supervised ministry handbook
DESCRIPTION
For all supervisors and internsTRANSCRIPT
Supervised Ministry Handbook*
Supervised Ministry and Vocational Planning Office
Union Presbyterian Seminary
Dr. Susan E. Fox, Director of Supervised Ministry & Vocational Planning
Sue M. Setzer, Associate Director of Supervised Ministry & Vocational Planning, Charlotte
Carson Rhyne, Associate Director for Vocational Planning
www.union-psce.edu
Richmond Campus Charlotte Campus
Phone: 800.229.2990 Phone: 704.337.2450
804.278.4220
Fax: 804.278.4269 Fax: 704.688.2802
[email protected] [email protected]
*The ECP Supervised Ministry program is described in a separate handbook.
MISSION STATEMENT of UNION-PSCE
Union Theological Seminary and Presbyterian School of Christian Education equips Christian leaders for ministry in the
world—a sacred vocation that requires deep learning, commitment to service, and an ability to read culture and
circumstance in the light of the rich resources of scripture and theological tradition.
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Supervised Ministry Handbook
Table of Contents
Welcome to Supervised Ministry! .......................................................................................................................................... 5
Part 1: Getting Started ............................................................................................................................................................ 6
Supervised Ministry: An Overview ...................................................................................................................................... 6
Setting up an Internship ...................................................................................................................................................... 9
Congregations and Agencies: How to Apply to be an Internship Setting ......................................................................... 10
Characteristics of a Supervisor .......................................................................................................................................... 12
Expectations of a Supervisor ............................................................................................................................................. 12
Expectations of Settings .................................................................................................................................................... 12
Roles and Responsibilities of a Student Intern ................................................................................................................. 13
Roles and Responsibilities of a Lay Committee in a Parish Internship ............................................................................. 13
Presbytery of the James Small Church Summer Internship Program ............................................................................... 14
Time Requirements for Internships .................................................................................................................................. 14
Compensation ................................................................................................................................................................... 15
Richmond Campus ........................................................................................................................................................ 15
Charlotte Campus ......................................................................................................................................................... 15
Tax Information ............................................................................................................................................................. 15
Clinical Pastoral Education (CPE) ...................................................................................................................................... 16
Common Questions about CPE ..................................................................................................................................... 16
Definition of Academic Terms ........................................................................................................................................... 18
Richmond Campus ........................................................................................................................................................ 18
Charlotte Campus ......................................................................................................................................................... 18
Policies .............................................................................................................................................................................. 18
Fulfilling Academic Requirements ................................................................................................................................ 18
Documentation Responsibility & Extensions ................................................................................................................ 18
Statement of Community Standards and Expectations ................................................................................................ 19
Plagiarism ...................................................................................................................................................................... 19
Sexual Misconduct ........................................................................................................................................................ 19
Change in Terms or Termination of Internship ............................................................................................................. 19
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Timing of Supervised Ministry & Academic Credit Considerations .............................................................................. 20
Supervised Ministry for One Credit .............................................................................................................................. 20
Request for Two Non-Parish or Parish Internships ....................................................................................................... 20
Files and Records .......................................................................................................................................................... 21
Retroactive & Transfer Credit ....................................................................................................................................... 21
Supervised Ministry at Peer Seminaries ....................................................................................................................... 22
Grades ........................................................................................................................................................................... 23
Part 2: Setting, Supervisor, Intern, and Seminary Working Together .................................................................................. 24
A Covenantal Relationship ................................................................................................................................................ 24
Administrative Covenant .............................................................................................................................................. 24
Learning Covenant ........................................................................................................................................................ 24
Learning through Reflection and Feedback ...................................................................................................................... 24
Learning through Reflection on Ministry Experiences .................................................................................................. 24
Multi-Sourced Feedback ............................................................................................................................................... 25
Learning Goals ................................................................................................................................................................... 26
Learning Goal Forms ..................................................................................................................................................... 26
Sample Completed Learning Goal Page ........................................................................................................................ 26
Learning through Feedback and Dialogue ........................................................................................................................ 27
Conferences and Theological Reflection ....................................................................................................................... 27
Written Ministry Reports as Required Reflection Format ............................................................................................ 27
Supervisor Comments on Written Ministry Reports .................................................................................................... 28
Summary: Using Ministry Reports as a Tool for Theological Reflection ....................................................................... 29
Blackboard ........................................................................................................................................................................ 29
Overview and Purpose .................................................................................................................................................. 29
In-Process and Final Reports ............................................................................................................................................. 29
Sermon/Teaching Feedback Forms ................................................................................................................................... 30
Lay Committee Guidelines ................................................................................................................................................ 30
A Ministry of Hospitality and Learning .......................................................................................................................... 30
The Work of the Lay Committee ................................................................................................................................... 31
Final Report ................................................................................................................................................................... 31
Welcoming the Intern ....................................................................................................................................................... 31
Litanies of Welcome and Farewell .................................................................................................................................... 32
Glossary of Terms and Abbreviations ............................................................................................................................... 32
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Appendix 1: In-Process Report .............................................................................................................................................. 33
Appendix 2: Final Report ....................................................................................................................................................... 35
Appendix 3: Teaching Feedback Form .................................................................................................................................. 37
Additional Observations........................................................................................................................................................ 38
Appendix 4: Sermon Feedback Form .................................................................................................................................... 39
Sermon Feedback -- Supervisor ........................................................................................................................................ 39
Sermon Feedback – Lay Committee ................................................................................................................................. 40
Appendix 5: Litany of Welcome ............................................................................................................................................ 42
Appendix 6: Litany of Farewell .............................................................................................................................................. 43
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Welcome to Supervised Ministry!
Dear Students, Supervisors, and Lay Committees,
On behalf of Union Presbyterian Seminary and the staff of the Supervised Ministry and Vocational Planning Office, we
welcome you to what may be one of the most exciting partnerships in ministry! This endeavor which you are about to
begin had its origins in the 1950s with the emergence of “field work,” a time in theological education when seminarians
would “help out” on Sundays at a church that did not have a pastor. Many students would preach at churches at some
distance from the school, necessitating a Monday drive back to campus. So typical was this model that the seminary did
not have classes on Mondays.
That nascent form of field work set the stage for the emergence in the 1980s of field experiences that combined service
with education. “Field Education” became the term for this practice with the added educational component. In recent
years, the service/learning experience has been fine-tuned by enhancing the role of supervision and mentoring. Hence,
at Union Presbyterian Seminary we refer to this required course as “Supervised Ministry.”
Today supervised ministry is firmly ensconced as a core component of the Master of Divinity and Master of Arts in
Christian Education degrees. Valued for its integrative approach, Supervised Ministry provides an essential place in the
curriculum for students to engage their classroom learning with the realities of ministry. The dynamic interplay of these
two foci creates unique opportunities for professional, personal, and spiritual formation for future leaders in the Church
and world.
The context of Supervised Ministry has come a long way from the 1950s when all one needed to be an intern was
transportation to the church. Today’s internships are carefully structured partnerships between the seminary and
ministry settings. All internships include individualized plans for learning and serving, required orientations for students
and supervisors, reflection papers, reports, feedback, peer group activities, and online discussion.
As students, lay leaders, and supervisors, it is our hope that the materials in this handbook will:
provide you with an overview of our program of Supervised Ministry,
introduce you to important aspects of supervision and internships,
and stimulate your thinking as you engage in this exciting class.
Indeed, supervised ministry is a partnership that requires commitment from each of us. We stand ready to assist you in
any way along the journey, and we give thanks to God for each of you.
With deep appreciation and gratitude for your partnership in this ministry,
Sue M. Setzer, Associate Director
Supervised Ministry and Vocational Planning Office
Affiliate Instructor of Christian Education
Susan E. Fox, Director
Supervised Ministry and Vocational Planning Office
Professor of Supervised Ministry
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Part 1: Getting Started
Supervised Ministry: An Overview In Union-PSCE’s M.Div. and M.A.C.E. curriculum, the Supervised Ministry course serves an integrative function, helping
students explore relationships between theology and experience, between private convictions and public actions. These
understandings are vital for those seeking to provide pastoral and educational leadership in the church and community.
Students may only take supervised ministry with permission of the instructor.
As essential partners in theological education, outstanding teaching congregations, agencies, and supervisors provide
the context and mentoring necessary to accomplish the goals of supervised ministry. Students undertake specific acts of
ministry through internships supervised by an experienced practitioner. Supervisors and students engage in theological,
pastoral and educational reflections about their experiences in ministry. Students in parish settings also work closely
with a Lay Committee. Peer learning is an equally important part of
supervised ministry; students participate in classroom and online
learning activities with fellow interns and faculty members.
Supervised ministry has three primary goals:
· to promote the integration of the theoretical and experiential
components into a holistic and comprehensive understanding
of the Christian faith and ministerial leadership.
· to develop ministerial self-understanding and clarification
about the shape of one’s call to service in the Church and
world.
· to assist students in integrating spirituality with intellect, in
order to produce continued growth in ministerial leadership, theological learning, and overall competence in the
practice of ministry.
All Supervised Ministry courses emphasize six core elements:
1. Experience in Ministry: Any supervised ministry experience must take seriously the goals of the supervised
ministry course, the learning needs of students, and the needs of the ministry context.
2. Administrative Covenant: Prior to the start date of the internship, the student, supervisor, and seminary clarify
terms, relationships, and role expectations for the experience.
3. Learning Covenant: Students and supervisors negotiate a written learning covenant to identify learning goals,
pastoral and educational activities, and plans for supervision.
Important Note:
Internships can take up to one
year to establish. Students should
begin making arrangements for
internships well in advance of the
term in which they want to take
the course.
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4. Supervision: Students and supervisors are required to engage routinely in theological, pastoral and educational
reflection about the student’s work. In parish contexts, a team of laypersons also participates in the reflection
process.
5. Assessment: Written feedback from the student’s supervisor and lay committee and self-evaluation promotes
the student’s reflection and growth.
6. Assignments and Peer Participation: In face to face and virtual Blackboard classrooms, students learn and
engage in theological, pastoral, and educational reflection together.
The six core elements are described more fully below.
1. Experience in Ministry
Both M.Div. and M.A.C.E. students are expected to participate in the full range of ministry experiences appropriate to
their degree programs. Students in the M.A.C.E./M.Div. dual degree program will combine these two lists of
requirements.
M.Div. Students
o Focus is on Ministerial/Public leadership
o Preaching
o Worship Leadership
o Teaching
o Pastoral Care
o Administration
o Understanding congregational/systems analysis
M.A.C.E. Students
o Focus is on Educational Ministry
o Teaching
o Administration
o Group Leadership
o Planning
o Evaluation
o Engagement with and reflection on current issues in Christian Education
o Understanding congregational/systems analysis
2. Administrative Covenant
It is vital that all parties entering into this educational partnership agree to specific terms, dates of service,
expectations of roles and responsibilities, standards of ethical conduct, and financial arrangements for the
internship. This document is signed by the supervisor and the student and returned to the SMVPO before the
start date of the internship.
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3. Learning Covenant
The Learning Covenant is established within 2 weeks of the student’s arrival on site and should be submitted to
SMVPO no later than 2 weeks from the internship start date as indicated on the Administrative Covenant. If the
supervised ministry experience will take place in a parish, members of the lay committee will also be identified
in the Administrative Covenant.
This document is the most critical aspect of the experience in that the structure for learning is negotiated,
finalized, and shared with all parties: the supervisor, student, lay committee, and SMVPO.
The purposes of this Learning Covenant are
(a) to clarify what the intern seeks to learn in this Supervised Ministry experience,
(b) to establish a plan for the intern’s ministry and how it will be supervised, and
(c) to clarify expectations of the student and supervisor. The covenant should
reflect a consensus of supervisor, lay committee, and student.
“Plan for Achieving Student Learning Goals”
As part of the Learning Covenant, students establish a minimum of two learning goals. Students complete a goal
sheet for each learning goal they establish. Students with clear, specific goals are more successful in their
internships. On each goal sheet, interns will identify the learning goal, outline tasks that will enable the intern to
achieve the learning goal, create a list of possible resources for
achieving the learning goal, and will complete a ministry report
demonstrating progress made toward the goal during the
internship. Students may choose to add additional goals but
are not required to write a ministry report for these goals.
(Students enrolled as a 12-month Student in Ministry will
identify a minimum of four goals and write four reports.)
4. Supervision
Students and supervisors are required to engage routinely in theological and pastoral reflection about the student’s
work. For full-time internships (summer, 12-month) they are to meet once each week. For 9-month part-time
internships and 2-year part-time internships, they are to meet approximately once every two weeks for theological
reflection.
In a parish context, a team of laypersons also participates in the reflection and assessment process. The student
and lay committee should meet prior to the start of the internship to get acquainted and to make plans for their
work together, and once a month thereafter.
In order for excellent supervision to occur, an appropriate relationship between intern and supervisor(s) must
be developed. It is expected that the supervisory relationship will be one of trust, openness, collegiality and
honesty. The supervisory process is dialogical and the skilled supervisor will utilize pastoral, coaching and
mentoring skills.
When writing learning goals, it may help to
insert the phrase, “By the end of the
internship, I will be able to…”
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5. Assessment
The student’s progress and the supervisory process are formally assessed at regular intervals during the
internship by the supervisor, student, and lay committee in parishes. It is expected that feedback will occur
informally throughout the experience. In-process and final report forms for assessments are provided by the
SMVPO and are available on the Blackboard site.
For 12-month full-time Student in Ministry internships, assessment occurs twice during the internship and at the
conclusion of the experience. See syllabus for specific due dates.
For two-year part-time internships, assessment occurs three times during the experience and at the conclusion
of the experience. See syllabus for specific due dates.
For all other internships, assessment occurs at the mid-point and at the conclusion of the experience. See
syllabus for specific due dates.
A final conference is held with the student’s supervised ministry instructor on the student’s campus within 45
days of the conclusion of the academic term. Grades will be assigned following this conference. See grading
rubric in course syllabus.
6. Assignments and Peer Participation
Students are required to complete assignments including ministry reports, readings, and reflections. All students
in parish and non-parish settings other than CPE and hospital chaplaincy programs with peer groups participate
in online or face-to-face activities. M.A.C.E. and M.A.C.E./M.Div. students prepare one lesson plan as part of
their submitted supervised ministry materials.
Face-to-face on-campus peer group discussions are required in some supervised ministry courses. See the
course syllabus for details.
Setting up an Internship
1. Students will find a potential setting that will meet the goals of supervised ministry. The Supervised Ministry
instructor must approve all internship settings. There are three ways that students may find potential settings.
a.) Some churches and agencies formally request students for supervised ministry positions through SMVPO by
posting Position Descriptions. Approved sites are posted on our website (www.union-psce.edu) under
“Internship Postings,” and students may review the Position Descriptions and contact those in which they
have interest.
b.) Students may conduct their own search for an appropriate setting. The Supervised Ministry instructor will
assist by suggesting resources if necessary.
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c.) Students who are already employed by an agency or congregation may consult with the Supervised Ministry
instructor to determine if the setting is appropriate for an internship.
2. Students discuss ideas for the internship with the Supervised Ministry instructor.
3. Supervisor completes online position description. (The only time this is necessary is if the position was not
previously listed on the SMVPO site. This usually occurs if the student has sought out a setting on his or her
own.)
The potential internship supervisor submits a Position Description at the Union-PSCE website: www.union-
psce.edu: “Internships & Placement.” If the Position Description meets the goals of Supervised Ministry, the
instructor approves the setting for the student.
4. The intern registers for the internship on the form e-mailed by the Registrar’s Office.
5. The intern is enrolled in the appropriate Blackboard class.
After the Position Description and Registration have been received and approved, the instructor will enroll the
student in the Blackboard class, providing access to necessary forms and course information. Communication
about the class and dispersal of class documents will take place using Blackboard. Students may access
Blackboard using their seminary e-mail username and password.
6. The student and supervisor (and lay committee in a parish internship) participate in an orientation through the
Supervised Ministry and Vocational Planning Office.
7. The supervisor is enrolled in the Supervised Ministry Supervisor Blackboard site.
Persons who will be serving as supervisors may request to have access to this site prior to the formalization of
the internship in order to become familiar with the responsibilities of an internship supervisor.
Congregations and Agencies: How to Apply to be an Internship Setting Step 1: Does the setting meet the basic requirements?
Parish internships must have a competent, on-site pastor with a Master of Divinity degree or Master of Arts in
Christian Education degree for M.A.C.E. students (or equivalent), who has served as a pastor or educator for at
least three years, and who has a positive relationship with the congregation and its denomination.
Non-parish internships must have a competent, on-site supervisor who has a minimum of three years of
experience in the particular field of service and has a positive relationship with the setting. Ideally, supervisors
of non-parish internships will have a theological background.
Clinical Pastoral Education (CPE) follows a different procedure. It is outlined later in this handbook.
All internship sites must have a serious commitment to theological education and not view an internship as
merely seeking to fill a staffing need. This commitment requires supervision by the pastor or educator (and a
team of lay persons in a parish setting), as well as openness to looking critically and theologically at its own
practices.
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All internship sites must offer a constructive context for learning that will involve students in diverse experiences
of ministry. A parish setting must be in a healthy relationship with its denomination, be receptive to having an
intern of any gender, race or age, and be engaged in mission beyond its own membership.
All internship sites must be willing to allow the supervisor time to meet with the student on a regular basis for
the purpose of theological, pastoral, and educational reflection on the student’s movement toward his or her
learning goals.
Step 2: Application.
The congregation or agency submits an online “Position Description” to the Supervised Ministry and Vocational
Planning Office through the Union-PSCE website: www.union-psce.edu: “Internships & Placement.”
Step 3: Approval.
The Supervised Ministry and Vocational Planning Office acts on the application and advises the congregation of
its status. Approved “Position Descriptions” are posted online for intern candidates to review.
Step 4: Connecting with students
Students who seek internships do so in three ways:
a. They initiate contact with a congregation or agency.
b. If they do not have a particular setting in mind, they may post a resume on the SMVPO website. Supervisors
may contact SMVPO to get access to the password protected site in order to view the resumes. After
identifying students with whom the congregation or agency would like to speak, they may email or call the
student using the contact information listed in the student’s resume and invite them to explore being an
intern at that setting.
c. They may already be employed at the particular setting.
Step 5: Congregations and agencies may choose to come to campus to conduct interviews with students. SMVPO will
assist with this process.
Step 6: Invitation Extended.
Following interviews, the congregation or agency extends an invitation to the student of their choice and
notifies SMVPO by email. The student is free to accept or decline the invitation. Financial considerations are
discussed at this point. See “Compensation” in the Policy section of this Handbook.
Step 7: Covenanting.
Once the intern and congregation or agency have agreed to the internship, the intern and congregation or
agency submit Administrative and Learning Covenants that outline the terms and responsibilities of the
internship. The Supervised Ministry and Vocational Planning Office must approve the both covenants and may
require changes prior to giving final approval of the internship.
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Characteristics of a Supervisor Each supervisor must be willing to:
be willing to participate in an orientation event for new supervisors (in person or online)
be committed to and have investment in the task of supervision
be willing to act as guide and mentor
have a positive relationship with denomination/governing bodies
have skills in administration, planning, time management, self-care, theological reflection, spiritual formation,
and communication
have an excellent ministry record
have a minimum of three years experience in ministry
be closely related to or in close proximity to the setting
be willing to commit time to the ministry of supervision and to meet regularly with the student for theological,
educational, and pastoral reflection on ministry issues
understand basic principles of adult learning, including the action-reflection model
be aware of and committed to Union’s educational objectives
be affirming, supportive, and caring
use non-sexist language
understand what constitutes harassment and sexual misconduct, and observe ethical behavior and appropriate
boundaries.
Expectations of a Supervisor Each supervisor must be willing to:
appoint a lay committee before the internship starts.
train the lay committee before the internship starts.
pave the way for the internship to begin before the intern arrives
establish and honors regularly scheduled reflective times with the intern.
meet with the intern once a week (or every 40 hours of work) for at least an hour.
provide open, honest, and timely feedback to the intern.
provide excellent opportunities for the intern to experience ministry
not attempt to turn the intern into his or her clone
let the intern explore his or her call and try their wings, BUT WILL NOT allow the intern to crash and burn
Expectations of Settings Each ministry setting must be willing to:
provide adequate housing and salary in keeping with SMVPO guidelines*
utilize the experiential method of learning
participate in the learning agreement
appoint and train a lay committee in congregations
provide feedback and evaluation as required by the school and negotiated in the Learning Agreement
be open to all students regardless of gender, racial/ethnic background, or physical disability
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provide meaningful work, consistent with the purposes of supervised ministry and with the student’s objectives
as identified in the Learning Covenant
provide opportunity for reflection on ministry from theological, educational, and pastoral perspectives.
*SMVPO recognizes that some settings may be unable to meet the recommended financial guidelines. Students may
agree to a different financial arrangement in conversation with the site and supervisor.
Roles and Responsibilities of a Student Intern
The student intern will:
participate in an orientation session led by the Supervised Ministry and Vocational Planning Office
know the expectations of Union Presbyterian Seminary and SMVPO
read and follow the course syllabus
engage openly in pastoral, educational and theological reflection
meet regularly with supervisor (and lay committee if in a parish setting)
be willing to try new styles of ministry
take responsibility for her or his own learning
be willing to accept constructive feedback, including in-process and final assessments
assist the supervisor in discerning the intern’s gifts and growing edges in ministry
utilize the action-reflection learning process of experiential learning
be on time with assignments for SMVPO and at the ministry site
participate through the Blackboard learning platform
do meaningful work, consistent with the purposes of supervised ministry and with the objectives identified in
the Learning Covenant
use non-sexist language
understand what constitutes sexual harassment and sexual misconduct, and observe ethical behavior and
appropriate boundaries
Roles and Responsibilities of a Lay Committee in a Parish Internship
In a parish internship, the lay committee will:
follow the guidelines in the Lay Committee Handbook (and in Part 2 of this Handbook)
have a chairperson who is organized and reliable
organize the welcome of the student into the congregation
meet at least 4 times with the student during the summer, once a month during the academic year
review the intern’s Learning Covenant and be familiar with the learning goals
represent a broad cross-section of the congregation
understand the principles of providing helpful feedback
complete their portion of the final assessment in a timely manner
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Presbytery of the James Small Church Summer Internship Program
Since 1998, 16 congregations have worked with numerous students in small church ministry in the Presbytery of the
James in Virginia. The ten-week internship summer program involves working with a supervising pastor in all areas of
ministry including worship leadership, preaching, teaching, pastoral care, and learning about the small congregation. In
addition, three seminars are conducted with two program supervisors and students. These seminars consider the nature
of the small church and the ministry experiences of the summer. A need is for persons to consider small church
ministries as a vocation. Hence, the experience in the small church internship program will help in preparation for your
call to ministry.
In a typical year, there are up to six openings for students to serve in the program. Churches that wish to participate in
the program should submit a position description through the SMVPO website by January 1. Participation in the program
is approved by the Presbytery of the James and the Supervised Ministry and Vocational Planning Office. Once the slate
of participating churches is set, SMVPO will arrange for interviews with potential students. Interviews are held in
February.
Time Requirements for Internships
Ministry
Experiences
Supervisory
Conferences
Blackboard
Participation
Other Course
Assignments
Preaching,
teaching, visiting,
church social
events,
preparation,
reading, meetings
At least one hour
for every 40
hours of
internship
Discussion
boards,
announcements
Reading, book
reflections,
evaluations
Summer 35 hours per week 1 hour per week 2 hours per week 2 hours per week
Academic
Year
9-12 hours per
week
1 hour every
other week
1 hour per week 1 hour per week
SIM 35 hours per week 1 hour per week 2 hours per week 2 hours per week
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Compensation
Richmond Campus
Course Summer Academic Year Student In Ministry Year
Minimum time
required
10 weeks, full-time (400 hours) 30 weeks, part-time September-
May
(12 hours per week)
12 months, full-time
Suggested Minimum
Compensation
$3200 stipend, housing,
½ cost of monthly student insurance*,
FICA, job-related travel reimbursement
$3200 stipend, FICA, job-related
travel reimbursement
$15,000 stipend, housing,
½ the cost of monthly
student insurance*,
FICA, job-related travel
reimbursement
*Recommended
Charlotte Campus
Tax Information
The Internal Revenue Service considers payments to students for services performed (including scholarships paid, the
receipt of which is contingent upon the performance of services) to constitute taxable wages. This encompasses
payments to seminary students serving in congregations for internships.
Accordingly, the treasurer of a congregation is advised that an intern is to be treated as any other non-ordained
employee. Income and F.I.C.A. taxes should be withheld, and Form W-2 should be issued to the interns.
Course 1-Term (2 Credits) 1-Term (1 credit) 2-Term (2 credits)
Minimum time required 14 weeks (400 hours) 14 weeks (200 hours) 28 weeks (400 hours)
Suggested Minimum
Compensation
$3200 stipend, FICA, job-related
travel reimbursement
$1600 stipend, FICA, job-related
travel reimbursement
$3200 stipend, FICA, job-related
travel reimbursement
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Clinical Pastoral Education (CPE)
Many students choose Clinical Pastoral Education (CPE) as their non-parish supervised ministry. Many denominational
governing bodies require CPE as part of the ordination process. CPE is a nationally accredited program offered in
hospitals and other institutions which includes: clinical training, peer learning, and supervision.
Registering for CPE is a multi-step process. After completing the CPE program application and receiving notice of
acceptance, register using the registration form from the Registrar’s Office.
The course requirements for CPE are different from those of either parish or non-parish internships. Each CPE center
designs an educational process that includes peer group meetings, verbatims, didactics, visitation, and individual
supervisory sessions. No additional assignments are given by SMVPO. At the end of the CPE experience, the student
submits his or her supervisor's final evaluation to SMVPO prior to a final consultation with the SMVPO instructors.
Participants in CPE will meet individually with the staff of SMVPO for the final consultation before receiving a grade.
Students who successfully complete a full unit of CPE earn two credits from Union-PSCE. Successful completion of a ½
unit of CPE earns one credit.
Get more information about CPE, including types and locations of CPE programs: www.acpe.edu.
Download an application form: www.acpe.edu/word_doc/app_cpe.doc. (Note: VCU/MCV has its own application
process.)
Common Questions about CPE
Do I have to take CPE?
Clinical Pastoral Education is not a requirement for graduation from Union-PSCE. However, an internship in a non-parish
setting is a requirement, and CPE is one option for meeting that requirement. (Students who take a 12-month intern
year and receive 4 credits are exempt from the 1 parish and 1 non-parish seminary requirement.) The student's
judicatory or supervisory board should always be consulted regarding its requirements as some governing bodies do
require CPE.
How do I find the CPE program that's right for my learning needs?
The ACPE (Association for Clinical Pastoral Education) Directory lists all centers and supervisors and gives information
about the characteristics of each program, including whether a stipend is offered. The directory is available online at
http://www.acpe.edu/directories.htm.
What CPE programs are available in the Richmond and Charlotte areas?
There are currently two ACPE approved centers in Richmond: the Medical College of Virginia and Jan Humprey’s Caring
Communities program. Both of these centers fill open positions very quickly so it is best to apply four to six months in
advance.
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Carolina’s Medical Center (CMC) in Charlotte offers ACPE programs at CMC-Main, Pineville, Mercy, Huntersville
Oaks/Sardis Oaks Rehab, and Gastonia. The program at CMC-Pineville provides dual accreditation in CPE and Pastoral
Specialist simultaneously. Applications to all programs need to be completed six to nine months in advance.
Can I take CPE at any hospital?
No. CPE is only offered at hospitals or other centers that are accredited by the ACPE. A listing of these centers is
available online at www.acpe.edu. Some governing bodies may accept chaplaincy programs accredited by the College of
Pastoral Supervision and Psychotherapy (www.cpsp.org) as substitutes for CPE.
The Presbytery of Charlotte accepts the Chaplaincy Intern Program at Presbyterian Healthcare in Charlotte as a
substitute for CPE. Programs such as these include didactics, individual supervision and peer groups. They may meet
supervised ministry non-parish requirements, but are not CPE.
What is the difference between an official "CPE" internship and an internship in which I might serve as a chaplain in a
hospital under the supervision of a chaplain?
A CPE program is a formal program that is conducted under the auspices of a supervisor certified by the ACPE and at a
center certified by the ACPE. A CPE program follows a carefully designed curriculum with established competencies and
includes peer group interaction, individual supervision, and ministry to patients and staff. A chaplaincy in a hospital
setting will usually be less formal in its design, and typically will not include a peer group experience.
How do I apply for a CPE program?
Most CPE centers require the applicants to complete a standard ACPE application which is available online at
http://www.acpe.edu/forms.htm . Upon completing the CPE application, the student needs to call a CPE center to
arrange an interview with an ACPE approved supervisor. The interviewing supervisor will write a summary report of the
interview and provide the student with a copy. This becomes the document that the student will submit to any CPE
program he/she seeks to enter. Students should pay particular attention to deadlines established by CPE programs so
they can submit their application materials (including the interview summary report) prior to the deadline. CPE
applications include essays so do not wait until the last minute to write yours.
What fees am I responsible for paying for a CPE program?
The student pays any fee charged by the hospital for an admission interview, as well as any application fee. The student
also pays Union-PSCE for the number of supervised ministry credits earned by successfully completing CPE. SMVPO pays
any tuition charged by the CPE institution. Each student is responsible for making sure that SMVPO receives an original,
itemized bill from the CPE institution. SMVPO will not be responsible for any late fees charged by the CPE institution that
are due to the student’s failure to get a bill to SMVPO in a timely fashion.
What happens if I drop out of CPE?
It is the student’s responsibility to refund the seminary any tuition paid to the CPE center by the seminary—whether or
not the center refunds the tuition.
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Does the first unit of CPE provide a stipend to the student?
Not ordinarily. However, students enrolled in year-long residency programs following the first unit of CPE do generally
receive a stipend.
When can I take CPE?
Most CPE settings offer summer programs for 10 weeks after a one week orientation period. Many offer extended
programs over four to six months. A few hold meetings at night. The dates rarely match the seminary’s academic
calendar, so students register for the term(s) that coincide most closely to the hospital’s dates.
Definition of Academic Terms
Richmond Campus
Summer Term Internships ordinarily begin the first or second week in June, but must begin by June 15.
Fall /Spring Term (aka Academic Year) Internships ordinarily begin during the first week of Fall term classes. Fall/Spring
term (Academic Year) internships include January and May terms and end mid-May.
Dates for CPE vary by CPE institution/center. Check with the CPE program and consult the Union academic calendar to
be certain that the dates of CPE will not conflict with other courses, particularly the May term for Summer CPE.
Charlotte Campus
Charlotte has three academic terms: fall, spring, and summer. Internships may be scheduled for any one of these terms,
or any two consecutive terms.
Policies
Fulfilling Academic Requirements
Students may complete the required two credits for parish or non-parish ministry in one term or in two consecutive
terms. Richmond students who enroll in two credits of supervised ministry during the summer term may not take any
other courses. Charlotte students may take only two credits per term unless the dean grants permission to register for
three credits.
MACE students are expected to complete their supervised ministry (Field Based Learning) in a congregational setting.
Exceptions to this policy require the permission of the Supervised Ministry instructor.
Documentation Responsibility & Extensions
Students are responsible for the Administrative Covenant and Learning Covenant. Hours at the site may not accrue until
the Administrative Covenant is approved by SMVPO.
Students are responsible for maintaining copies of work submitted.
Students are responsible for requesting an extension for any work due to SMVPO if a deadline cannot be met. The
request for an extension on the Richmond campus is made to [email protected] or by calling 804.278.4220; on
the Charlotte campus, [email protected] or 704-337-2450. The Dean of the Charlotte campus must approve any
extension. Requests must be made well in advance of the deadline.
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Students who do not complete their final conference with Supervised Ministry instructor within 45 days of the end of
the term must request an extension from the Associate Dean of the Faculty in Richmond or from the Dean of the
Charlotte campus.
Statement of Community Standards and Expectations
Union Theological Seminary and Presbyterian School of Christian Education, by its charter and by its purpose to prepare
women and men for service and leadership in the church, upholds particular standards and expectations in behavior and
attitude for all its members in their life together. These qualities of life are grounded in a common faith in Jesus Christ,
within which all people are regarded as children of God and to be treated accordingly. Particular attention is given to
four areas: Academic Honesty, Personal Behavior, Financial Accountability, Evaluation.
Members of the community are encouraged to strengthen these standards and to inquire when uncertain about them.
Further, they are to make every attempt to reconcile or rectify any misunderstandings that are injurious to individuals
and/or the community as a whole. SMVPO upholds these standards and expectations and requires that they be
maintained during all internships.
Plagiarism
Academic honesty requires that ideas or direct quotations from sources are to be acknowledged in writing or in class
discussion, as applicable. A student who is unsure about this standard should inquire with the professor. A student who
suspects plagiarism by another student should report the suspicion to the professor of the course or the appropriate
academic dean. (The full policy may be found in the Union-PSCE student handbook.)
Sexual Misconduct
Union-PSCE regards a supportive community and a high quality of life as essential to its character as an educational
institution preparing men and women for service in the Christian church. In keeping with that character, the Supervised
Ministry and Vocational Planning Office is committed to an environment in which students and supervisors pursue their
work in supervised ministry in an atmosphere free from of sexual misconduct. Some forms of sexual misconduct are
prohibited by state and federal law. All forms of sexual misconduct violate the Christian vision which informs the
purposes of the school and the supervised ministry program, and are incompatible with the church’s moral standards for
both its members and its professional leaders. (The full policy may be found in the Union-PSCE student handbook.)
Change in Terms or Termination of Internship
Any proposed change in the Administrative or Learning Covenant must be by mutual consent of the student, the
supervisor, and SMVPO. Examples of changes include changes to amount of compensation, major revisions to the
student’s learning goals, change of supervisor, or major change in the position description.
The SMVPO recognizes that occasions arise which necessitate the termination of a supervised ministry experience.
However, most difficulties can be resolved, and the SMVPO encourages students and supervisors to find ways to work
through problems in a manner that utilizes healthy methods of conflict management. SMVPO stands ready to assist in
mediation if necessary.
If a supervised ministry experience must be terminated as a result of unforeseen changes at a site or in the original
agreement, the student may be able to continue the course at another setting. SMVPO will work with the student to
secure another setting, but cannot guarantee that an appropriate alternate setting will be available. If the termination is
due to the student’s personal reason or performance issues, he or she will ordinarily not be permitted to continue the
course at an alternate setting. The student must restart the internship at a different setting in a new term. Ordinarily
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partial credit is not granted for terminated placements.
In order to terminate a supervised ministry experience–regardless of who originates the request–the following steps
must be taken:
The student, the supervisor, and the SMVPO instructor discuss the issues. A mutual decision is reached
regarding termination, if possible. *
If termination is agreed upon, arrangements for severance pay or other financial considerations are made.
The student has an exit interview with the SMVPO instructor following the termination.
*If a mutual decision regarding termination is not achieved, the supervised ministry instructor will determine the next
steps, ordinarily culminating in the termination of the internship.
There may arise a circumstance in which the instructor, in consultation with the appropriate dean, determines that the
internship needs to be terminated independent of a request by the student and/or supervisor. Under such
circumstances, the SMVPO instructor will discuss (to the degree appropriate) the rationale with the student and
supervisor prior to officially terminating the internship.
Timing of Supervised Ministry & Academic Credit Considerations
Full-time students may enroll in supervised ministry courses only after they successfully complete a full academic year of
full-time M.Div. work at Union-PSCE. It is highly recommended that students take Preaching and Worship and Pastoral
Care prior to enrolling in a parish internship.
Part-time students may enroll in supervised ministry courses at Union-PSCE only after they successfully complete seven
credits at Union-PSCE.
Transfer students may begin supervised ministry courses at Union-PSCE only after they successfully complete four
courses at Union-PSCE.
Supervised Ministry for One Credit
An M.Div. student may take a fifth credit in supervised ministry by taking a one-credit supervised ministry course over
one term. The experience may be in a parish or a non-parish setting. Students may be able to continue in the same
setting for this credit, but must set new learning goals. A one-credit internship, whether it is done in a new setting or is a
continuation of an existing internship, will follow the same expectations for supervision as stated in this document.
Students will receive a syllabus for this course stating specific requirements.
Request for Two Non-Parish or Parish Internships
A student desiring an exception to the requirement of two supervised ministry credits in a parish setting and two in a
non-parish setting must submit in writing the request with appropriate rationale to SMVPO. In addition, written
permission for an exception must be attained from the student’s committee of oversight as indicated below:
Presbyterian: A letter granting permission from the student’s Committee on Preparation for Ministry must be submitted
to SMVPO.
Other Denominations: A letter granting permission from the denominational official/committee charged with oversight
of the student must be submitted to SMVPO.
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Non-Denominational: Since there is no oversight by a governing body, non-denominational students must get approval
of the appropriate academic committee at Union-PSCE. A request for two non-parish or two parish experiences should
be submitted in writing by the student to the Assistant Dean of the Faculty (Richmond) or the Dean (Charlotte), who will
present the request to the appropriate committee. A letter from this committee must be submitted to SMVPO.
Files and Records
The Supervised Ministry and Vocational Planning Office (SMVPO) maintains a file of each student’s evaluations, records,
correspondences, and other documentation pertinent to supervised ministry and vocational planning. Student records
are protected at all times and stored in secured files.
The SMVPO protects the student’s right to authorize the release of Supervised Ministry reports to Committees on
Preparation for Ministry or denominational committees of oversight for candidates.
Information in student files is available to appropriate instructors and staff members at Union-PSCE for purposes
deemed legitimate by the instructor.
The instructor will weigh deliberately and carefully the best interests of all parties prior to releasing written or verbal
information about students. Such information will be treated in a confidential manner by all parties. SMVPO recognizes
that other principles may at times supersede the need for confidentiality, and in such cases will be informed by legal and
denominational rules and guidelines.
Drop/Add and Academic Credit
For all supervised ministry courses, the drop/add deadline will be the date set by the registrar’s office for the term in
which the internship begins. These dates are posted on the registrar’s website: http://www.union-
psce.edu/academics/registrar/index.shtml. The policy for receiving refunds will be the same as for all academic courses.
For CPE, Chaplaincy Program, Summer and SIM courses which begin at various dates, the drop/add deadline is 10
business days after the start date of the internship. The start date is the date indicated on the student’s Registration
Form. Students may neither register for these supervised ministry courses nor make changes after that date.
Retroactive & Transfer Credit
Retroactive CPE Credit (Clinical Pastoral Education)
Satisfactory completion of the following three steps permits the student to receive two retroactive supervised ministry
credits for a unit of CPE not taken while in seminary. The student must still earn two additional supervised ministry
credits. Students who are ultimately seeking ordination as a pastor of a church are encouraged to earn these two
additional credits in a parish setting. This retroactive credit may be given only for work completed in the last eight years.
Please note that this policy does not apply to students who are transferring from another school and are counting
previous CPE credit as part of their transcript. Under this circumstance, the credit is not considered retroactive, but is,
instead, a transfer credit.
1. The CPE experience must have taken place in an ACPE-accredited setting under the supervision of an ACPE-
certified supervisor.
2. The student must provide a satisfactory CPE evaluation which is signed by the supervisor and is on the
appropriate hospital/institution stationery.
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3. The student must discuss the experience with the Director or the Associate Director of SMVPO.
For one unit of CPE, the maximum allowable number of retroactive credits a student may receive is two.
Retroactive Credit (other than CPE)
Retroactive credit in settings other than CPE is not allowed. There are no exceptions to this policy.
Transfer Credits from Other Seminaries
Transfer credit may be given for courses from other seminaries that are the equivalent of supervised ministry courses at
Union-PSCE. The supervised ministry instructor will make the determination of equivalency. The student must earn at
least 2 credits in supervised ministry at Union-PSCE. Transfer credits may be given only for work completed in the last
eight years.
Supervised Ministry at Peer Seminaries (adopted 3/31/09)
Students enrolled in the MACE, M.Div., or MACE/M.Div. degree programs at Union-PSCE who are affiliated with
denominations other than the PC(USA) may be approved to transfer credit from 12- to 15-month internships conducted
by a seminary of their own denomination. The following conditions apply to such arrangements:
1. With prior recommendation from the Field Education office and approval by the appropriate academic dean,
the equivalent of up to four internship credits granted by another ATS-accredited theological school may be
transferred toward the Union-PSCE Master of Divinity degree or to the Master of Arts in Christian
Education/Master of Divinity dual degree. Up to two internship credits may be transferred toward the
Union-PSCE Master of Arts in Christian Education degree. Should students subsequently change their
degree programs, the original number and nature of credits received will remain unchanged. Ordinarily,
approval for transfer credit as described above will be given only to students from denominations other
than the PC(USA) whose denominations require or request such an arrangement.
2. Students who wish to transfer internship credit to Union-PSCE should consult with Field Education staff in
advance to be sure that the proposed internship meets Union-PSCE curricular requirements. Upon
recommendation by the Field Education office and approval by the appropriate academic dean, the Field
Education office will send supporting documentation to the Union-PSCE registrar. The documentation will
specify the precise nature and total credits that will be transferred, and all conditions appertaining to
transfer. Copy will be sent by the Registrar to the student, the student's instructor advisor, and the
appropriate academic dean.
3. Students who wish to take this option must follow admissions procedures required by the seminary in which
the courses are lodged, and pay tuition and all required fees to that institution. Courses taken at other
institutions are ineligible for Union-PSCE financial aid and the student will not ordinarily be eligible for
Union-PSCE housing during this time. Students on financial hold at Union-PSCE must resolve the hold before
this option can be approved.
4. Union-PSCE transfer policy requires students to earn the equivalent of a C+ grade or better in order for
credit to transfer to the Union-PSCE transcript. Students must provide an official copy of their transcript
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documenting the internship experience before the credit transfer may be entered on the Union-PSCE
transcript. If the other institution's grading scale is Pass/Fail, Pass will constitute an acceptable grade.
Other grading scales will be referred to the appropriate academic dean before the internship is approved in
order to determine an acceptable grade.
Grades
Each supervised ministry course has a grading rubric as part of the course syllabus. Grades are assigned at the end of
each term*of the internship. The grade for the final term will not be submitted until all assignments are received and
the student meets with the instructor for a final conference.
The complete final evaluation and any other assignments must be received by the instructor by the due date stated in
the syllabus. The final conference must be held within 45 days of the end of the academic term. A failing grade may be
assigned if these requirements are not met.
It is the student’s responsibility to ensure that the supervisor’s (and lay committee’s, if applicable) final assessments are
submitted to the instructor by the due date. It is also the student’s responsibility to contact the instructor to arrange a
time for a final conference.
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Part 2: Setting, Supervisor, Intern, and Seminary Working Together
A Covenantal Relationship Supervised ministry establishes a covenant relationship between the setting, intern, supervisor, and seminary. The
foundational documents for all internships are the administrative and learning covenants.
Administrative Covenant
The Administrative Covenant is a document completed by the intern and the supervisor that reflects the
structural and practical arrangements for the internship.
It is due to SMVPO prior to the start date of the internship
The Administrative Covenant includes the names of the student intern and the supervisor; the starting date and
concluding date of the internship; and the financial arrangements for the internship.
Learning Covenant
The Learning Covenant is a document completed by the intern and the supervisor that reflects the goals of the
internship as well as a plan for achieving the goals.
In a parish internship, the learning covenant names the members of the lay committee and includes their
contact information.
The Learning Covenant is due to SMVPO two weeks after the start date of the start date of the internship
Learning through Reflection and Feedback
Learning through Reflection on Ministry Experiences
Supervised ministry, grounded in adult learning theory, is contextual and invites students to interact with and then
reflect on their ministry experiences. The process is circular:
The Ministry Event Occurs:
Learning in Context
The Event is Reflected On
Faithful Response is
Designed
The Learning Feedback Loop
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Multi-Sourced Feedback
In the course of the internship, an intern will receive feedback from seminary faculty, peers, supervisor, lay committee
members, agency personnel, and congregational members.
Intern
Instructor
Members of congregation,
agency personnel
Lay Committee
(in churches)
Supervisor
Peers
Sources of Intern Feedback
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Learning Goals Learning Goals are the backbone of the internship. They are written by students in consultation with their supervisors to
provide direction as the internship is designed, and focus as experiences are discussed. Learning goals should be specific
and measurable. The supervised ministry instructor reviews all learning goals for their appropriateness in light of the
goals of supervised ministry and the learning needs of the student.
Learning Goal Forms
The forms used to design learning goals are a part of the Learning Covenant document.
Sample Completed Learning Goal Page
A sample completed learning goal page is provided below.
***********************************************
Plan for Achieving Student Learning Goals
(to be completed for each learning goal established)
1. Identifying the Learning Goal.
State the goal, specifying the knowledge, competency, skill, maturity, etc., you will possess when this learning
goal has been accomplished.
By the end of the internship I will be able to develop strategies for working with older youth that include
fellowship activities and educational events.
2. Achieving the Learning Goal.
List the ministry tasks you can do that will enable you to work toward this goal.
I will lead the opening night recreation program.
I will attend the senior high fellowship and plan and lead a Sunday evening program on the theme of
“belonging.”
List the ministry tasks that you will observe others doing in order to move forward on this goal.
I will observe my supervisor as she creates plans for fellowship activities and then attend the actual activity,
paying close attention to how her plan is put into action.
I will observe two seasoned adult youth leaders work with a senior high bible study class.
3. Resources.
Write the names of ministers, educators and/or lay persons with whom you will consult to gain insight and
direction on this goal.
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Jane Watson and Tim Jones, youth leaders
Sarah Milhouse, supervisor
Cite any articles or books that you will read to assist your growth and learning in relation to this goal.
The Secret to Transforming Youth Programs in the Church by Shirley Knott
4. Supervision.
Write out questions and concerns related to this goal that you will discuss with your supervisor.
How do you maintain a healthy, positive attitude about your work for a long period of time?
What are some of the greatest challenges you’ve faced in working with youth?
What are the better resources you’ve found in working with this age group?
******************************************************************************
Learning through Feedback and Dialogue
Conferences and Theological Reflection
A key part of the internship is reflecting theologically (and pastorally/educationally) on ministry experiences. Students in
all internships meet regularly with their supervisors for the purpose of intentional reflection. These meetings should
take place in a private, professional space and should last at least one hour. Supervisory sessions do not take place when
students are on school holidays. It is best for the supervisory sessions to be planned for a specific time slot, but
rescheduling due to the supervisor’s or students’ need is occasionally necessary. The “text” for these meetings may be
reflections in written format (see ministry report format, p. 28), verbal accounts of ministry events, or topics related to
ministry or leadership.)
Theological reflection is the process of connecting faith and life. The discipline of asking theological questions reframes
situations, postpones immediate problem-solving, and opens people to discern God’s presence. Certainly there are
many forms of theological reflection, and some of these will be explored in supervisory conferences. However, students
and their supervisors are expected to include the practice of one particular form of theological reflection using the
ministry report format that is described below.
Written Ministry Reports as Required Reflection Format
In all supervised ministry courses, students are required to prepare 2-page maximum written ministry reports in order to
practice the discipline of theological reflection. The syllabus for each course identifies the number of written reports
required. Students choose an event (such as experience, a dilemma, or a question) about which to write a theological
reflection, and the supervisor responds with written comments before a full discussion of the event and reflection.
Ordinarily, students write their reflections two or more days before the supervision session and send the reflection to
the supervisor via email. The supervisor is expected to reply with written comments in advance of the session; often the
response also takes place via email. These technical approaches vary and should be adapted to the style and work flow
of each student and supervisor.
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Supervisor Comments on Written Ministry Reports
What kind of comments does the seminary expect the supervisor to make on the required written reports? Comments
should emerge out of the supervisor’s experience and/or training and might include affirmations or challenges,
additional options, questions to consider, and helpful resources.
WRITTEN MINISTRY REPORT FORMAT (FOR THEOLOGICAL REFLECTION)
Information: Describe the event or situation in a way that a reader can get a mental picture of it. What
happened? Who was involved? What was your role? How did you and others respond? What was the
result?
Evaluation: Relate the effects of the event or situation on you and other persons involved. What
emotions did you experience? How did the other people react? How has it affected you personally? How
has it affected you professionally? What are the key issues for you?
Analysis: Sketch your interpretation of the event or situation as an occasion for ministry. What made it
"ministry"? What made it positive or negative? What factor or forces were at work to influence it? What
personal knowledge or experience does it challenge? What options are possible as continuing
ministering responses?
Theological Reflection: State the theological meanings found in the event or situation and in your
response to it. What personal beliefs and/or convictions are evidenced in or challenged by it? How did
or could your religious experiences shape your ministering response? What biblical, historical, ecclesial
and/or cultural insights relate to it? What "truth" informs you? What ultimate concerns do you have
concerning it?
Commitment: Set forth the implications growing out of the event or situation for your ministry. How is
this like what you might experience in the future? What have you learned from it? How can its benefits
be continued or its hazards be avoided? What ministering response do you intend to make?
Question for Peers: At the end of your report, include one or more questions that you want your peers
to address in your small group discussion.
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Summary: Using Ministry Reports as a Tool for Theological Reflection
The intern writes the report.
The intern shares the report with the supervisor and possibly with her or his peers and lay committee.
The supervisor reviews the report and writes comments on the report.
The intern and the supervisor meet to discuss the report during a regularly scheduled supervisory
conference.
By the due dates stated in the syllabus, the intern submits the ministry report with supervisor comments to
SMVPO.
Blackboard
Overview and Purpose
Blackboard is an online educational platform used in Supervised Ministry courses. It allows students to interact with
each other and enables easy access to course materials, discussion boards, resources, and course announcements.
Additionally, it is used for orientation of supervisors, lay committees, and students. Students participate on Blackboard
as part of their internship requirements. The time students spend on Blackboard counts toward the total number of
hours required in the internship.
There are separate Blackboard sites for supervisors and students. Both sites are password protected and postings
entered in discussion boards are considered confidential.
In-Process and Final Reports The purpose of the course assessment reports is to give partners in Supervised Ministry an opportunity to connect
intentionally at set intervals throughout the internship for the purpose of reflecting on the student’s progress. The
Learning Covenant is the guide for this process. The hope is that, at designated times in the internship, partners can
celebrate early successes and talk frankly about what areas might need to be adjusted or revisited. It is expected that
ongoing problems will not materialize for the first time on the occasion of the Final Report, but rather at an earlier point,
giving all a chance to address concerns while there is ample time for doing so.
For most supervised ministry courses, there is one in-process report. For one-and two-year Student-in-Ministry courses,
there are additional reports.
Suggested Types of Supervisor Comments
Questions for the intern Observations Challenges/Affirmations Areas of resonance, similar experiences to share Resources
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The Final Report represents the culmination of a learning community’s period of work together. A copy of it will remain
in the Field Education Program files for five years.
Approximately two weeks before the end of the course, the student, supervisor, and lay committee (in parishes) should
take time to review the student’s Learning Covenant, In-Process Report(s), sermons, program reports, ministry reports,
lesson plans, and/or other relevant documents.
The student should schedule intentional conversations with the supervisor and lay committee (in parish settings) about
the student’s learning and growth, after which time each will prepare a final report using the forms provided by SMVPO.
For the in-process report(s) and the final report, the supervisor and student should discuss and sign the reports prior to
submitting them to SMVPO. The lay committee (in parish settings) will write a final report based on its work with the
intern and they should discuss the report together. The reports should be submitted together as one document, not
piecemeal.
Sermon/Teaching Feedback Forms Many students seek to develop their skills in preaching and teaching and seek feedback in those areas. SMVPO has
designed forms to assist congregations in providing that feedback. The form can be adapted to suit the student/context.
The In-process report, final report, and sermon/teaching feedback form are available in the appendix of this document.
Lay Committee Guidelines
A Ministry of Hospitality and Learning
The Lay Committee plays an essential role in the supervised ministry process for students in parish internships. Their
unique contribution derives from their vantage point “from the pew,” a perspective that clergypersons do not always
have.
The Lay Committee is to be made up of three to seven laypersons and should represent a broad cross-section of the
congregation. The supervisor is not a member of the Lay Committee, but will train and work closely with the committee.
The committee may be selected in a variety of ways. Typically, the supervisor (possibly in consultation with a governing
board) selects and invites persons to serve. Ideally, the lay committee will be in place and trained prior to the intern’s
arrival.
Each member of the committee should be:
• committed to and involved in the ministry and life of the church
• able to listen, ask questions and give constructive feedback
• open to learning and growing.
The lay committee has a dual ministry of hospitality and learning. Even though the intern may only be at the church or
agency for as few as 3 months, it is important to roll out the red carpet of hospitality. Congregations have designed
some creative ways to make their interns feel welcome. The best ideas are generally those that tap into congregational
traditions—such as potluck suppers or lunches or an after-worship reception.
One aspect of hospitality that can be overlooked is communication.
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Once the intern is selected, there may be a month or more before the internship begins. This is a good
opportunity for members of the lay committee to send notes or emails to the intern.
How will the word get out in the congregation or agency that an intern is coming? Who needs to be told? Who is
going to communication this information to the members of the church? Lay committee members could be
instrumental in getting the word out by designing a bulletin board with the intern’s biography posted, or by
creating a bulletin insert, or by creating a brochure.
The Work of the Lay Committee
The supervisor needs to provide an orientation to the Lay Committee, preferably before the intern’s arrival.
The supervisor needs to appoint a chairperson who is organized!
The supervisor will NOT meet with the Lay Committee and the intern during their regular meetings. The
pastor/educator’s voice carries a lot of authority and the supervisor’s comments, as well-intended as they
may be, will skew the conversation. These meetings are for the student to get the lay perspective!
The student is going to set the agenda and identify the issues for the meetings.
Dates for monthly meetings should be determined at the first meeting with the intern.
Meetings usually last an hour and a half, but may be longer depending on the conversation.
The lay committee and the intern will plan opportunities and methods for the committee to provide
feedback to the intern.
The lay committee will complete a final report at the end of the experience. Questions often arise about
how to do “evaluation by committee.” There is no single right way but there is a wrong way. Wrong: one
person completes the evaluation without consulting with or seeking feedback from any other members. The
final assessment report is included as an appendix in this document.
Confidentiality is critical and should be stressed. What happens in the meeting is not supposed to find its
way to the ears of other parishioners, staff, or spouses. Only in circumstances involving a threat of harm (or
evidence of harm) to self or others should an appropriate person be consulted.
Final Report
The lay committee participates in the final report, but not the in-process report.
Welcoming the Intern When the intern arrives, who will he or she need to meet during the first week?
What are some of the most effective communication modes for the congregation or agency and how might they
be used to introduce the intern?
Where will the intern “set up shop”? Will the intern have an office? Who will oversee those arrangements?
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What does the intern need to know about the physical plant itself, e.g., ways expenses are reimbursed, alarm
code, keys, coffee pot, heating and cooling?
Litanies of Welcome and Farewell Beginnings and endings of relationships between students, supervisors, and congregations are important times of
transition and need to be formally recognized in some intentional manner. In the Appendix of this handbook are two
sample litanies that illustrate how such a ritual may be used during the first and final worship service of the intern’s
supervised ministry experience. The litanies should be modified to suit the local context, or the intern, supervisor,
and/or lay committee may want to write completely different litanies. Careful consideration should be given to these
words which introduce the student to the congregation as this ritual will impact the way parishioners will perceive the
role of the intern.
Glossary of Terms and Abbreviations CPE Clinical Pastoral Education; a program accredited by the Association of Clinical Pastoral Education
SMVPO Supervised Ministry and Vocational Planning Office
SMY Student Ministry Year, a nine-month part-time internship
SIM Student In Ministry, a twelve-month full-time internship
SVM Supervised Ministry
FBL Field Based Learning—MACE language for “Supervised Ministry”
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Appendix 1: In-Process Report
Supervised Ministry & Vocational Planning Office
3401 Brook Rd. Richmond VA 23227 (804) 278-4220 www.union-psce.edu/ofep [email protected]
1909 Selwyn Ave., Charlotte, NC 28274 (704) 337-2450 [email protected]
In-Process Report
Process:
The student and supervisor each prepare written drafts of their reports, typically from 1 ½ to 3 single-spaced typewritten pages each.
The student and supervisor meet to exchange, review, and discuss the reports. They make desired revisions independently, and then meet again to exchange, review and discuss the reports together.
Both sign this form, attach all written reports, and send them to SMVPO by US mail or fax (804.278.4269).
Student Guidelines:
The student responds in writing to the items below.
1. At this point of your internship, where do you find the greatest sense of accomplishment and satisfaction? Respond to this question bearing in mind the learning goals you set.
2. Where have you encountered the greatest challenges and difficulties in accomplishing the tasks and goals of the internship?
3. Comment on the relationship between you and a) your supervisor and b) (in parish settings) your lay committee. 4. Have you made any decisions to change your learning goals or internship responsibilities? Is so, please comment. 5. Do you need any additional support from the Supervised Ministry Office?? 6. Do you have any additional comments?
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Supervisor Guidelines:
The supervisor responds in writing to the items below.
1. As you look back on the Learning Agreement, assess the progress the student has made in the completion of the negotiated tasks and the learning goals he or she established. Include in these reflections your assessments of the student’s growth toward ministerial vocation and identity, the student’s relationship with authority (his/her own, and others’), the ways in which the student’s ministry is received, and the ways in which the congregation/agency has been helpful or unhelpful in these processes.
2. Are there any revisions to the Learning Agreement which now seem appropriate? If so, please describe them. 3. Describe some of the issues that are being raised in supervision and theological reflection. Assess the methods you are
using to raise issues and structure your discussions and any directions you see as desirable for the next term.
Sign below, attach all written reports, & send all to SMVPO by US mail or fax (804.278.4269).
We have read and discussed each other’s reports.
Supervisor Name (Printed): _______________________________________________
Supervisor Signature: __________________________________ Date: _____________
Student Name (Printed): _________________________________________________
Student Signature: ____________________________________ Date: ____________
Internship Setting: ______________________________________________________
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Appendix 2: Final Report
Supervised Ministry & Vocational Planning Office
3401 Brook Rd. Richmond VA 23227 (804) 278-4220 www.union-psce.edu/ofep [email protected]
1909 Selwyn Ave. Charlotte NC 28274 (704) 337-2450 [email protected]
Final Report
Process:
The student, supervisor, and lay committee each prepare written drafts of Part 1, typically from 1 ½ to 3 single-spaced typewritten pages each.
The student and supervisor meet to exchange, review, and discuss Part 1. They make desired revisions independently, and then meet again to exchange, review and discuss the reports together.
Both sign this form, attach all written reports, and send them to SMVPO by US mail or fax (804.278.4269).
The lay committee and the student will follow a similar process of reviewing and revising, if necessary, the lay committee’s report. The student may attach a written response to the lay committee’s report.
Final Report Guidelines:
Part 1: Both student and supervisor respond to items 1-9 below.
1. Describe and assess the student’s learning, skill development, and growth during this internship as they relate to the goals and objectives stated in the Learning Covenant.
2. Identify the student’s growing edges and professional development needs as they have emerged out of this internship. 3. Comment on the student’s aptitude and readiness for ministry as they have manifested themselves in this internship. 4. Student: Describe your relationship with the supervisor and the lay committee as resources for education and formation
in ministry. Supervisor: Describe your relationship with the student as a resource for education and formation in ministry.
5. Describe and assess the benefits of the supervisory conferences as vehicles for professional education. 6. Describe and assess the way theological reflection was integrated into the process of supervision. 7. Comment upon the ministry of the supervisor in his or her role as mentor in this internship (supervisor provides self-
assessment). 8. Describe and assess this particular field setting as a context for theological field education. 9. Include any additional comments you might have.
Part 2: Student: Write a separate 2-page paper describing how your spiritual formation and practice has evolved during your internship. (This document does not have to be shared with supervisor or lay committee.)
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Lay Committee Guidelines:
The lay committee (parish settings only) responds to these items; the student may attach a written response.
1. Describe and assess the student’s learning, skill development, and growth during this internship as they relate to the goals and objectives stated in the Learning Covenant.
2. Identify the student’s growing edges and professional development needs as they have emerged out of this internship. 3. Comment on your experience of the student’s readiness and aptitude for ministry as they have manifested themselves in
this internship. 4. Describe and assess your committee’s relationship and effectiveness with the intern.
5. Include any additional comments you might have.
Sign below, attach all written reports, & send all to
SMVPO by US mail or fax (804.278.4269).
We have read and discussed each other’s report (Part 1 only).
Supervisor Name (Printed): _______________________________________________
Supervisor Signature: __________________________________ _________________Date: _____________
Student Name (Printed): _________________________________________________
Student Signature: ____________________________________ _________________Date: _____________
Internship Setting: ______________________________________________________
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Appendix 3: Teaching Feedback Form
Feedback on Intern’s Teaching – Lay Committee
Lay committee members should provide thoughtful responses to these narrative questions and statements that provide
feedback on the intern’s strengths and areas for growth.
Lesson Content
In what ways did the lesson help unfold the meaning of the biblical text?
Describe how the lesson structure, organization, and style assisted or detracted from its
meaningfulness for you.
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· What did you understand to be the main thought of the lesson? Also comment on the relevancy of the lesson’s
message for you and your congregation.
Presence
· Describe how you perceived the student’s presence as a teacher, including use of voice, gestures,
connectedness to the class, and level of comfort.
Additional Observations
____________________________________ ______________________
Signature of Responder Date
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Appendix 4: Sermon Feedback Form
Sermon Feedback -- Supervisor
(Sermon evaluations do NOT have to be submitted to SMVPO.)
The supervisor should state briefly her/his evaluation of the student’s sermon for each of the following criteria.
1. The student interpreted the text(s) faithfully.
2. The student conveyed the Christian faith meaningfully.
3. The sermon was organized with a coherent structure that could be followed by the congregation.
4. The student prepared the sermon for clear oral communication.
5. The student used appropriate language and grammar.
6. The student used helpful transitions of thought and illustrations when appropriate.
7. The sermon was relevant to the needs of the congregation.
8. The sermon was relevant to the social issues of this community.
9. What was your general impression of the student as worship leader today?
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Sermon Feedback – Lay Committee
Lay committee members should rate the student’s sermon using a scale ranging from 1to 5 for each of the following
criteria (5 is the highest, 3 is average, 1 is poor). Thoughtful responses should be given to narrative questions and
comments given to explain numerical responses whenever possible.
Prayers
______The student’s prayers were relevant to us.
______The student’s prayers were sincere.
______The prayers were insightful and fresh.
Comments:
Sermon Content
______The sermon helped unfold the meaning of the Biblical text.
______The organization of the sermon was clear.
______The sermon employed a good use of literary, historical, or personal illustrations.
______The sermon was relevant to our congregation and community.
What did you understand to be the main thought of the sermon?
Comments:
Preaching Style
______The student’s use of body language in worship and preaching was concrete, engaging, and grammatically sound.
______The student used appropriate gestures in preaching.
______The student used his/her voice effectively in leading worship.
Comments:
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Application
______The sermon was personally applicable and helpful to me.
Comments:
How did the sermon make you feel?
What was your general impression of the student as worship leader today?
____________________________________ ______________________
Signature of Evaluator Date
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Appendix 5: Litany of Welcome This litany serves to:
• establish the covenantal aspect of the supervised ministry experience;
• clarify the purpose of the internship; and
• formally recognize the role of the student as intern pastor as opposed to summer helper or youth pastor.
It is appropriate during the service to explain briefly the nature and purpose of the supervisory process, identifying the
roles of the intern, the supervisor, the lay committee, and the congregation. The litany of beginning could occur during
the time when the concerns of the people are addressed or after the sermon is preached.
Litany Of Welcome
(Modeled after a similar service developed by Columbia Theological Seminary and adapted with their permission.)
Supervisor: We are a diverse people come to worship the Living God.
People: We stand as witnesses to a loving God who has blessed us richly and called us to service.
Supervisor: We have different gifts, but it is the same Spirit who gives them. There are different ways of serving
God, but it is the same God whose purposes are achieved through them all.
People: We are a diverse community, blessed by God and touched by God’s grace and mercy.
Chair of Lay Committee: Today we celebrate a new blessing as we welcome __________, our intern pastor, and
(his/her) family into our midst.
Intern: I have come to serve and learn with this church family.
Chair of Lay Committee: We have been called as a congregation to be for ___________ a teaching and learning
community.
People: We welcome you into our community, ___________, as God’s representative. Our homes, our hospitals
and nursing homes, our classrooms and programs, our sanctuary, our lives, are all open to you.
Intern: With God’s help I seek to learn about ministry within this congregation, to earn your trust, and to be a
fellow laborer with you. I seek your support and your response to me as one who is preparing to serve
as an ordained minister of the Word and Sacrament.
Pastor: Let us pray . . .
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Appendix 6: Litany of Farewell Supervisor:
Today we say farewell to N. and give thanks to God for the mutual ministry we have shared since date. At that
time, N. Church covenanted with Union Presbyterian Seminary to serve as a teaching congregation for one of its
students, N. We have shared in the seminary’s mission to educate and equip leaders for congregational life,
theological scholarship, and Christian service to the world.
Let us pray together in thanksgiving for our mutual ministry.
Almighty God, you sent your Son Jesus Christ
to reconcile the world to yourself.
We praise and bless you
for those whom you have called in the power of the Spirit
to preach and teach the gospel to all nations.
We thank you for calling this congregation to share
in the ministry of education.
Lay Committee Chair:
God of grace,
We thank you for the gifts of Christian ministry given to your servant, N.
We celebrate the time he/she has worked among us.
Give him/her a tender heart to care for others,
and a tough mind to wrestle with your Word,
so that, as he/she speaks and acts for you,
people may repent and return to love,
believing in Jesus Christ, who is our Lord and Master.
Intern:
Most gracious God,
for the opportunity to walk and learn with your people at N.,
I give you thanks and praise.
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Bless the ministry of Christ Jesus that you are working through them
and empower them for greater service by the grace of your Spirit.
People:
By your will, O God,
we go out into the world
with good news of your undying love,
and minister in the midst of human need
to show wonders of your grace.
We pray for N. [and his/her family].
May he/she/they be strengthened by our concern,
and supported by our prayers.
Give us all courage and make us brave, glad and hopeful in your word;
through Jesus Christ the Lord. Amen.
~ Prayers #700, 714, 699 are adapted from Book of Common Worship Daily Prayer (Louisville: Westminster John Knox
Press, 1993), 420, 425, 419.