Supervisor Handbook 2016 by Carey Baptist College

WELCOME…

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Welcome Welcome to the Pastoral Leadership Supervisor’s role for 2016. We are so excited that you can be part of the Carey team, committed to training the next generation of Pastoral Leaders. Supervision carries with it an incredible privilege and responsibility. Carey is wanting to partner with dedicated and passionate Ministry Practitioners that care about the future of the church and her leadership. It is the dedication and skill of the Supervisor that helps translate a local church into a vital training incubator where future Pastoral Leaders will begin to develop their calling. Studies show that the Student/Supervisor relationship is a crucial factor in the success of this contextualised learning experience. Throughout their ministry preparation our Pastoral Leadership Students are placed in various congregations where they are engaged in a variety of concrete ministry experiences. These become opportunities for skill development as well as ministry and mission leadership reflection. Your regular commitment to make time for your student will enable them to reflect on their recent ministry experiences and will help them to process their theological, spiritual, emotional and practical growth as a Pastoral Leader. This opens up wonderful opportunities for Holy Spirit to shape and form the student for future ministry. At Carey we want to increase our commitment to your success in this vital ministry. As we embark on this partnership, our Ministry Training Department will look for opportunities to support, learn, and grow with you for the sake of the student and future Kingdom ministry. Throughout the duration of the Carey experience our students will be able to observe various churches and leadership models being demonstrated. You will now serve as a model of leadership as you assist your student in developing their own unique pastoral, missionary, and leadership identity. As you offer direction, encouragement, support, counsel, and model a variety of ministry responsibilities, you will contribute to the development of an authentic, personalized ministry in a future Pastor. As you assign ministry responsibilities appropriate to their growing leadership levels you will observe your student’s competency develop and mature.

THANK YOU… for being willing to serve and train in this way. If you have any suggestions or questions along the way, please feel free to contact us any time. We are here to work alongside you to bring out the best in our trainee Pastor in order that… “to Him be glory in the church and in Christ Jesus throughout all generations, for ever and ever! Amen.

Jonny Weir Director of Ministry Training 09 526 7954 021 245 2775 jonny.weir@carey.ac.nz

Sam Kilpatrick Youth Pastoral Leadership 09 526 0348 021 488 955 sam.kilpatrick@carey.ac.nz

Jo Robertson Programme Coordinator 09 526 6590 027 323 6715 jo.robertson@carey.ac.nz

Introduction to Carey’s Pastoral Leadership Training Carey’s training recognises that genuine Pastoral Leadership formation requires multi-dimensional learning. Our goal is the development of leaders who can theologically integrate the Gospel into contemporary ministry contexts in ways that shape faithful witnessing Christian communities. Carey seeks to partner with Churches to provide our Pastoral Leadership students the best preparation to enter into Pastoral ministry. An immersive ministry training initiative will blend spiritual formation and ministry competencies through a mentored/supervised apprenticeship. The overall experience of the Pastoral Leadership student is a combination of integrated elements that provide an intentional training programme. Biblical & Theological learning, Spiritual Formation and Ministry Competencies are all explored, both on campus and in the context of a real life ministry. Throughout the training the student’s formation is individually designed and personally supervised. At Carey we are committed to providing pastoral leadership training of the highest quality. Our objective is to produce leaders with knowledge, skill, character and passion. Leaders who will love, feed and lead the people of God in a way that advances God’s mission in the world. For Carey’s Pastoral Leadership Students their Church placement is a vital component in developing their theological learning, skills and personal/professional formation. Vital to this formation is the student’s ability to integrate their theological learning with their ministry and life and to continue to nurture their own faith journey. Pastoral Leadership students need the opportunity to experience a range of pastoral ministry functions in order to grow their faith, to understand their self-identity and leadership style, and to develop their own integrated Applied Theology of Ministry. Regular reflection sessions with their Supervisor are designed to focus the student’s participation in church life in ways that stimulate such formation. These are as important in the formation as the learning gained through the classroom, formation cohorts and assignments. Because of this, the relationship with the Supervisor is perhaps the most important relationship to be developed for giving shape to the learning within the ministry placement.

Purposes The overall purpose of the ministry placement is Pastoral Leadership formation in the context of Church. Formation involves the integration of KNOWING, DOING, BEING and FEELING. This formational training will be seeking growth in the following areas:

Self- Awareness: Effective Pastoral Leaders know their areas of strength and weakness well, so they may authentically serve others with integrity. Placement churches and supervisors help students recognize talents and gifts for leadership and service, and accept and address deficiencies that may impede effective ministry. Goal setting and evaluation in the placement encourages students to engage in intentional growth toward strong self-awareness as individuals and members of a team.

Relational Development: Effective Pastoral Leaders serve with individuals and groups so as to lead toward a common goal. Their Pastoral Leadership is to result in the forming and shaping of Christian community that will witnesses to the Gospel of Jesus Christ. Our rapidly changing global contexts demands that our students learn approaches which enable them to relate to a wide variety of others with sensitivity, integrity, and understanding, in and beyond the church.

Growth in Skills: Competent Pastoral Leaders know how to teach, interpret, and communicate the Christian faith and tradition to people of all ages. They learn techniques of caring that enhance healing and reduce the potential of harming others. They discover how to plan, use conflict, steward precious resources, and organise groups and communities. During the placement, many skills may be practiced with the benefit of supervision.

Theological Integration: Competent Pastoral Leaders combine theory and practice, concepts and skills, ideas and relationships, critical reflection and action. As a student works with those experienced in ministry, their capacity for wisdom increases as study and reflection lead to competence and clarity of thought. Church Placement offers our students opportunities to apply learning gained from biblical studies; systematic, historical, and practical theology; and the practical disciplines, to the work of ministry in order to see how they relate to and inform one another.

Clarity of Calling: While every Christian has a call to discipleship with a resultant ministry by virtue of his/her baptism, Pastoral Leadership students are seeking to discern and clarify a specific calling to the vocation of leading the local church in ministry and mission. Church Placements expose students to different facets of ministry to determine which, if any, are suited for them.

Super vision for Pastoral Leadership Students Critical to this process is the role of the Student’s Supervisor.

Super visor Qualities: Carey seeks supervisors who are genuinely interested in the educational process and the place of supervision in the training of students for Pastoral Leadership roles in churches. The characteristics looked for in a Supervisor include: • An openness to learn as well as teach • A growing ability to reflect theologically on ministry experiences • Time management, energy and communication skills • A desire to empower the gifts and passions of others in a mature, nurturing manner • Security with their own identity and know how they relate to others. • A commitment to maintaining their own personal growth and development. • An enthusiasm about their work • Ability to model responsible self-care. Particular skills evidenced in a good Supervisor include: • • •

The ability to share knowledge and expertise so that the student may discern his or her own gifts and limitations for ministry. An understanding of the dynamics of leadership in both church and public settings A willingness to appropriately share leadership with the student. A knowledge of their ministry context well enough to candidly discuss the historical, missional, and current relational dynamics.

Guidelines: Supervision is a safe, confidential relationship, which provides a regular space for the student to reflect on their ministry experiences. The following guidelines may be kept in mind in seeking to develop a positive learning space for the student: • The purpose of a student’s placement is to facilitate learning from supervised experience and reflection. The needs of the congregation must be recognised, but students are placed with the objective of learning. The supervisor should always ask first, ‘What will the student learn in that situation?’ • Confidentiality is essential. • Be honest. Don’t hold back learning insights because you want to spare the student’s feelings. Don’t be paternalistic or try to shelter the student from difficulties. It is the uncomfortable feelings that need to be discussed. • Respect differences. Your student will be unique. Don’t put people in a mold or stereotype. • Remember that the student is a learner. Don’t expect an experienced pastor, or assume they will have advanced skills. The relationship between the supervisor and the student is a significant variable to the success of the learning. Important elements associated with a close supervisor relationship include: • Regularity meetings (try to stay with your fortnightly commitment as a valued priority) • Exercising spiritual disciplines together • Highlighting theological reflection, rather than merely ‘performance’ based discussions • Be holistic: It is important to remember that the student is first a college student dealing with the pressures of academics, friends and family expectations, and stress from lack of financial resources. The focus on personal growth in life’s concerns will help them grow as a person of God as they do the work of God. 5

Providing continuous feedback helps students assimilate new knowledge into understanding. It is important to remember the role of asking questions in the supervising process. Part of the supervisor’s role is to create a learning culture by asking the right questions at the right time: • How is your ministry affecting your own relationship with God? • How is your sense of God’s call being clarified? • Where are your skills being tested? • Where is your character being tested? • What are your hopes and dreams for future ministry? • How can I help you? • What evidence can you point to of the presence and power of God in your ministry? • How is your relationship/personality/communication style impacting your ministry? • As you assess your growth, where do you see areas you need to work on? What are your felt deficiencies? • What are some new things you could try? • How might God use your past to prepare you for ministry in the future? • What might God be teaching you right now through the circumstances of your life?

Fir st Meeting: At your first meeting it is suggested that you spend time getting to know the student, if you are not already acquainted. You will also need to discuss the student’s training needs (where, for example, are they weak in terms of ministry experience?) and what ministry responsibilities they might assume during their placement. The goal of this first meeting is to compile with the student: • a supervision plan (including ministry goals, learning objectives, and provisional supervision dates for the whole year); • a job description (outlining the student’s ministry role and responsibilities); and • a fieldwork contract. Templates for these documents can be obtained from the student. The student must submit these to Carey for approval or amendment by March 21st . At this first meeting it would also be good to discuss general expectations. What is the objective of these meetings? What structure will your meetings take? What topics will you cover? Who will set the agenda or determine the subject for discussion? Where and when will you meet? What happens if the meeting is postponed?

Basic Format: It is entirely up to you and your student to determine how you would like to structure the format of your meetings. There are many possibilities. But you might like to follow this framework: 1. Begin with prayer, acknowledging God’s presence and inviting his Spirit to direct your conversation. 2. Decide on the particular issue for discussion that day (if it has not already been determined). 3. Discuss the issue with the student. Try to ‘t.r.a.n.s.l.a.t.e’: • Be Transparent. Be willing to share your experiences, your struggles. Be vulnerable. It will encourage the student to be honest and open too. • Help them Reflect biblically and theologically on the event or issue. We want the student to learn to apply their biblical knowledge to their life and ministry. • Ask lots of questions. Supervision is more about asking good questions than 6

giving good answers – questions that force the student to think, questions that keep them accountable. • Supply New information. Try to contribute something new to the student’s perspective. It may mean thinking about your meeting beforehand: Is there a good book you could recommend on the topic, or a relevant Bible passage to which you could point them? • Create a Safe space. It’s important to let the student know that they can ask any question, share any thought, and explore new territory without being judged. • Listen. Don’t do all the talking! Encourage the student to talk, and try to hear what is going on behind the student’s words. • Help them Apply what they’re learning or thinking. How could they put it into practice in their life or ministry? The goal of our training is to produce pastoral leaders who integrate their knowing, doing, being and feeling. • Be Tough, when it’s required. There will be times when you need to speak hard truths, ask hard questions, or confront destructive thoughts, attitudes or behaviour. • Finally, Encourage the student. Don’t hold back on the affirmation. Let the student know that you really want the best for them. Then they will be so much more receptive to any words of correction that you need to speak. 4. As the discussion comes to a close it might be helpful to summarise what has been discussed and highlighted, or to suggest an action plan to help the student respond to the discussion. What are the implications of what has been discussed? What is the student going to do about it? What needs further thought or research? 5. End the meeting with a time of prayer. 6. Quickly log the meeting (date, time and subject discussed) while it is still fresh in your mind.

Discussion Topics: Some supervisors worry that they will not have enough to talk about with their student. But there is actually so much you could discuss. Some supervisors ask their student to bring to each meeting an issue for discussion. It might be, for example: • a particular event or situation, conversation or relationship • a new theological insight or Bible passage encountered in their study or classes • questions regarding a specific ministry skill (e.g. preparing a sermon, launching a new ministry, managing change, resolving conflict) • a particular ministry habit (e.g. time-management or self-care) Others prefer to work out with the student a list of topics in advance for discussion over the year (e.g. the ten most important functions of a sole pastor). But there are plenty of other approaches you could take. Here are some suggestions for topics you could discuss: • Make your way through the list of competencies expected of graduates of the Pastoral Leadership track. See below in Appendix 3. Discuss why the attribute is important, where the student has seen it exemplified, when it has been evident in the student’s ministry, and how it could be developed further. • Pick one of the student’s ministry goals or one of their learning objectives and ask them to reflect on their progress. What, in light of their recent ministry experiences, has gone well? What hasn’t? Why?

Possible Questions 7

Good questions are crucial to effective supervision. Here are some reflection questions that you might find helpful to use when exploring an issue: • What might God be trying to teach you through this? • What have you learned from this and what are its implications? • How does this affect your ‘big picture’ understanding of what Christianity/church/life is all about? • What Bible passages might connect with this topic? • Are there any theological doctrines that relate to this issue? • What other biblical or theological tools do you have to help you make sense of this? • How does this issue fit into the ‘big story’ of the gospel? • Does this cause problems for your theology? How? • What is the context for this issue or event? • Are there any deeper reasons why things happened as they did? • What questions does this topic raise for the way you do things now? • How might this issue or discussion change what you normally say or do? • What would it take for this idea to become a reality? • Does this topic inspire or discourage you and why? • How do you feel about it? Why? • How have these feeling and thoughts influenced your words and actions? • Do those thoughts and feelings stem only from the topic or do they also come from other sources? • If you were not involved, but were looking from outside at the situation, how would you think or feel about it? • What does this teach you about your strengths and weaknesses? • What does this teach you about the way you relate to others and/or to God?

Setting Goals and identifying Learning Objectives: The Placement programme emphasises the development of learning objectives by students in conversation with their Supervisor. It is essential that these address both their personal formation as leaders and their competencies in pastoral ministry. They need to be approved by the Ministry Training Department at Carey. In a sense, the Placement is a directed study project that is tailored to the specific formational needs of each student. The student is to reflect on the total life of ministry, the skills requisite for effective ministry, and their roles, tasks, and identity as a minister. The success of the placement depends in part on the ability of the student to focus on one’s learning goals with the Supervisor. Focusing on clear goals and objectives maximizes learning. The setting of Ministry Goals and Learning Objectives can be aided by considering the following: • What are the student’s strengths that need further development? • What areas are challenging and need opportunity for greater experience? • Identify things about the student personally, such as sense of self, relationships with others, selfmanagement, lifestyle and family issues. What areas might need attending to?

KEY FORMS FOR SUPERVISORS ATTACHED: APPENDIX 1 – SAMPLE PLACEMENT CONTRACT APPENDIX 2 – SUPERVISION LOG TEMPLATE APPENDIX 3 – LEADERSHIP COMPETENCIES

Appendix 1: Sample Placement Contracts: Student

XXXXX XXXXXX

Church

XXXXXXX Church

Supervisor

XXXXX, Associate Pastor

Time frame

8 hours per week from XX March to XX November

Student’s Ministry Title Key Relationships

XXXXXXXX XXXXXX, Assoc. Pastor XXXXX, Senior Pastor

LEARNING OBJECTIVES AND MINISTRY GOALS FOR PLACEMENT Learning Objectives have come from the ‘Doing’ quarter on Appendix 3 Student Learning Objectives Theological Leadership: • To grow in ability to theologically lead the church body – corporately and individually - in a variety of ways; • Preaching & teaching • Administer communion & baptisms • Lead service worship/service Pastoral Leadership: • Pastorally care for youth leaders • Pastorally care for ‘small group’ • Disciple youth leaders and ‘small group’ - including grow in ability to journey closely with individuals not just group work.

Ministry Goals (SMART ways to achieve Learning Objectives) • Preaching of the Word in main services x 4 • Giving of the Sacraments x 2 • Leading in corporate prayer x 2 • Worship curation/leading (especially in reference to Sunday services) at least 2 x • Preach/teach 6x at youth programme • Run a baptism course x1 • • • • •

Missional Leadership: • Learn how to intrigue a nonchurch person with the Gospel, how to journey with them in that • Learn how to inspire others from church to join in with the mission

•

Organisational Leadership: • Communicate well with a team • Communicate well with congregation • Ability to discern vision/values with others • Lead team/s and build leaders • sustain day-to-day running of a ministry • learn about church governance &

•

• • • • •

Meet individually w female leaders 1 x a term. Organise & lead training/retreat times 2 x a year & 4 x prayer times a year with them. Organise/lead 1 x retreat with small group Meet each small group girl 1 x term minimum Choose two youth and meet with them 1 x fortnightly outside of regular youth programme for intentional Bible study and discipleship Connect with non-churched youth when they come to youth programme through intentional friendship, getting their names/numbers etc. and plugging them into small groups with aim of discipling them. Encourage other church members into connecting with these youth & their families especially through ‘home nights’ 1 x a term. Have (shared) responsibility for leading the youth ministry, including day-to-day organising Leading youth leaders – articulate vision, goals etc. to them & lead weekly mtgs and training days. Lead ‘small group’ – be able to articulate our vision, goals for them etc. Also meet weekly with them. Calling church parents 1 x year min. Be part of wider staff team including attending weekly staff meetings, any staff planning etc. Attend at least 4 x Elders meetings 10

Hours (250 Total)

Total Hours:

church-wide communication

SUPERVISION PLAN Agreed to by the supervisor and the student Provisional Supervision Dates March 20th May 15th July 10th Sept 11th rd th th April 3 May 29 July 24 Sept 25th th th th April 17 June 12 August 7 Oct 9th st th st May 1 June 26 August 21 Oct 23rd PARTNERSHIP AGREEMENT The following expectations are agreed to by parties identified as the church, the student, and Carey Baptist College The Church will provide the student with: • Appropriate ministry experience from XX March to XX November. • Learning objectives & Ministry goals for this placement. • A travel allowance as outlined in the PL Handbook. • Supervision (fortnightly) by XXX XXXXX, Associate Pastor • Supervisor reports and preaching assessments as required by Carey Baptist College. Carey Baptist College will provide the Student and the Church with liaison, support and guidelines for this ministry placement. The Student will work with the Church to develop appropriate ministry goals and learning objectives. The Student will serve the Church to the best of her/his ability, working within the terms of the learning objectives and ministry goals, and will ensure that appropriate accountability networks are used. This Placement Contract will be reviewed in June. Copies to be given to the Student, the Church, and Carey Ministry Training Programme Coordinator Signed by Supervisor:

Date:

Signed by Church Leadership Rep:

Date:

Signed by Student:

Date

Approved by DMT /YPL Coach:

Appendix 2:

Date:

Super vision Log (Template)

Date: Duration: Topics discussed:

Learnings:

Follow up:

Appendix 3: Diploma of Pastoral Leadership Competencies Name of student/candidate ______________________

(incompetent)

(competent)

Knowing Demonstrates a broad understanding of the Bible, theology and church history

Possesses, and is shaped by, deep convictions about God, Scripture, the church and mission

Able to articulate a mature grasp of the Christian gospel and the kingdom of God

Appreciates the current state of the Christian church and mission world-wide, and the place of a local church in New Zealand within that larger reality

Able to articulate an integrated and holistic personal philosophy of Christian ministry

Preaches and teaches biblical truth in a way that connects with listeners, enabling them to meet with Christ, develop a Christian worldview and live as citizens of the kingdom

Communicates the Christian gospel and worldview with clarity

Able to lead worship, administer communion, and conduct baptisms, weddings and funerals

Reflects theologically on their ministry practice and mission context

Doing Theological leadership

Pastoral leadership Makes disciples by encouraging and equipping people in their faith and service

Able to develop an authentic and loving Christian community

Understands the processes by which people are spiritually formed in community

Can undertake pastoral visits, listen empathetically, and provide basic pastoral counsel

Inspires within people a passion for mission at the individual, community and worldview levels

Able to lead the Christian community in responding to current and future missional challenges

Can exegete both the world and the word, and connect the two

Able to think creatively and with freshness

Able to empower Christian communities to discern together the mind of Christ through the leading of the Spirit

Can develop a culture by articulating vision and values

Able to build and lead teams, developing leaders and delegating tasks

Manages change effectively within an organisationâ&#x20AC;&#x2122;s existing ethos

Handles conflict constructively

Can sustain the day-to-day running of an organisation

Communicates clearly in written and spoken form

Demonstrates a growing coherence between beliefs, words and actions

Has proven themselves to be trustworthy and reliable

Acts with courage on the basis of convictions rather than convenience

Desires to serve others rather than seek personal gain

Understands their own strengths, weaknesses, personality and passions

Recognises and takes responsibility for destructive thoughts, feelings and behaviour, and respond well to correction

Missional leadership

Organisational Leadership

Being Integrity

Humility

Flexibility

Relates well across barriers of difference ethnically, socially, generationally and theologically

Exhibits grace and courtesy towards those who are difficult or disagreeable

Able to adapt to changed circumstances and respond positively to challenges

Demonstrates confidence in their identity as a child of God and their calling into Christian ministry

Cultivates their relationship with Jesus through healthy spiritual practices

Is willing to take risks, depending on Godâ&#x20AC;&#x2122;s grace and the Spiritâ&#x20AC;&#x2122;s power

Evidences a growing love for people inside and outside the church

Shows compassion for the needy and marginalized

Understands and attends to the needs of their families

Exhibits a growing ability to manage priorities and time

Attends to their ongoing physical, emotional, mental and professional health

Recognizes their need of others within the Body of Christ, utilizing healthy accountability and support networks

Demonstrates resilience and perseverance in the face of ministry pressures and setbacks

Feeling God

Others

Self

Notes: