with far more enjoyment of the sport and they have a better swimming technique in the long run. This second method is the one we advocate here at Canadian Southern Baptist Seminary. We believe that students should have an opportunity to practice ministry with the aid of an experienced mentor the Field Education supervisor. The supervisor should be someone who can demonstrate proper ministry technique, let the student practice, and help the student learn from the ministry experience. Our desire is to produce well-trained and wise ministers who will have long and fruitful ministries. In most every professional field (e.g. medicine, law, etc.) students are required an "internship" in order to become credentialed in that field of practice. We believe that the practice of internship is vital in the field of ministry also. Gaining wisdom for ministry from someone more experienced will always be a helpful exercise. A. What is Field Education? Field Education is known in different institutions by different names. Some colleges and seminaries offer an "internship program," or a "supervised ministry practicum," or an "inservice guidance program." With only a few differences based upon the individual requirements of the institution, these are all the same basic discipline supervised ministry experience. The CSBS academic calendar states, In Field Education the student learns from actual experience under the supervision of qualified persons. Its intent is to apply, in a ministry setting, the knowledge and skills gained in the classroom to help prepare the student for effective ministry.

2 2 Thus, Field Education sums up the entire seminary educational experience. The student has the opportunity to apply one's ministerial gifts and abilities, calling(s), and training in a certain ministry setting while being supervised by someone who has been there before. It is ministry experience with a "wisdom consultant." This supervisor serves as a mentor, helping the student sharpen ministry skills, learn from mistakes, evaluate experiences and encounters, and urge the student on towards excellence in ministry. B. Why must a student take Field Education? For those whom God has called into ministry, Field Education should have a certain inherent motivation to it. Up to this point most theological education has been in the classroom, but through Field Education the student will learn how the classroom instruction will apply in actual ministry. It is the chance to practice preaching, Bible study, biblical counseling, theology, evangelism, etc. A few distinctions will highlight the purpose for Field Education. 1. Field Education -- The primary focus is on the practical education of the ministerial student. The student needs to gain the experience and the knowledge necessary for future full-time ministry. 2. Field work A student serving in any ministry position, many times with pay (e.g. pastor, youth minister, worship leader, etc.). 3. Field experience Any ministry experience a student may gain, usually on a volunteer basis (e.g. Sunday School teacher, nursery worker, etc.). Field Education may easily, but not automatically, overlap with field work or field experience. Field work and field experience tend to be focused on the ministry task at hand, while Field Education focuses upon the needs of the student. The good news is that both can be met at the same time, but it will take some concerted effort. A student can gain much education and experience while doing good ministry. A good Field Education supervisor will help greatly in making any ministry experience into a learning endeavor. C. Who may take Field Education? Every student enrolled at CSBS is required to take two semesters of Field Education before graduating. The only exceptions are the Associate Diploma students (one semester of Field Education required), and Certificate of Christian Studies students (none required). A student is eligible to enroll in Field Education after completing 24 academic hours of study (two full semesters). These classroom hours will ensure that the student has at least a basic amount of training before trying to implement that training in a ministry setting. D. Where should a Field Education project be done? The possibilities for Field Education ministry are as open and varied as the callings God places upon people. Preferably, the Field Education experience should contribute to the call that God has placed on the student's life (e.g. pastor, church planter, student ministry, education ministry, etc.). This means that the student may choose a setting in a local church, university campus, hospital ministry, church plant, etc., virtually wherever Christian ministry can be performed.

3 3 E. What will the student learn in the process of Field Education? The Learning Objectives for Field Education include that the student: 1. Acquire skill in providing organizational and planning leadership in his/her ministry area. 2. Learn how to make effective ministry visits in: evangelistic, pastoral, crisis, and hospital visitation. 3. Develop necessary ministerial skills for his/her ministry (e.g. preaching, teaching, evangelism, worship leadership, administration of the ordinances, conducting business meetings, church council meetings, etc.). 4. Learn to relate appropriately on personal, denominational, and ministry levels. 5. Gain a better understanding of his/her ministerial calling, gifts, ministry suitability, and personal continuing spiritual development. Summed up, these objectives require that the student exhibit: (1) leadership, and (2) adequate people time. F. What does a good Field Education Supervisor look like? A good Field Education supervisor has: Adequate training. The principle is that the supervisor has at least as much training as the student is seeking in this degree. For instance, if the student is seeking a Bible college bachelors degree, the supervisor has at least that, or a masters degree to supervise a masters degree student. The intent of Field Education is to apply the knowledge gained in the classroom into the ministry setting, so the supervisor must have gained at least the classroom knowledge. Adequate experience. The principle is that the supervisor is experienced enough to be a good mentor. They must have been in the deep water long enough to be comfortable taking someone else there. A general guideline is at least five years of full-time ministry experience is necessary to be a good supervisor. Adequate success. The principle is that the supervisor is a good example to follow. The fruits of their ministry should demonstrate that this person has proven to be effective in ministry. Adequate desire. A good supervisor will see this as an opportunity to make an investment in a young minister in an extremely vital point in their ministry career. This means that they will need to make time in their busy schedule and put some effort into the relationship. They must be willing to be open, honest, and vulnerable to the student. The Director of Field Education will not allow any supervisor to supervise more than two students at one time. Adequate wisdom. The supervisor serves as the "wisdom consultant," seeking to help the student learn from the experiences the student encounters. The supervisor must be able to help the student gain a biblical perspective to understand their life and ministry. This takes wisdom that comes from God. ** Note ** The Director of Field Education must approve all Field Education supervisors. Any exceptions to the above desired qualifications may be made only at the discretion of the Director of Field Education.

4 4 G. What should the Field Education Supervisor do? Meet regularly with the Field Education student. You should meet at least one hour per week or two hours every two weeks. This should be a regularly scheduled meeting. They are to help the student evaluate what has been going on in ministry and what all of this means. In the meeting you may discuss: Ministry strategy Ways of solving problems Theological issues raised Personal character issues Any other topics vital to helping the student become a better minister. Teach the student to visit. The single greatest weakness most seminary students have at this stage of their training is that they do not know how to visit people. Please help the student to acquire skill in effective visitation (e.g. evangelistic, pastoral, crisis, hospital, etc.). You may want to invite them along as you do a ministry visit or observe them as they conduct a visit. This can become one of the most fruitful parts of their entire ministry. Be in contact with the Director of Field Education. For the most part the Director of Field Education will be "hands off" during the program, trusting that you will do a fine job of supervision. The Director of Field Education may occasionally contact you to inquire of how things are going. But feel free to contact him if any areas of concern arise or if you need assistance. The present Director of Field Education at CSBS is: Dr. Kevin Peacock Canadian Southern Baptist Seminary 200 Seminary View Cochrane, Alberta T4C 2G1 (403) , ext. 226 Fax: (403) Kevin.Peacock@csbs.ca Evaluate the student. At the end of each term of study (semester or summer) you need to submit a supervisor's evaluation of the Field Education student. You may send the form by hand delivery, mail, fax, or by . An evaluation form is attached to the end of this document. Conducting a Supervisory Meeting The meeting between the student and the Field Education supervisor should be: A regularly scheduled meeting at a mutually agreed-upon place and time. Either one hour per week or two hours every two weeks. Each time you meet you may want to do some or all of the following: 1. Review the events of the time since the last meeting. 2. Unpack those events to see what can be learned from them. 3. Take out the learning covenant to check the ministry direction and scheduling. 4. Look forward to events that will come in the future and make assignments if needed. 5. Discuss any necessary theological or character issues.

5 5 6. Spend some time in prayer. Each meeting may have a different agenda based upon the most pressing needs. Sometimes the discussion will need to centre upon administrative details, and at other times the discussion may centre upon character issues. Be sensitive to God's Spirit that He might lead you focus upon what He desires at that time. Doing Theological Reflection 1 Simply stated, theological reflection is learning to interpret life and ministry biblically. It is thinking theologically about actions and events in the ministry context, seeking to integrate one s faith with one s life experiences. It forces us to process what is actually going on. The purpose of theological reflection is to integrate what we claim to believe (our formal theology) with how we actually live (our functional theology). In order to do that we must process the events of our lives and ministry with what the Bible teaches on the subject. This biblical teaching should in turn cause us to make changes in and strengthen our ministry. The experiences of the student in ministry provide ample opportunities for theological reflection. Such questions may spur the reflective process: 1. How is Field Education helping me have a better understanding of my relationship with God? 2. How is Field Education helping me clarify my calling? 3. What are the areas of my life and ministry that do not fit with what I say? 4. Are there times when Scripture, tradition, culture, and experience conflict with one another? 5. Is Field Education helping me better understand why I may tend to avoid conflict, resent authority, desire greater power, resist forgiveness, or fail to manage my time well? 6. Is my Field Education experience revealing aspects of my life or personality that I have been afraid to admit? 7. What changes do I need to make in my life? How should I go about making them? 1 See William Pyle, Theological Reflection, in Experiencing Ministry Supervision, (Nashville: Broadman & Holman, 1995),

6 6 Name of Student: Semester for Evaluation: Canadian Southern Baptist Seminary Supervisor's Evaluation of Field Education Student Student's Ministry or Job Title: Church or Organization: Signature of Supervisor: Date of Evaluation: One evaluation form must be completed each semester. Please complete the following items. Please attach additional sheets as necessary. Please review the information on this evaluation with the student and then return it to the Director of Field Education (200 Seminary View, Cochrane, Alberta T4C 2G1, Fax: [403] ). 1. Did the student adequately fulfill his/her ministry assignment? (Please provide specific examples of how the assignment was or was not fulfilled.) 2. What was the student's attitude toward his/her ministry assignment? Enthusiastic? Committed? Dependable? Doing it just to get a grade? 3. Did the student have a willingness to learn? Was the student able to accept criticism and correction? Did the student seriously address his/her goals and plans?

7 7 4. How would you characterize communication between you and the student? How as the student's communication with members of his/her ministry? 5. What are specific strengths and weaknesses of the student? How is the student using the field education setting to address strengths and weaknesses? 6. For what areas of ministry do you see this person best suited? 7. Do you have any recommendations for further study or work to help the student develop adequate competencies for ministry? 8. Do you have any other recommendations or comments? 9. What letter grade would you recommend be given to the student regarding his/her performance?