THEOLOGICALFIELD EDUCATION

Lay Advisory Committee Handbook

2018-2019

Knox College59 St. George Street

Toronto, OntarioM5S 2E6

Contact us:Dr. Angela Schmidt

Director of Experiential & Innovative Learning and Assistant Professor of Leadership

angela.schmidt@utoronto.ca416-978-6154 (office)

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

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

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Dear Committee Member

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

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

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

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

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

Sincerely,

Dr. Angela SchmidtDirector of Experiential & Innovative Learning and Assistant Professor of Leadership

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Table of Contents

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

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

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

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

5. Forms of Evaluation:a) The Learning Covenant…………………………….14b) The Worship Evaluation Form……………………..16c) The Preaching Evaluation Form……………………17d) The Teaching Evaluation Form…………………….19e) LAC Mid Term Evaluation Form…………………..21f) LAC Final Evaluation Form………………………..22

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What is Theological Field Education (TFE) at Knox?

TFE is a required component of training for the MDIV, MPS and MRE at Knox College and considered a vital part of theological training by the Association of Theological Schools (ATS).

At Knox TFE is based upon our Identity, Mission and Values (p.6). In this document reference to “ministry” includes professional ministries of education and Word and Sacrament. TFE generally occurs when the student has completed at least 8 credits and no more than 20 credits of their program.

The Purpose of Field Education at Knox• Integration

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

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

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

• Developing Ministry Identity and Self AwarenessIntegration means a growing and maturing development of identity. For the minister this is bringing together a personal and ministry identity that is demonstrated in authenticity and integrity in the practice of ministry. Through supervision, the integration seminar and

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monthly journaling the student is invited to reflect on her/his experience as a window to self-awareness and through a theological and spiritual lens.

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

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

Partnership in Theological Field Education

TFE Learning takes place in the context of a team. Partners in Theological Field Education include the placement site, the Supervisor, The Lay Advisory Team, the students’ peers in the TFE program, and the Director of Experiential Learning. Each week students are part of a weekly seminar where they will have opportunities to share their experiences of TFE and engage in learning designed to support their experience. See image below.

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STUDENT

Context of the Placement Site

Peers in the TFE program/class at

Knox

Director of Experiential

Learning Lay Advisory Committee

Supervisor at the Placement Site

Competency Based Learning: Curricular & Professional Outcomes

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

The Master of Divinity (MDIV) Outcomes

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

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

Religious Faith and Heritage1. Demonstrate knowledge of the Reformed Christian heritage and articulate one’s own

theological positions in relation to the diversity of theological perspectives and practices in the larger Christian tradition.

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

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

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

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

Vocational and Spiritual Formation5. Demonstrate an ability to reflect critically on one’s call to leadership and service in

relation to the variety of callings within the Christian tradition.6. Demonstrate an ability to attend to the vocational and spiritual development, practices

and well-being of self and others within communities of faith.

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

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

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

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

Religious heritage

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

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

Cultural context

3. Identify the context of teaching and learning in congregational life in a changing society.4. Demonstrate intercultural competency for educational ministry.

Personal Spiritual formation

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

Skills

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

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

The Master of Pastoral Studies (MPS) Outcomes

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Description and Purpose: The MPS is a professional degree that prepares people to become helping professionals in community, institutional or congregational settings as counsellors, chaplains, administrators, and/or leaders. Students are required to immerse themselves in courses designed to build their competencies in spiritual and psychological integration. Students first receive a general grounding that exposes them to each of the four departments – history, pastoral, theology, and biblical. This degree can be used for admission to advanced degree programs.

Learning Outcomes: In Development at Knox College for 2019

Lay Advisory Committee (LAC) A.

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

i. The primary purpose of the LAC is to guide and support the student in their preparation for ministry in a church related vocation. Members of the LAC are able to offer a unique perspective on ministry and thereby offer insight that can contribute to the student’s growth and learning. It is hoped that a student might gain a greater ability to see their own strengths and growing edges through a healthy and supportive relationship with the committee members as they represent the wider church body.

ii. The committee will offer feedback that encourages the student to reflect on how their ministry is received and interpreted by the breadth of the church’s members and adherents.

iii. The Committee and the Supervisor will support the student to meet his/her self-identified learning goals as described in the Learning Covenant (p.41). The goals will be presented to the Committee at the first meeting.

iv. The LAC members may share from their personal experience of the student but will avoid speaking for others or referring to the impersonal ‘they’ in the congregation.

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

vi. For a MDIV placement, committee members will fill out and discuss with the student the Preaching, Worship Evaluation Forms and Mid Term and Final Evaluation Forms (pp. 62, 63, 67 & 68) and ensure a copy of the Mid Term and Final Evaluation Form is provided to the student and to the Director of Experiential Learning. For a MRE placement committee, members will fill out and discuss with the student the Teaching Evaluation Form and Mid Term and Final Evaluation Form (pp. 65, 67, & 68) and

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ensuring that a copy of the Final Evaluation form is provided to the student and the Director of Experiential Learning.

B. Specific Emphases of the LAC

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

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

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

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

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

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

Ministry experiences in the placement may include participation in worship services, preaching, pastoral visitation, involvement with small groups, Sunday School, youth groups, Bible Study, Session, Presbytery, Annual Congregational Meeting, Board/Finance Meeting, Stewardship program, funerals, baptism, communion, wedding, social justice ministries, ministry in the community, counseling, etc. The LAC is asked to give feedback and support after observing participation in preaching and worship (MDIV) and teaching (MRE) as well as other aspects of ministry experience as relevant.

C. Composition of the LAC

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

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

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

D. The Functioning of the LAC

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

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

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

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

iv. At the October Meeting, time should be taken to introduce all members of the committee as well as to hear the student’s story. This meeting is about building relationships, mutual understanding and trust. Also at this meeting, the Learning Covenant should be reviewed, and the student should present to the group a list of the learning goals established in the covenant and provide insight into how these will be met. There should be discussion as to how the committee can assist in the fulfilling of these goals.

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

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

vii. The meetings shall address the following areas:

October – Introductions of LAC Members Hearing the Student’s Story

Learning Covenant Review Building Relationships

November – Preaching/ Lesson Plan Feedback Feedback about other Experiential Learning

January – Review the experience and growth of the 1st semester Discuss plans for the second semester

February - Review experiences in pastoral visiting Listen to the committee speak about the pastoral needs of the congregation

March – Review preaching/lesson plans Year End Review and feedback from Final Evaluation

viii. Compensation. While students in the TFE program may not be compensated in full or in part for their work, a gift from the congregation is permissible. Travel bursaries may also be offered. For more information, please contact the Director of Experiential Learning.

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TFE LEARNING COVENANT

Purpose: A Learning Covenant is a formal agreement developed cooperatively between you and your supervisor that includes details about what you intend to learn through this TFE placement and how your learning can be measured and evaluated.

1. Student Name:

2. Placement Site Name:

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

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

5. Date Completed and Mutually Approved:

6. Questions to guide your conversation prior to establishing the learning goals:

As you reflect on your experiences in life and ministry, what additional knowledge, skills, attitudes do you think would be most helpful for you to learn during this TFE?

Are there some aspects of your functioning in ministry that need special attention? What further exploration of your personal identity and/or professional identity is necessary?

Are there any interpersonal relationship dynamics that need attention or review?

Does your faith have meaning for you and what practices support your spiritual growth?

Where do you feel growth is necessary for you personally and professionally?

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7. Identify three things you want to learn (i.e. skill development, personal development and/or spiritual development)

8. For each learning goal:a.) Identify several specific tasks that will help meet these goals.

b) How will you know when you are beginning to see progress in each of the goals? What would be a tangible sign to you, to your supervisor, to others at the placement?

9. Briefly describe some resources available in the practicum site and how these may be used.

10. Briefly describe how the student will prepare for supervision and how the structure of the supervisory meeting.

11. Discuss and describe the following:

i. Start and Termination Dates:

ii. Regular Supervision Day/ Time:

iii. Vacation Arrangements Sundays Away:

iv. Average Weekly Schedule: (How the 10 hours per week would be used) (i.e. 1 hr supervision, 2 hr worship, ½ Fellowship, 1 ½ hr group facilitation, 2 hr preparation, 1 hr pastoral care, 2 hr other activities such as session, presbytery, event)

SignaturesStudent: _______________________________________

Supervisor: ____________________________________

Date: _______________________

The Learning Covenant must be submitted by the student to the Director of Experiential Learning by September 24, 2018. .

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Early Termination: Please note that this agreement should not be terminated by either party without a joint conference involving the Director of Experiential Learning, the Student and the

Supervisor. Both Supervisor and Student are free to consult the Director of Experiential Learning about concerns in the placement at any time.

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

Lay Advisory Committee (LAC)Worship Evaluation Form

(For all questions, please use as much space as is required)

Student’s Name ______________________ Date _____________________

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

2. How would you describe the student’s demeanor while leading worship?

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

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

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

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

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7. Other comments:

Reviewed with Student Date Student’s Signature

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

Lay Advisory Committee (LAC)Preaching Evaluation Form

(For all questions, please use as much space as is required)

Student’s Name ______________________ Date _____________________

Sermon Title:Scripture Text(s):

1. Student’s Presentation of Self:Dress was appropriate for the setting [ ] Inappropriate [ ]

Comment

Student appeared relaxed [ ] Tense [ ] Nervous [ ]

Comment

2. Communication Skills. Please comment on the following:

(a) Ability to connect with audience:

(b) Ability to communicate clearly:

(c) Use of notes:

(d) Eye contact:

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

(f) Mannerisms or body language:

3. Content. What was the main point of the sermon?

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

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

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

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

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

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

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

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

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

Reviewed with Student Date: Student’s Signature

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

Lay Advisory Committee (LAC)Teaching Evaluation Form

(For all questions, please use as much space as is required)

Student’s Name ______________________ Date _____________________

Lesson focus:

Scripture/Theological Theme emphasis:

1. Student’s Presentation of Self:Dress was appropriate to the setting [ ] Inappropriate [ ]

Comment

Student appeared relaxed [ ] Tense [ ] Nervous [ ]

Comment

2. Delivery:Please comment on the following:

(a) Ability to connect with group:

(b) Ability to communicate clearly:

(c) Physically accessible:

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(d) Eye contact:

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

(f) Pacing of the lesson:

(g) Engaging of diverse experiences:

(h) Mannerisms and body language:3. What was the main point of the lesson?

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

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

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

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

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

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

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

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

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

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

Reviewed with Student Date: Student’s Signature

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

LAC Mid-Term Evaluation

Date: ____________________________ Student: __________________________________

Supervisor: _______________________ Placement Site: _____________________________

For all questions, please use as much space as required.

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

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

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

Do you have recommendations for continued growth in these areas?

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

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Other comments:

Signatures: Student ______________________________ Date ______________

LAC Chair ____________________________ Date _____________

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

LAC Final Evaluation

Date: ____________________________ Student: __________________________________

Supervisor: _______________________ Placement Site: _____________________________

For all questions, please use as much space as is required.

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

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

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

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

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

Other comments:

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Signatures: Student ______________________________ Date ______________

LAC Chair ____________________________ Date _____________

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

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