Welcome. The School of Theology 335 Tennessee Avenue Sewanee, TN (Education for Ministry)

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1 Welcome This manual explains the role of an EfM mentor, and how you may become one, as well as how to enroll, register, and maintain an Education for Ministry (EfM) group. Please contact the School of Theology Programs Center (SOTPC) if you have any questions, comments, or suggestions. Mentor Contacts Mailing address: Programs Center The School of Theology 335 Tennessee Avenue Sewanee, TN Telephone: 800/ Fax: 931/ World Wide Web: (Education for Ministry) Your Diocesan Coordinator:

2 The Education for Ministry staff is here to help you. Key people who can support you as an EfM mentor are: The EfM Program Coordinator Registration Specialist Educational Materials Coordinator Registrations Coordinator Administrative Clerk Assistant Director of Operations The EfM Program Coordinator can put you in touch with your diocesan coordinator and provide information about the location and dates of mentor training available throughout the EfM network. Your Registration Specialist enrolls your group and helps you with administrative questions and problems, processes your honoraria, and reminds you when your training needs to be updated. The Registration Specialists, who handle a large number of EfM groups, are assigned mentors whose last names begin with a specific section of the alphabet. Thus, you will be working with only one person who will support the administration of your EfM group. The Educational Materials Coordinator is responsible for shipping and inventory. The Materials Coordinator will help with questions and problems regarding textbook and promotional shipments. The person in this position is also the Data Entry Clerk for the Programs Center. The Registrations Coordinator answers the toll-free line, transmits awards of Continuing Education Units, and handles registrations for other programs offered by the Center. This person also coordinates address changes, handles direct deposits of mentor honoraria, and helps with EfM enrollment information during the particularly busy enrollment times. The Administrative Clerk is responsible for keeping mentor files up-todate and requests certificates of completion. This person also answers the toll-free line. The Assistant Director of Operations for the School of Theology oversees the administrative staff. This person helps with unusual situations and determines exceptions to procedures/policies. The administrative staff and their addresses may be found on the World Wide Web at: Our staff is dedicated to helping you with your administrative concerns. We work continually to streamline procedures, lessen your workload, and improve our service to you. Our policies and procedures have been developed over a number of years and are strongly influenced by our educational accountability and the University auditors. We welcome your suggestions for improving this manual and our service to you. 2

3 ACRONYMS AND GLOSSARY address changes administrative mentor alternate training certificate co-mentor confirmation of returning student Continuing Education Unit (CEU) coordinator credit card direct deposit expiration date financially viable Needed for students and mentors; send to SOTPC immediately (also, telephone changes, address changes for mentors) The mentor responsible for administrative details for a group and the contact person with SOTPC A class or workshop that be may substituted for mentor training or formation after completion of three consecutive training events and may be used in alternate month cycles by mentors who have a group enrolled A written acknowledgment of completion of the four-year EfM program by a mentor or student A mentor who works with another mentor A form used to report which students, with start months other than September, are continuing after the summer break; must be returned to SOTPC between August 1 and September 30 each year An internationally recognized unit designed to provide a record of an individual s continuing educational accomplishment; 90% attendance is required to qualify; earned by students at a rate of 18 per year; used mainly by persons in professions which require proof of continuing education; not transferable to academic credit/hours, although some institutions may consider them in lieu of introductory courses The person who coordinates EfM in a diocese or sponsoring agency, including organizing training events, doing promotion, and serving as liaison between the diocese or sponsoring agency and the Programs Center A way to pay EfM fees; SOTPC accepts only Mastercard and Visa cards Method used to pay honoraria to mentors; communicate changes to your bank s routing number or your account number immediately to insure the continuity of payments The date on a credit card required for processing an enrollment A group which has six students who have paid the full fee for the current year; a group of six which loses a member mid-year remains financially viable until the re-enrollment date, but must add a student at that time 3

4 Group Status Report (GSR) honorarium materials order form mentor mentor formation mentor training new student re-enrolling student re-enrollment form re-entry student refund repeat student Fed Ex shipping charge shipping method A report and evaluation required from mentors November 15 and March 15 A monthly payment to mentors made by direct deposit no later than the 10th of the following month. It is offered in recognition of the time, energy, and work mentors devote to the EfM program; it is reported to the IRS as income; mentors who earn more than $600 during the year receive a Form 1099 A form that must be completed and sent with new student registration, a student re-entry, or a student transfer along with the forms and fees An independent contractor (not an employee) with an EfM group who has been accredited in an EfM training session and who has sent a completed mentor registration form with letter of agreement, W-9 IRS form, and direct deposit information to SOTPC; accountable to both EfM and sponsoring judicatory agency Advanced training for active mentors who have attended at least two mentor trainings and been accredited as eligible for formation The required instructional event in which mentors can obtain accreditation; mentors must renew their accreditation every months A person who enrolls in the EfM program for the first time A person who has completed one or more years of EfM and is continuing with the next year on schedule A form requiring student and mentor signatures that is returned to SOTPC with yellow book order form and annual fees A person who was previously enrolled in EfM but withdrew (before beginning the program, in the middle of the year, or after completing the year) and now wishes to rejoin the program A portion of tuition which may be returned to a student who withdraws A student who is repeating all or part of a year; reasons for this may be previous withdrawal, poor attendance, or a desire to review a portion of the program Federal Express, shipping method similar to UPS The actual cost of air delivery of materials for which the administrative mentor accepts responsibility for sending payment upon receipt of an invoice. This applies only to next day or second day delivery requests The method of delivery of EfM materials; may be UPS, Fed Ex, UPS/Fed Ex 2nd Day Air 4

5 SOTPC start date student training transfer reduced fee viable group withdrawal date IRS Form 1099 IRS Form W-9 Acronym for School of Theology Programs Center The month and year a student enrolls; the student normally re-enrolls in the same month the following year; changes to this date must be requested in writing prior to re-enrolling A person who has enrolled in EfM by completing a student enrollment form and having paid the appropriate fees See mentor training, mentor formation, and alternate training An active student who is moving from one group to another Lower fee amount available based on individual need and the number of students in the group A registered mentor and six registered students; maximum is two mentors and twelve students One of the most important pieces of information which a mentor should provide promptly to SOTPC; the date a student withdraws will affect the fee due if a student returns to the program Internal Revenue Service form which reports amount earned by independent contractors; issued to mentors who earn $600 or more in a calendar year IRS form completed by independent contractors (mentors) for taxable income; requires name, address, social security number, and signature Sponsorship 5

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7 The Role of the Mentor A dispute also arose among them, as to which one of them was to be regarded as the greatest. But he said to them, The kings of the Gentiles lord it over them; and those in authority over them are called benefactors. But not so with you; rather the greatest among you must become like the youngest, and the leader like one who serves. For who is greater, the one who is at the table, or one who serves? Is it not the one at the table? But I am among you as one who serves. (Luke 22:24-27, NRSV) A mentor wears three hats in the EfM program. All are servant s hats. One job is to be the guide for a group, one is to be a participant, and the last is to be the local administrator of the program. As a guide for an EfM group, the mentor comes among a diverse group of students as one who serves. The mentor serves the group not as a teacher or therapist but as a guide in the journey of discovery. The mentor helps the group members become confident in their abilities to think theologically and to develop a mutually supportive environment for learning and practicing the Christian life. As the seminar group grows together, each member should be encouraged to contribute to the mentoring of the group. The mentor should also participate as a member of the group as much as possible. Issues arising from the life of the group will need to be addressed as they occur over the course of the year. Such things as schedules, group standards, interpersonal relationships, conflicts, celebrations, responsibilities, goals, the integrating of new members, and recruiting are all parts of the community s life and provide opportunities for the mentor to participate and the students to assume leadership. The mentor is the administrator for EfM at the local level. Mentors are not employees of the University of the South, but they are paid honoraria as independent contractors. (See the Mentor Letter of Agreement in the forms section of this Manual for Mentors.) As the administrator, the mentor is responsible for following the guidelines of this Manual for Mentors, recruiting students, enrolling students and collecting enrollment fees annually, ordering and distributing materials, completing Group Status Reports twice a year, and certifying students for Continuing Education Units (CEU) and certificates of completion. (See also Starting a Group pages and Ongoing Administration, pages ) As a Guide As a Participant As Administrator 7

8 Mentor Knowledge and Skills A Mentor understands and supports the basic educational and theological premises of EfM and helps others understand the purpose and theory of theological reflection is familiar with various methods of biblical scholarship has experienced serious religious study leads a group through theological reflection using the Four-Source Model helps others create and enter a meaningful climate of worship values and uses the Common Lessons and Supportive Materials supports the study of Readings and other content material understands and is committed to experiential learning A Mentor fosters an environment supportive of learning and growth and can help a group identify, set, and commit to standards that support learning and growth articulate thoughts and feelings and honor the thoughts and feelings of others live with ambiguity, unanswered questions, serious doubts, and strong convictions in self and in others appropriately challenge ideas or behaviors of individuals and/or the group have his or her ideas and behavior challenged allow people to disagree refrain from being the expert support others through a crisis without having to fix it for them take appropriate responsibility for the life of the group and use the mentor s authority for the group s benefit A Mentor commits to continual learning that includes the disciplined practice of designing seminar sessions participation in his/her own theological education regular participation in Mentor Training and Formation events A Mentor understands and makes use of the administrative policies and procedures by reading and using the Mentor s Manual understanding and being able to explain student enrollment forms 8

9 developing ways to recruit new students A Mentor Knowledge and Skills Check List, as well as Learning Plans that support self-directed learning, and other continuing education material can be found on the EfM Web site: EfM continually develops and changes, so mentors are required to attend Mentor Training every 12 to 18 months. This is a time to meet with other mentors, learn about new educational ideas and policies, improve skills, and receive support for work as an EfM mentor. Regular training must occur for a person to continue as a mentor. (See also Mentor Training, pages ) Accountability to the EfM Program The Programs Center reserves the right to withhold mentor honoraria when a mentor fails to meet his or her responsibilities. This measure is usually temporary. In rare and extreme cases the Programs Center also reserves the right to remove a person from the role of EfM mentor. (See also Ongoing Administration, pages 39-47) A mentor might think of him- or herself as a skilled riverguide on a raft team rather than as someone who wants to dam, reroute, or otherwise take power over the river. One learns with group members how to ride the currents of life, trusting in God who created all things and does not stay aloof from creation, God who enters and experiences this life we live, God whom we experience in relationship with one another and with all creation. Mentor Authority An accredited EfM mentor is ready for the task. It is important to the group s life that the mentor s authority is comfortable and accepted. Trust your instincts. Plan in advance for support from a nearby mentor when you get stuck; call the Programs Center s toll-free number, 800/ , or your coordinator when you have questions; and whenever appropriate, share authority with the members of the group. Work as an EfM mentor is a response to God s call to the church. Your authority is as one of God s ministers. Policy: Everyone must attend Mentor Training before starting a group. Training The Programs Center offers different levels of training for mentors with various amounts of experience. Each mentor must attend a training event every 12 to 18 months. Only accredited mentors may enroll new EfM groups. Honoraria will not be paid and materials will not be shipped to a group whose mentor has not been accredited through Mentor Training. A formerly accredited mentor whose training is less than three years out of date may enroll a new group or continue 9

10 an ongoing group with the understanding that he or she will attend Mentor Training within 3 months. Honoraria will not be paid until the mentor has been reaccredited. Once accredited, a mentor will be paid honoraria only for the three previous months. Note: This exception is not available to anyone whose training is more than three years out of date. Training is available at Sewanee and in many locations around the country. Sponsoring dioceses schedule their own training events. Please check with your diocesan coordinator or call 800/ for details. A current training schedule is published on the EfM Web page: In most cases, the mentor will be asked to pay travel and conference expenses. The costs may vary from diocese to diocese depending on local circumstances and the extent of financial support. Sponsoring Agency Requirements Many sponsoring agencies require church leaders and teachers to complete a workshop concerning issues of sexual harassment and child abuse. We expect our mentors to comply with local requirements for special training in these areas. When an agency has a contract with EfM, the agency head may stipulate who may benefit from the contract. This does not, however, preclude EfM groups from forming in the same area but under another contract. Mentors who are accredited at a Mentor Training or a Mentor Formation event are eligible to receive 1.8 Continuing Education Units (CEU) from the School of Theology. 10

11 Mentor Training Mentor Training is the initial phase of the EfM training system. Training requires 18 contact hours, usually spread over a period of three days. It is designed for persons who are thinking about beginning an EfM group, mentors who have been active for a year or two, and mentors who have been out of the program a while. Within 12 to 18 months after initial training, the mentor will again attend a Mentor Training for the next cycle of accreditation. At that training, the mentor will decide with the trainer whether he or she is ready to attend Mentor Formation for the next reaccreditation. An active mentor must complete at least two mentor trainings before attending Mentor Formation. Mentor Formation is not superior to mentor training. Each is designed to meet certain training needs. Purpose: To discern with the first-time participant whether he or she has the desire and skills to become a mentor for EfM and to support the mentor in his or her first years of work with an EfM group. The training allows an EfM trainer the opportunity to evaluate the skills of each trainee and to accredit as mentor those who qualify. Group Makeup: 1 trainer and 6 to 8 participants. Results: As a result of mentor training, you may expect to: understand the nature and purpose of the EfM program, the four-source model of theological reflection, the methods used by the program to facilitate reflection and gather learnings, and the place and purpose of spiritual autobiographies be aware of resources and where to go if problems occur within the seminar group, and how to use worship as a part of an EfM group learn about current administrative procedures for the program, recruiting and beginning a group, and conducting an EfM seminar Mentor Formation Mentor Formation is a training program designed for the long-time, active mentor who is confident in the methods of theological reflection and current administrative policies of the program. Mentor Formation provides an opportunity for the active mentor to focus on one specific area of the program. Like earlier training, Mentor Formation requires 18 hours and updates accreditation for another 12 to 18 months. Mentor Formation events are open only to mentors who have attended at least two mentor 11

12 trainings and have been recommended by a trainer. A mentor may choose not to attend formation and return to a basic training event. Following are descriptions of Mentor Formation events currently offered in the United States. Check with your diocesan coordinator to see what is being offered in your area. Purpose: To experience and explore our own spirituality and draw implications for mentoring by having a time of refreshment and renewal. This is achieved through deepening our relationship with God and exploring resources for our spirituality. Group makeup: 1 trainer and 6 to 14 participants. Results: As a result of this formation event, you may expect to: acquire resources to nurture the spiritual life of your group members use a variety of skills silence, art work, forms of meditation to open yourself and others to God s presence deepen your awareness of God s presence in your own life understand your task as mentor in the context of your relationship with God Advanced Theological Reflection Purpose: To work with other mentors to integrate more deeply the function of theological reflection in the ongoing life of a seminar group. To explore the implications of the four-source model of learning, experiment with different methods of theological reflection, and find ways to take home the learnings to particular seminar situations. Group makeup: 1 trainer and 6 to 14 participants. Results: As a result of this formation event, you may expect to: understand the four source model of theological reflection use skillfully several reflection methods develop a more confident and less defensive attitude toward groups or members who resist reflection articulate the purpose of reflection in the EfM program Group Skills and Human Interaction Purpose: To refine our group skills through building community. To understand group dynamics as they relate to EfM groups. To become aware of group leadership skills and styles of human interaction. To gain confidence in using theories and learnings in our own situations. 12

13 Group makeup: 2 trainers and 10 to 14 participants Results: As a result of this formation event, you may expect to: understand theories of group life and development understand your own and others styles of human interaction apply group theory to foster community within your EfM seminar be comfortable with your leadership style and flexible enough to use other styles when expedient describe your role in relationship to theories of group life and development Purpose: To enhance the mentor s ability to be a point of God s loving presence in the midst of conflict. This will be done by increasing the ways we can respond to the strong differences between people and by creating a community of support in which we can examine conflict situations in our lives. Living with Conflict Group makeup: 2 trainers and 10 to 14 participants Results: As a result of this formation event, you may expect to: understand various sources of conflict intrapersonal, interpersonal, intergroup identify ways in which people respond to conflict denial, confrontation, capitulation, diffusion, compromise help seminar members find workable resolutions to conflict increase your ability to respond creatively in the midst of conflict by reducing your own anxiety in conflict situations value conflict as a source of learning and an opportunity for deeper community within your group Purpose: To explore and recognize, through use of the Myers-Briggs (MBTI) categories and inventory, the varied talents and perspectives of different personality types and their relationship to group life and spiritual growth. Please note that this formation event does not certify the mentor to be able to administer the MBTI instrument. Group makeup: 1 trainer and 6 to 12 participants Myers-Briggs Results: As a result of this formation event, you may expect to: explore the MBTI style of information gathering, decision making, and communication identify and experience ways in which the MBTI helps you 13

14 increase your understanding of self and group dynamics be equipped to assess your EfM group s strengths and weaknesses in MBTI terms explore the spiritual growth aspects of MBTI for yourself and your seminar group Experiential Learning Purpose: To increase the mentor s ability to help seminar groups learn from their own experience and thereby take responsibility for their life together. This is achieved by learning basic theories of experiential education which will be tested and developed during our work together. Group Makeup: 1 trainer and 6 to 10 participants Results: As a result of this formation event, you may expect to: understand the DO-LOOK-THINK-PLAN cycle of learning enable your EfM seminar group to take responsibility for its own life by learning from its own experience discover the limits of your responsibility to provide for the answers needed by your seminar members count on the seminar group members to encourage and support one another in their education for ministry Equipping for Ministry Purpose: To understand lay ministry as part of the total mission and ministry of the church. To develop skills for equipping seminar members to exercise their ministries as the baptized people of God. Group makeup: 1 trainer and 6 to 14 participants Results: As a result of this formation event, you may expect to: understand the ministry of the laity in relation to the ministry of the whole church articulate the experience and understanding of ministering and being ministered to in the context of the church s mission and ministry guide EfM students to use the resources of the program readings, Parallel Guides, Common Lessons, discussion, reflection, and worship to develop their own understanding and practice of ministry encourage and equip students to discover and respond to God s call in every aspect of their lives 14

15 Purpose: To learn to design seminar sessions which meet a specific need in the mentor s particular seminar group, including guidelines for planning, administering, and evaluating designs. Design Skills Group makeup: 1 trainer and 9 to 15 participants; 2 trainers and 16 to 24 participants. Results: As a result of this formation event, you may expect to: understand the steps involved in planning a seminar session use the actual situation of your seminar group as the basis for planning what will happen next become more confident in your own creativity and flexibility articulate your responsibility for the learning of your seminar group Purpose: To equip mentors to identify and explore the dynamics of power and authority in the life of the group. To identify and explore their own sense and sources of power and authority as mentors. To identify and explore The Source of all power and authority for themselves and the EfM group. To assist seminar members in identifying and exploring issues of power and authority in their ministries in the world. Power and Authority Group Makeup: 1 trainer and 6 to 14 participants Results: As a result of this formation event, you may expect to: deepen your understanding of power and authority and the source of power and authority in your own life and in the life of an EfM seminar group explore the issues of power and authority in your life and the sources of that power and authority develop skills and resources for use in an EfM seminar group in order to assist members to identify and explore ways to exercise their own power and authority in their ministries in the church and in the world Purpose: To explore the interweaving of personal devotion and corporate liturgy in worship in order to equip mentors to develop their seminar groups as worshipping communities. Worship Group make up: 1 trainer and 6 to 10 participants Results: As a result of this formation event you may expect to: distinguish/articulate the relationship between personal devotion and corporate liturgy 15

16 acquire the know-how to design worship with seminar groups use more fully the resources available through EfM materials (i.e. TR, CLSM and texts) for study and worship. Transitions in the Midst of a Changing World Purpose: In order to live creatively in the midst of our changing and diverse world, we will utilize the core EfM resources so that mentors may be equipped to identify, explore, plan and implement actions as we move through transitions to new life in the midst of change. Group make up: 1 trainer and 6 to 10 participants Results: As a result of this formation event you may expect to: provide opportunities for mentors to build awareness of change and transition in their lives to use core EfM resources of theological reflection, stories and worship as the foundation of engaging change learn and apply transition theory 16

17 Alternate Training Alternate Training is substituting some other form of education for either Mentor Training or Mentor Formation. It is a way to give experienced mentors a sabbatical from formal EfM training sessions. It may be a class that meets regularly or a one-time workshop. Alternate Training is available only to mentors who have attended three consecutive EfM training or formation events and who currently lead an EfM groups. An Alternate Training equivalent should require at least the same amount of time as Mentor Training (18 contact hours) and should clearly support the mentor in his or her work with the EfM program. To arrange for Alternate Training, a mentor must first apply in writing to the EfM Office Program Specialist, , extension 1904, with a description of the intended substitution. If it is approved, the mentor will be sent forms to be completed after the Alternate Training has taken place. These forms include an evaluation of the EfM seminar group and a report of the Alternate Training. When the mentor has completed the Alternate Training, he or she must complete the forms and return them to the EfM Office Program Specialist within two weeks. A letter or will be sent to the mentor notifying him or her of renewed accreditation for another 12 to 18 month period beginning at the completion of the Alternate Training. Note: After a mentor has used an alternate training for a cycle of accreditation, he or she must attend a formal EfM training for the next accreditation. If 18 months have elapsed and arrangements have not been made for an extension of accreditation, the mentor s honorarium is withheld until the mentor s accreditation has been renewed. In no instance can anyone be paid more than three months retroactively. 17

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19 Sponsorship An EfM seminar group creates a formal relationship with the School of Theology at The University of the South. This relationship may be sponsored by a diocese, some other agency, or by direct contract. An ecclesiastical jurisdiction encompassing a number of congregations (such as a diocese, presbytery, district, or synod) may contract to sponsor the EfM program. Sponsorship entitles the jurisdiction to establish seminar groups within its geographical boundaries at a reduced fee for the students. (See Schedule of Fees, page 29.) It also provides for regular mentor training sessions at a convenient location in the jurisdiction. The jurisdiction, jointly with the EfM Program Director, appoints a coordinator for the program. The coordinator is the liaison with the Programs Center. Before starting a group, check with your judicatory headquarters to see if it is a sponsoring agency and who the coordinator is. If so, contact the coordinator. He or she has information about the program, mentor training opportunities, fees, etc. (In some cases jurisdictions have appointed a coordinator, even though no official contract has been negotiated.we advise you to inquire at your judicatory headquarters to determine the sponsorship status.) If judicatory sponsorship is not available, a congregation or comparable body (institutional chaplaincy, school, civic organization, or parish) can contract to pay an annual sponsoring fee. This entitles students in the group to the same reduced fee offered under jurisdictional sponsorship. Additional groups may be added to this contract at a lower sponsorship fee. Since fees are lowered significantly by sponsorship, a first step in establishing a group may be to seek such status. It is more economical for a group to form within a sponsoring agency. Agency Sponsorship Congregational Sponsorship Samples of contracts are included in the Compendium of Forms, page 65. For further information, contact the EfM Program Coordinator. A seminar group may be established without sponsorship. The fee is at the non-sponsored rate. However, if an independent group forms in a jurisdiction which later becomes a sponsoring agency, the fee may be adjusted for the year this occurs. No Sponsorship 19

20 The Coordinator The EfM coordinator in each diocese or other sponsoring agency is a valuable resource person for mentors. Coordinators serve as liaisons between the EfM office and the mentors and their groups. Therefore, they have a record of active mentors, the status of a mentor s training, EfM graduates, and active (and inactive) students in their dioceses. EfM coordinators receive this information on a regular basis. A Resource Arranging for Training Your coordinator may have been instrumental in sending you to mentor training, because he or she helps recruit and screen new mentors. Be sure you know the name, address, and phone number of your coordinator. The coordinator is the logical person to help you recruit and establish a group. You should report to the coordinator on your group s status and enrollment as it progresses. Should the number of the group fall below the required six, the coordinator may be able to suggest new members or aid in combining two groups. EfM students new to an area are referred to the coordinator so they may join existing groups. The coordinator sets up and supervises mentor training and formation sessions for new and experienced mentors. Contact your coordinator when you need information on the dates, location, and details of training sessions. Any anticipated change of mentors should be referred to the coordinator as far in advance as possible to help find and train (if necessary) a new mentor. If you decide to share your responsibilities with a co-mentor, inform the coordinator. Note: Communicate directly with the Programs Center on all significant matters relating to your role as mentor. Let your coordinator know when you start, finish, or otherwise substantially change your group. Seek advice from him or her about any problems you have with the program. 20

21 Starting an EfM Group Review the administrative guidelines in this Mentor s Manual. Participation in an EfM group means committing time, interest, energy, and money. The rewards, however, are great. One of the best ways to recruit new students is for current members and graduates to tell others what the experience has meant to them. Some groups invite prospective students to participate in a seminar session to introduce them to EfM. Other groups offer an informational meeting in their congregation as well as provide brochures, prospectus, and articles in newsletters and bulletins. Asking current students or graduates to speak briefly about their experience in EfM during a worship service or at an adult class is also an effective way to interest others in the program. Recruiting a Group A Plan to Recruit New EfM Students 1. Ask clergy and lay professionals in the parish or in the area to compile a list of people they think would be interested in a theological education program which requires a commitment of time, energy, and money. A group may include members of other denominations. 2. Ask the clergy and lay professionals to write or call these people, briefly tell them about EfM, and present a quick description of you, the mentor. Let the prospective students know you will contact them within the next 10 days to talk about the program. 3. During the next 10 days, contact and invite to an introductory meeting all the prospects on the list, prospective students you know, and people whose names the diocesan coordinator has on file. 4. Design the introductory meeting to give these interested people a taste of the EfM program s content and style. Supply enough information to enable participants to assess their interest. Those who are really interested in committing their time to quality Christian education should be invited to attend an enrollment meeting within a week or so. A suggested format for an introductory meeting follows. Copies of the EfM brochure and prospectus are available from the Programs Center. Note: Do not plan an introductory meeting without first being a trained and accredited mentor. 21

22 I. Introduce those present (10 minutes) Who are we? Where do we come from? Why have we come together here? A Design to Introduce EfM II. Describe the purpose of the EfM program (20 minutes) Use the EfM prospectus. Give each person a chance to express why he or she has been drawn to EfM. Use subgroups if needed. III. Explain the EfM educational philosophy (10 minutes) The two-rail fence analogy offers a simple description for presenting the EfM program. Reproduce the two-rail fence on newsprint or a blackboard, and adapt the following description for your audience: The EfM program stands on a simple but inclusive concept of education first described by Ted Ward and Margaret Ward (Programmed Instructions for Theological Education by Extension, 1970). Ward used the analogy of a two-rail fence to describe an effective model for any educational system. The first rail represents all the ways a learner gains theoretical and conceptual knowledge about the subject of study. This knowledge or information may be presented through lectures, books, films, or any other communication medium. The second rail represents a learner s hands-on experience in the matter under study. In academic settings this rail may include activities like writing research papers and conducting laboratory experiments. If the goal of a course is to develop a skill such as auto repair, the experience rail would involve such things as disassembling and repairing automobile transmissions and installing piston rings. In EfM this rail is about our lives. Ward s major point is that neither rail by itself provides an adequate education. A person having no theoretical knowledge of gear ratios will be unable to repair a transmission skillfully. On the other hand, if all a person has done is read about car repair, he or she will lack sufficient practical skill to repair one. There is more to the two-rail fence analogy than the two rails. Knowledge and experience must interrelate, each shedding light on the other. Fence posts join the two rails. They link knowledge with experience and experience with knowledge, making one s education a whole and complete process. In EfM our texts provide the first rail of the fence. Students study a chapter each week. The chapters derive from the core curriculum used at the School of Theology at The University of the South. For the students who are not on campus, the EfM texts take the place of classroom lectures. 22

23 The second rail is the experiential rail, the participant s total life as a Christian. All Christians affect the lives of those around them, and thus inevitably minister in some way. This ministering involves every activity a Christian does in day-to-day living, and, in some way or other, brings the message of the church to bear on the lives of others. The fence posts are the seminars where students link together knowledge acquired from the readings and their personal experience of Christian ministry. Students must understand the centrality of the seminar sessions. The seminars link the knowledge and experience rails. In seminar sessions students examine experiences of ministry in one another s lives in light of the theological principles and truths of faith learned in their study. Students also engage in ministry in their relationship with one another. We have added an additional dimension to the model suggested by the Wards. The ground below the fence serves as a foundation, one of worship and prayer. Every seminar is a learning community which celebrates its life with worship. Theological reflection in EfM offers a way to equip people to be faithful and thoughtful ministers. Christian ministry requires knowledge of the Christian gospel. This gospel has its roots in the life of the people of Israel, as revealed in the person of Jesus and in the life of the church. Of equal importance is experience in Christian life and the practice of ministry. The mentor s primary task is to assure that the seminar sessions offer the context the fence posts for linking theory and practice, for linking knowledge of Christianity with living Christianity in a ministerial relationship to the world. The mentor must strive to create a safe and supportive climate in which seminar group members can foster open and trusting relationships. Note: Make clear to the group that EfM is not simply a Bible study. 23

24 IV. Two possible exercises for a mini theological reflection process (30 minutes). Option A 1. Select a passage from the Bible that has enough action, thought, feeling, and easy application to everyday life. Have copies of the passage for every person attending the introductory meeting. (We will use the story of the prodigal son.) 2. Read the story aloud, then divide the participants into three groups. One group will focus on the elder brother, another on the younger brother, and the third on the father. 3. Instruct the groups to read the story again, hearing it from the perspective of their assigned character. Ask them to select a particular moment in the story and to list on newsprint the thoughts and feelings they think their assigned characters experienced at that moment. (Give some brief instruction on ways to delineate thoughts and feelings.) Ask them also to think of times in their own lives when they have had similar thoughts and feelings. 4. After 15 minutes, have the groups come back together and present the moments they chose, the thoughts and feelings listed, and one or two life experiences that were brought to mind by the exercise. 5. Let the group decide which experience they would like to look at more closely. Have one member retell the experience. (On newsprint, record what the group identifies as the givens in a world where this is experienced.) What are the problems in that world? What brings those problems to our awareness? What would make things all right? Ask if they see things any differently after going through this process. Are there any learnings? 6. Explain that this is a shortened version of a process of theological reflection which is done almost every week in an EfM seminar group to help students relate the Christian tradition to their everyday lives. 24

25 Option B Seminar sessions bridge knowledge and experience through theological reflection. We often diagram the EfM theological reflection model as shown below. The Action source involves what each of us does and experiences: the thoughts, feelings, and perspectives associated with our actions. The Tradition source refers to the entire content of the Christian heritage: Scripture, liturgies, history, etc. The Culture source encompasses almost all of the objective content available to us, including attitudes and opinions generally held in society. The Position source refers to our personal attitudes, convictions, beliefs, and spoken values; those things for which we argue. As these sources interplay, we are helped to reflect on and be informed by our experiences the Action source. We can get an idea of what is involved in theological reflection by using what is a fairly universal experience:being approached by a beggar. 1. Divide the group into four sub-groups, spending minutes in discussion. Group A. Talk about how this experience was for you, staying with being approached only. Talk about how you felt and what thoughts you had. Write the thoughts down and see if you can agree on three or four that are common to you all. Group T. Think of a passage of Scripture that parallels this experience or informs this experience of being approached by a beggar. List references to share later and decide the group s first two choices. Group C. What does our culture say to us about being approached by a beggar? Your mother? Your neighbor? Any books, movies, TV? Be prepared to share. Group P. What is your personal belief about being approached by a beggar? What do you do? Do you always do that and, if not, what makes you change? What do you sincerely think a person should do? Use I statements. Be prepared to share. 2. Come together and share. Catch key words from each group on newsprint beside diagram of tetrahedron. 3. In EfM seminar groups, scripture study goes on all the time so that this resource expands as we make the connections with the four sources of Action, Tradition, Position, and Culture. 4. Answer questions. 25

26 V. Commitment (10 minutes): Hand out copies of the EfM brochure and prospectus. Explain the time commitment, cost of the program, scholarship aid available, and the one-year commitment when one enrolls. Describe the content of the texts, outline a seminar agenda, discuss where the group might meet, and provide other details one needs in deciding whether to enroll. VI. Questions (15 minutes): Answer any questions and give information about the next step in joining an EfM seminar group. Close with a prayer for wise, thoughtful decisions. 26

27 Enrolling an EfM Group If your jurisdiction (diocese, district, region, synod) is a sponsoring agency, inform your EfM coordinator of your intention to start a group. Groups may begin any month, September through May. While groups do not start during June, July, and August, enrollments for September are processed during the summer. The earlier we receive your enrollment forms, the earlier you will receive your books.you may choose any of the nine starting months (September through May) most convenient to the group. Inform Your EfM Coordinator When to Begin Plan your starting date with regard to customary vacation periods. We suggest a summer break of June, July, and August as the best for most groups. Beginning in September or early October allows you to complete one year s material by the end of May. We consider the EfM year to be nine months with a three-month break. Mentors are paid only for this nine-month period. Groups may not enroll with starting dates of June, July, or August. A group that starts its academic cycle any time after September should expect to complete the year s program twelve months later. Therefore, a group starting in December completes the year in November. Each year s program consists of 36 assignments. The materials for the year should be covered in these sessions. Call your potential participants, particularly those who attended the introductory session. Set up the enrollment meeting at a convenient place. Be sure that those who will attend know that the purpose of this meeting is to gain a better understanding of the program prior to making a commitment and to registering. Order a start-up kit from the Programs Center if you did not receive one at your mentor training event. The kit contains all the forms needed to enroll a new group. Order additional start-up kits if you expect to enroll more than one group. [Note: Start-up kit forms can be downloaded from the EfM Web page: An EfM group may consist of a minimum of one mentor and six students and a maximum of two mentors and 12 students. Fewer than six students provides insufficient funds for the mentor s honoraria, materials, postage, and administrative overhead. Because full participation is an expectation, 12 students and two mentors is the maximum for a group. Initial enrollment of at least eight students has proven ideal. Schedule an Enrollment Meeting The Start-up Kit Group Size 27

28 Commitment Fee Reduction Enrollments & Payments The Enrollment Meeting Clarify points not made clear at the introductory meeting. Hand out the student packets from the start-up kit, which include the enrollment form and Appendix B-1. Ask prospective students to read the CLSM Appendix B-1 and discuss the significance of this information. Point out that in choosing to enroll, students are committing themselves to a full year s program. It is very important that you discuss the refund policies in detail, so students understand the financial commitment being made. After everyone has read and discussed CLSM Appendix B-1, ask prospective students to complete the enrollment form fully and legibly. Explain the type of sponsorship under which your group is enrolling. Be sure students mark the appropriate fee. Determine if the group is eligible for any reduced fees and if there is need for this. Checks and money orders should be made out to EfM. Please be sure checks are filled out correctly and are not post-dated. Payment may be made with Mastercard or Visa. We cannot accept any other cards. Please ask the students to double check the numbers and expiration dates. It is not necessary to indicate whether the card being used is Visa or Mastercard. A complete enrollment must have a legible enrollment form and a payment that can be processed. If an enrollment cannot be processed, that person s materials will not be sent. A group can be enrolled only if there are at least six complete student registrations. A declined or expired credit card, post-dated or unsigned check, or a check written incorrectly may affect the financial viability of the entire group. If insufficient payments or lack of a completed enrollment form drop the number of students below six, the entire group s books will be held until the problem is corrected. Double Check A complete enrollment consists of the enrollment form and the entire fee for the year. Students must register immediately upon joining a group. 28

29 Amounts shown here are valid for the academic year 2010/2011. For an up-todate fee schedule, consult the EfM Web page, or contact the Programs Center or your coordinator. Schedule of Fees Judicatory-sponsored rate Parish-sponsored rate Fee reduction rate Non-sponsored rate $350/year $350/year $160/year $460/year A student s fee remains the same during his or her nine-month cycle unless the sponsorship of the group changes or the withdrawal of a student affects the group s eligibility for fee reduction. (See When a Group Loses a Member, page 40.) EfM fees are structured so that a reduced fee may be offered based on the number of students in a group. This provision is applicable only in cases of need. It is not intended as a means of reducing every student s fee. The person receiving the reduced rate must be decided by the group itself or by some means acceptable to the members of the group. Fee Reduction One student may enroll at the reduced rate when there is a total of eight or nine students in the group. If there are ten to twelve students, two may enroll at the reduced rate. Groups of seven or less are not eligible for a reduced fee.the mentor must designate the student receiving the reduced rate at the time of enrollment. This may not be transferred to another student during the year. Indicate the fee reduction rate on the enrollment form and ask the student to pay that amount. You may find you have two students in need and only one reduced fee available. You may work that out locally, as long as you indicate one of the students as the fee reduction recipient for our records. In other words, we need to get the correct amount of fee and know who is the official recipient of the fee reduction. Special Cases If you are the administrative mentor of more than one group, you may combine the number of students to calculate available fee reductions. For example, you may have two reductions if you have two groups of six. The reductions may be in the same group or one in each group. A total of 18 students entitles you to three reduced fees. If you need help with this, please call your Registration Specialist. NOTE: This is possible only if you are the administrative mentor of all the groups. 29