CANADIAN SOUTHERN BAPTIST SEMINARY
FIELD EDUCATION
HANDBOOK
2002 edition
Designed for the courses:
B.C.Min. Field Education I & II (1P2241, 1P2242)
M.Div. Field Education I & II (2P2241, 2P2242)
M.R.E. Field Education I & II (2E2241, 2E2242)
Kevin C. Peacock, Ph.D.
Director of Field Education
© Copyright 2002. All rights reserved. The only part(s) of this document that may be
reproduced without the expressed written permission of the author are the appendices.
Preface
I have never had an “official” golf lesson. I picked up golf as a hobby a few years ago, but
I have invested neither the time nor the money to walk a golf course and be taught by a
master. It shows. Who knows how many how many lost balls I would still own, how
many lousy shots I would have avoided, or how many extra strokes I would have saved
had I spent time learning from a mentor? Don’t get me wrong. I still enjoy the game.
But I know I would enjoy it much more if I knew in what general direction the ball would
travel each time I hit it (or attempted to hit it). I'll probably get better with time, but how
about being better right now? Books, videos, and upgrading my equipment may help
some, but nothing replaces time in practice with a master.
Ministry is kind of like golf. One's call from God, the gifts He gives in ministry, and even
a seminary education don’t make a good minister. Ministry is service, and a lot of it can
only be learned in the field. Any Christian can do ministry, but time spent with a mentor
will make them a better minister. A mentor can help you avoid costly mistakes, correct
your bad habits, and help you develop good habits as a minister and as a Christian.
This is the purpose of Field Education. This handbook will guide seminary students in
gaining practical ministry experience as a part of academic study. This experience will
show that a true minister never quits learning -- perhaps even in heaven. A seminary
degree is a launching pad into ministry, giving the student a set of tools to do practical
ministry with Christians and non-Christians.
Every student should be active in a local church and take advantage of as many
opportunities as possible to learn what the church is and how it functions. It is in the
context of ministering to and with others that a person's true character is revealed. A
minister needs a healthy disposition and personal integrity. A sound devotional life,
adequate people skills, and the ability to develop meaningful relationships are absolutely
vital in ministry.
But perhaps the most important element of the Field Education experience is learning how
to do theological reflection. Virtually everything that happens (or does not happen) in
ministry has theological implications. The ability to determine that significance is at the
heart of field-based education. Our desire is for every student to be able to reflect
theologically throughout his/her entire ministry for our Lord. From those reflections, a
true minister will grow personally, minister faithfully, and love others accordingly.
Kevin C. Peacock
Director of Field Education
Canadian Southern Baptist Seminary
November 2002
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Table of Contents
Chapter 1: Introduction to Field Education at CSBS ................................................ page 5
1. What is Field Education?
2. Why take Field Education?
3. Who may take Field Education?
4. When may I take Field Education?
5.
6.
7.
8.
Where should I do my Field Education project?
What is required in Field Education?
What will I learn in the process of Field Education?
What are the required textbooks?
Chapter 2: Responsibilities for Field Education Participants ............................................. 8
9. What will the student do?
10. What will the Field Education supervisor do?
Chapter 3: Field Education Requirements ...................................................................... 11
A. Credit Hours and Time Involved.
B. Reading Preparation.
C. Learning Covenant.
D. Evaluations.
E. Theological Reflection/Evaluation Paper.
F. Ministerial Résumé.
G. Summary.
Chapter 4: Before You Begin......................................................................................... 14
A. Finding a Good Field Education Project ......................................................... 14
B. Finding a Good Field Education Supervisor ................................................... 14
C. Writing a Learning Covenant ......................................................................... 15
I. When to Begin .................................................................................... 15
II. What to Include ................................................................................. 16
III. Sample Learning Covenant ............................................................... 19
Chapter 5: Doing Theological Reflection and Evaluation................................................ 24
A. The Discipline of Theological Reflection.
B. Writing the Theological Reflection Paper.
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C. Writing the Ministry Placement Evaluation.
D. Writing the Student Self-Evaluation.
Appendices .................................................................................................................... 26
Field Education Prospectus ................................................................................ 27
Field Education Check-off List ........................................................................... 29
Ministry Participant/Lay Committee Evaluation Form......................................... 31
Field Education Supervisor Evaluation Form ...................................................... 33
Field Education I & II (Nehemiah Option) ......................................................... 35
Ministry Journal Notations ................................................................................. 36
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Chapter 1
Introduction to Field Education
at Canadian Southern Baptist Seminary
A. What is Field Education?
Field Education (FE) is known in different institutions by different names. Some colleges
and seminaries offer an "internship program," or a "supervised ministry practicum," or an
"in-service guidance program." With only a few differences based upon the individual
requirements of the institution, these are all the same basic discipline – supervised
ministry experience. The CSBS academic calendar states,
In Field Education the student learns from actual experience under the supervision
of qualified persons. Its intent is to apply, in a ministry setting, the knowledge and
skills gained in the classroom to help prepare the student for effective ministry.
Thus, FE sums up the entire seminary educational experience. The student has the
opportunity to apply one's ministerial gifts and abilities, calling(s), and training in a certain
ministry setting while being supervised by someone who has been there before. It is
ministry experience with a "wisdom consultant." This supervisor serves as a mentor,
helping the student sharpen ministry skills, learn from mistakes, evaluate experiences and
encounters, and urge the student on towards excellence in ministry.
B. Why take Field Education?
For those whom God has called into ministry, FE should have a certain inherent
motivation to it. Up to this point most theological education has been in the classroom,
but through FE the student will learn how the classroom instruction will apply in actual
ministry. It is the chance to practice preaching, Bible study, biblical counseling, theology,
evangelism, etc.
A few distinctions will highlight the purpose for Field Education.
11. Field Education -- The primary focus is on the practical education of the
ministerial student. The student needs to gain the experience and the
knowledge necessary for future full-time ministry.
12. Field work – A student serving in any ministry position, many times with pay
(e.g. pastor, youth minister, worship leader, etc.).
13. Field experience – Any ministry experience a student may gain, usually on a
volunteer basis (e.g. Sunday School teacher, nursery worker, etc.).
Field Education may easily, but not automatically, overlap with “field work” or “field
experience.” Field work and field experience tend to be focused on the ministry task at
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hand, while Field Education focuses upon the needs of the student. The good news is that
both can be met at the same time, but it will take some concerted effort. A student can
gain much education and experience while doing good ministry. A good FE supervisor
will help greatly in making any ministry experience into a learning endeavor.
C. Who may take Field Education?
Every student enrolled at CSBS is required to take two semesters of Field Education
before graduating. The only exceptions are the Associate Diploma students (one semester
of FE required), and Certificate of Christian Studies students (none required).
A student is eligible to enroll in FE after completing 24 academic hours of study (two
full semesters). These classroom hours will ensure that the student has at least a basic
amount of training before trying to implement that training in a ministry setting.
The student should consider taking certain academic courses before enrolling in (or at
least during) the FE experience:
14. The introductory course for the specific ministry discipline (e.g. Pastoral
Ministries, Church Planting, Youth Education, Childhood Education, Worship,
Student Ministry, etc.).
15. Evangelism
The student should consult the Director of Field Education, their faculty advisor, and the
prospective field education supervisor to determine readiness for FE. As a general rule,
we recommend that students begin FE in their second year of study.
Two semesters of Field Education are required for each degree. The student who
pursues more than one degree will need to complete a FE experience for each degree. A
student who has already completed FE and changes degree programs in the course of
study (e.g. M.Div. to M.R.E.) will need to consult with the Director of Field Education
and the Academic Dean about having the FE credits transferred into the new degree
program. Those academic credits will be transferred only upon the approval of the
appropriate academic officers.
D. When may I take Field Education?
A student is eligible for FE after completing 24 academic hours of study.
The student should contact the Director of Field Education during the semester or
summer term prior to the anticipated starting date. The FE Director will provide
guidance for selecting a field setting and making a draft of the learning covenant. It is the
student’s responsibility to initiate contacts with responsible persons in a potential field
ministry setting and with a potential FE supervisor.
Two consecutive semesters of Field Education are required. The student should plan
one project that will cover two semesters of study. One semester's credit may be
gained in the summer term (8 weeks). Therefore, the student should plan for one
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extended block of time that covers two semesters (e.g. Fall-Winter, Winter-Summer, or
Summer-Fall).
The student will receive two hours of credit for each semester (4 hours total).
E. Where should I do my Field Education project?
The possibilities for FE ministry are as open and varied as the callings God places upon
people. Preferably, the FE experience should contribute to the call that God has
placed on the student's life (e.g. pastor, church planter, student ministry, education
ministry, etc.). This means that the student may choose a setting in a local church,
university campus, hospital ministry, church plant, etc., virtually wherever Christian
ministry can be performed.
It is up to the student to select and make arrangements for a FE project. No matter
the ministry project these factors are necessary:
16. A setting conducive for a student to learn ministry while doing ministry.
17. A qualified FE supervisor who will take personal interest in the student's
education.
18. Leadership responsibilities.
19. Extended people time.
20. At least 8 hours of ministry per week during the semester (16 hours/week
during the summer term).
F. What is required in Field Education?
The FE experience is guided by the learning covenant. This is to be written by the
student and the FE supervisor and must be presented to the FE Director at least two weeks
prior to beginning the semester. Guidelines for developing the learning covenant appear
later in this manual. Once the learning covenant is approved by the FE Director, enrolling
for FE is the same as for other courses.
All students enrolled in FE during the normal academic year will be required to attend the
"Beginning Field Education Seminar" at the beginning of each semester and an exit
interview at the end of each semester. The FE Director will conduct the seminars and the
interviews. Students enrolling in FE in a ministry setting outside the Calgary-Cochrane
area will be required to obtain the seminar information from the FE Director by
correspondence. In addition to the seminars and interviews, all FE students will be
required to attend the "Ministerial Resume Workshop" offered each regular semester.
Most students choose the local church as their primary FE setting. Other ministry settings
(e.g. BSM, hospital chaplaincy, etc.) may also be considered. The Director of Field
Education must approve all FE arrangements. Criteria for approval will include
opportunities for significant ministry, availability of suitable supervision, and contribution
toward the student’s ministry goals. A minimum of eight hours of ministry each week
is required for FE taken over two semesters and sixteen hours per week during the
summer term.
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The FE Director will determine the student’s final grade for the course based upon the
following factors:
21. Successful completion of the ministry goals stated in the learning covenant
22. The student’s self-evaluation
23. The FE participant evaluations
24. The FE supervisor evaluation
25. The quality of completion of the course written assignments.
The student must satisfactorily complete all course requirements as stipulated to receive
course credit.
G. What will I learn in the process of Field Education?
The Learning Objectives for Field Education include that the student:
1. Acquire skill in providing organizational and planning leadership in his/her
ministry area.
2. Learn how to make effective ministry visits in: evangelistic, pastoral, crisis, and
hospital visitation.
3. Develop necessary ministerial skills for his/her ministry (e.g. preaching,
teaching, evangelism, worship leadership, administration of the ordinances,
conducting business meetings, church council meetings, etc.).
4. Learn to relate appropriately on personal, denominational, and ministry levels.
5. Gain a better understanding of his/her ministerial calling, gifts, ministry
suitability, and personal continuing spiritual development.
H. What are the required textbooks?
William Pyle and Mary Alice Seals, eds., Experiencing Ministry Supervision (Nashville:
Broadman & Holman, 1995).
CSBS Field Education Handbook, 2002 ed.
The Bible.
Any other materials assigned by the FE supervisor or helpful to the student in his/her
ministry.
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Chapter 2
Responsibilities for Field Education Participants
A. What will the Student do?
1. Before enrolling in the course, the student must have permission from the
following people:
 Faculty advisor
 prospective FE supervisor
 Director of Field Education.
2. The student is encouraged to take these courses before enrolling in (or at least
during) the FE experience:
26. Evangelism (2P3221)
27. The introductory course for the specific ministry discipline (e.g.
pastoral ministries, church planting, childhood education, etc.)
3. The student will enlist an approved FE supervisor with the advice and consent
of the Director of FE.
4. The student will work with the FE supervisor in developing a suitable learning
covenant. This learning covenant must be submitted to the Director of Field
Education no later than two weeks prior to registration for FE.
5. The student will participate in a meaningful ministry that is oriented to the type
of ministry they will pursue after graduation.
6. The student will meet with the FE supervisor at least one hour every week or
two hours every two weeks to discuss:
28. ministry strategy
29. ways of solving problems
30. dealing with theological issues raised in the field education setting,
and
31. personal and family issues related to FE.
B. What will the Field Education Supervisor do?
1. The Director of Field Education must approve all FE supervisors. The
general qualifications for a FE supervisor are:
32. A seminary masters degree (or equivalent) for masters degree
students; a Bible college bachelors degree (or equivalent) for
B.C.Min students.
33. At least five years of full-time ministry experience, and
34. To be exemplary in his/her area of ministry.
** Exceptions to these requirements may be made only at the discretion of the
Director of FE.
2. No FE supervisor may supervise more than two students at a time.
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3. The FE supervisor will meet with the student at least one hour per week or
two hours every two weeks. These meetings are for the purpose of discussing:
35. ministry strategy
36. seeking ways of solving problems, and
37. dealing with theological issues raised in the FE setting regarding
personal as well as family issues.
These meetings are to aid the student in evaluating ministry capability and to
refine the ability to do theological reflection in the context of ministry.
4. The FE supervisor is encouraged to help the student to acquire skill in effective
visitation (e.g. evangelistic, pastoral, crisis, hospital).
5. The FE supervisor will be in contact with the Director of FE each semester to
discuss the progress of the FE student. If the field ministry setting is outside
the Calgary-Cochrane area, communication will usually be by letter, e-mail,
and/or telephone.
6. At the end of each term of study (semester or summer), the FE supervisor will
submit an evaluation of the FE student to the FE Director.
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Chapter 3
Field Education Requirements
A. Credit Hours and Time Involved.
Field education is a two-semester course carrying of four hours of academic credit (2
hours per term). During a semester, the student is expected to minister no less than
eight hours per week each semester (15 weeks) doing the work designed in the learning
covenant. During the summer term (8 weeks), sixteen hours of ministry per week is
required. Preparation time for FE ministry and the supervisory sessions are included in
these required hours. Personal daily devotions and travel time are not counted.
Supervisory sessions must be at least one hour per week or two hours every two weeks.
B. Reading Preparation.
The student must read Experiencing Ministry Supervision by William Pyle and Mary Alice
Seals, (eds.) to gain ideas in determining a good ministry placement, finding a field
ministry supervisor, designing a learning covenant, and learning to do theological
reflection in his/her ministry setting. A signed reading report for this book is due to the
Director of FE at the beginning of the FE experience. A reading report is simply a signed
and dated statement that you have read the entire book.
C. Learning Covenant.
The student must present a learning covenant signed by the student and the FE supervisor
to the Director of FE no later than two weeks before the beginning of the academic
term when FE will begin. The learning covenant must be written according to guidelines
provided in this handbook.
D. Evaluations.
38. Field Education supervisor evaluations. The FE supervisor will submit to
the FE Director one evaluation of the student at the end of each term of study
(a total of 2). These evaluations may be sent by mail, fax, or e-mail.
39. Participant evaluations. The student will enlist three individuals in the
ministry setting to complete these evaluations at the end of each term of study
(a total of 6). The student should assure each individual completing an
evaluation of total confidentiality. The student is responsible these are turned
in to the Director of FE. These evaluations may be sent by mail, fax, e-mail, or
be hand delivered.
** NOTE:
No credit will be given unless all the evaluation forms are turned in.
40. Lay Consultation Committee evaluations. Instead of the six participant
evaluations, the student may opt to have a lay consultation committee made up
of key individuals in the ministry setting. In this case, a lay consultation
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committee evaluation is required at the end of each term (a total of 2). These
evaluations are to be submitted to the Director of FE. See chapter 5 of
Experiencing Ministry Supervision for ideas about selecting and working with
this committee.
41. Student self-evaluation. At the end of the course of study, the student is to
do a self-evaluation based upon the learning covenant goals and related
activities, and how well the student completed the objectives in the FE
assignment. Guidelines for the self-evaluation are provided below.
42. Field ministry placement evaluation. At the end of the entire project the
student is to do an evaluation of the field ministry placement. This will assess
the student’s practical learning experience and its feasibility for other students
in the future. This evaluation is different than the one described in #4, which is
the student’s self-evaluation in fulfilling the learning covenant. It can be added
to the Theological Reflection Paper and designated as “Field Ministry
Placement Evaluation.” One to two pages should be adequate.
E. Theological Reflection/Evaluation Paper.
Each student will submit a theological reflection/evaluation paper based on the learning
experiences in the FE setting. It must be written in accordance with the guidelines
specified below. Chapter 8 in Experiencing Ministry Supervision explains the values and
process of theological reflection. The student is also encouraged to maintain a ministry
journal during the course of ministry that could prove useful in writing the theological
reflection. A form to aid the student is found in the Appendix.
F. Ministerial Résumé.
Most seminary students will be seeking a place of service when they complete their
seminary studies. Therefore, writing a ministerial résumé will be a necessary endeavor. A
"Ministerial Résumé Workshop" will be offered during each regular semester that will give
guidelines for writing a résumé and finding a place of service. All students taking FE are
required to attend this one-hour workshop.
Every FE student must submit a completed ministerial personal résumé by the end of the
first regular semester of FE. Students who begin FE in the summer term may do their
résumé during the Fall semester. This résumé must be written taking into account the
guidelines presented in the résumé workshop. This résumé will become a part of the
student’s FE file. If the student wishes personal copies, they should be made before
submitting the résumé. With the student’s permission and request, the seminary may use
this résumé to assist the student in future ministry placement.
G. Summary.
To receive credit for the course, the student must submit the following materials to the
Director of Field Education in the time periods indicated.
1. Learning covenant (at least two weeks before the first semester or summer).
2. Reading report on Experiencing Ministry Supervision (beginning of first term).
3. Ministerial résumé (end of first regular semester).
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4. Two supervisor evaluations (one at the end of each term).
5. Six church member/participant evaluations or two lay committee evaluations
(three individual evaluations or one lay committee evaluation after each term).
6. Student self-evaluation (end of the second term).
7. Theological reflection paper (end of second term).
8. Field Ministry Placement Evaluation (end of second term).
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Chapter 4
Before You Begin
A. Finding a Good Field Education Project.
1. Three key elements for experiencing a positive FE experience:
43. Finding the right ministry setting for you.
44. Finding the right field supervisor for you.
45. Maintaining self-discipline (your disposition).
2. Characteristics of an appropriate ministry placement:
46. One that relates to your vocational interest.
47. One that offers opportunities for personal leadership development.
48. One that involves opportunities to relate to others.
49. One that integrates ministry and learning.
50. One that allows for personal observation.
3. Two kinds of placement:
(1) Concurrent: ministry during your academic studies at seminary.
51. Provides opportunities to test out immediately in practice classroom
experiences with feedback from professors and other students.
52. However, your time and energies are tapped with competing demands.
(2) Block: ministry apart from your academic studies at seminary.
53. Offers freedom from other academic demands.
54. However, one usually lacks a peer group of students for support and
evaluation.
B. Finding a Good Field Education Supervisor.
1. Qualities to be sought in a field supervisor:
55. Adequate training. The principle is that the supervisor has at least as much
training as the student is seeking in this degree. For instance, if the student is
seeking a Bible college bachelors degree, the supervisor has at least that, or a
masters degree to supervise a masters degree student. The intent of FE is to
apply the knowledge gained in the classroom into the ministry setting, so the
supervisor must have gained at least the classroom knowledge the student
seeks.
56. Adequate experience. The principle is that the supervisor is experienced
enough to be a good mentor. They must have been in the deep waters of
ministry long enough to be comfortable taking someone else there. A general
guideline is at least five years of full-time ministry experience is necessary to be
a good supervisor.
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57. Adequate success. The principle is that supervisor is a good example to
follow. The fruits of their ministry should demonstrate that this person has
proven to be effective in ministry.
58. Adequate desire. A good supervisor will see this as an opportunity to make
an investment in a young minister in an extremely vital point in their ministry
career. This means that they will need to make time in their busy schedule and
put some effort into the relationship. They must be willing to be open, honest,
and vulnerable to the student. The Director of Field Education will not allow
any supervisor to supervise more than two students at one time.
59. Adequate wisdom. The supervisor serves as the "wisdom consultant,"
seeking to help the student learn from the experiences the student encounters.
The supervisor must be able to help the student gain a biblical perspective to
understand their life and ministry. This takes wisdom that comes from God.
1. Steps involved in finding a ministry placement and field supervisor:
60. Take the initiative at ask colleagues and field supervisors.
61. Don’t hesitate to interview potential supervisors, specifying what your
ministry learning needs and goals are.
62. Be disciplined enough to plan ahead by compiling a list of possible ministry
settings and supervisors.
63. Take the time to observe several possible ministry settings.
C. Writing a Learning Covenant.
A learning covenant is the basic design for the FE project. It is a lot like the detailed plans
a building contractor draws up before undertaking any project. These plans will guide the
project from beginning to the desired end through some very specific steps. A good
learning covenant will demand preplanning before beginning. Jesus stated that someone is
indeed wise if they will plan out a project before even beginning it (Luke 14:28-32).
There is an element of "counting the cost" involved. Or stated another way, "If you don't
know where you are going, you probably will not get there." Writing a learning covenant
is determining "where you are going" and "what it is going to cost."
I. When to Begin.
Because of the importance of the learning covenant, the student must begin the
planning of the project several months before the anticipated starting date. The
principle behind this is that all the pieces need to be in place before beginning, not
afterward. The student should be able to hit the ground running in full-fledged ministry
when the semester begins and not take several weeks to pick up steam. The student
already knows what they will be doing, how they will be doing it, and will have all the
necessary people and resources in place. This does not happen overnight or in a spur-ofthe-moment decision. Good preparation will contribute much-needed confidence and give
a definite strategy for good ministry.
Here is how you prepare. First, you pray. This is not a step you can afford to overlook.
The only One who knows the future is God, and you need His wisdom and insight even to
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plan well. Some projects are doomed to fail from the start, and the concluding comment
was, "It simply wasn't God's will." It might be best to determine this on the front end.
Second, you research. This may include reading appropriate material, contacting people
involved, or whatever other means of gathering the relevant data you need to make a good
plan. Some projects fail because they were not appropriate for the situation intended.
Some good research before beginning will help you design an appropriate project for the
appropriate setting.
Third, you consult. This means gaining all the wisdom you can from people who can help
you the most (e.g. your FE supervisor, FE Director, local ministers, etc.). These people
can help you design a project that is appropriate for both you and your ministry setting.
They can help you avoid some pitfalls in ministry they have seen before or can foresee in
your future.
Fourth, you design. Seldom is a good project written well in its first attempt. Draw up
the outline or a rough draft of the project and discuss it with your FE supervisor. You
will probably need to adjust and fine-tune some of the points based upon their input. You
may also consult the FE Director with your rough draft and get his input.
Fifth, you write. This is the actual writing of your learning covenant that you and your FE
supervisor must sign.
Sixth, you turn it in to the FE Director for his approval. When the FE Director approves
the project, it is official. The learning covenant must be turned in no later than two
weeks before the anticipated starting date for ministry.
As you can see, this process will probably take several months. That is why you must
begin the process early enough to do a good job of it.
II. What to Include.
1. Personal strengths and weaknesses. The starting point for learning ministry is
with yourself. The first thing you should do is a personal evaluation of your own
strengths and weaknesses. Written in paragraph form, this should be between one
and two pages long. It is absolutely vital that you approach this task with honesty
and sincerity. Much of the project's purpose is for growth in self-awareness. This
information individualizes the project, because the project will be geared toward
your own individual instruction.
The guiding principle for writing up the project will then be, "Play to your
strengths; build up your weaknesses." No one should have to do ministry that is
completely geared toward their weaknesses. That would set you up for failure.
The yoke that Jesus places on the shoulders of His followers "fits well" (Matt
11:30), and joy and contentment from service will be the natural result. God has
given you strengths, gifts, and abilities, and these are indicators for the direction of
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your ministry. Design your ministry project around these strengths. Make sure
that you are pushing yourself towards growth, however. Write into your project
ways in which you may address each of your weaknesses that you may build up
these areas (e.g. time management, people skills, inexperience in certain ministry
areas, etc.). This will keep you on the growing edge.
2. Needs, goals, actions plans, evaluation criteria. This is the bulk of the learning
covenant.
a. Need. Every ministry should be geared toward meeting some sort of need,
for that gives the ministry a purpose. Without a purpose, that ministry is
simply time, energy, and effort wasted. Your project will include no less
than two and no more than four needs addressed. Any less than that,
you are not doing enough. Any more than that, and you are doing too
much for this ministry project.
Needs are focused in two different directions:
64. Ministry-oriented needs (i.e. What do they need?) and
65. Personal learning needs (i.e. What do I need?).
Your project should have at least one of each. This will keep your
project from degenerating into a selfish exercise (i.e. using the people to
get what I want) or into a situation where you are doing a maintenance
ministry where you are learning nothing. With some planning, you can
accomplish both at the same time. You can learn ministry while doing
ministry.
a. Goal. Each need should have a goal, which is simply a plan to meet that
need. The goal should focus upon the end result of the project (i.e. Where
do I want to be at the end of this project?) as well as the target date for
completion. Some goals may finish before the end of the total project (e.g.
Vacation Bible School) and others may take the entire time of the project
to complete. Each goal should be general enough to allow some flexibility
(e.g. timing), yet specific enough to guide the learning project.
b. Action Plans. Each goal should have a list of specific action plans. These
are detailed statements about how you plan to reach your goals. The goal
should be broken down into bite-sized pieces, each of which should
contribute towards the whole. The idea is that if the student performs each
action plan, then the goal will be met.
c. Evaluation Standards. If your goals and action plans are written well,
then your system for evaluating progress should be simple. You are simply
answering the question, "How will I know if I have succeeded?" These
criteria should be very specific, measurable, and objective, so that someone
else may come to the same conclusion that you do. Your supervisor
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should be able to ask, "How well are you doing?", and you should have
objective data to back up your response.
This section of your learning covenant (needs, goals, action plans, evaluation)
needs to be written with the help of your FE supervisor. You will gain much
from their wisdom in the planning stage of your ministry.
3. Resources Required. You should then make a list of all the resources that you
will need for your ministry (e.g. people, materials, finances, etc.). Many of these
resources may be readily available (e.g. from your church budget), but many of
these you will need to plan to acquire. Show your plans for obtaining what you
need.
4. Ministry Responsibilities. This should be a general description of the ministry
you will be performing in the FE setting. This section should include the following
information:
1. Job description (if one is already available, attach a copy at the end of
the learning covenant).
2. Membership requirements (if any).
3. Financial arrangements (e.g. stipend, reimbursed expenses, etc.)
4. Hours (include preparation time, ministry activities, consultation time)
5. Front Cover. A sample one is attached. It should include the following:
1. Name of the seminary
2. Title of the document
3. Submitted to whom
4. Name of the course and course number
5. Name of student
6. Date of submission of learning covenant
6. Acknowledgement Page. This should include the following information:
1. Academic semesters or summers for FE project
2. Name and position of FE supervisor (include address, phone number,
and e-mail address)
3. FE setting and specific ministry position of student
4. Signatures of student and FE supervisor
The different elements of the learning covenant should be submitted in the order as shown
in the sample learning covenant.
A good learning covenant will cover all of the necessary material. Its length will be as
long as is necessary, but for our purposes good learning covenants are usually between six
to eight pages in length (typed, double spaced).
18
III. Sample Learning Covenant.
1. Cover Page.
CANADIAN SOUTHERN BAPTIST SEMINARY
FIELD EDUCATION LEARNING COVENANT
SUBMITTED TO
DR. KEVIN PEACOCK, DIRECTOR OF FIELD EDUCATION
IN PARTIAL FULFILLMENT OF REQUIREMENTS FOR
M.DIV. FIELD EDUCATION
(2P2241, 2P2242)
BY
JOHN DOE
AUGUST 15, 2002
19
2. Acknowledgment Page.
To be completed during the academic semesters of:
Fall 2002 – Winter 2003
Field Education Supervisor:
Rev. Quincy Smith
Pastor, Crown Terrace Baptist Church
200 Broad Street, Anywhere, Alberta T3X 4B4
(403) 555-1212
quincysmith@yahoo.com
Position and setting of Field Education:
Youth pastor, Crown Terrace Baptist Church
Signatures:
________________________
John Doe
20
_______________________
Rev. Quincy Smith
3. Ministry Responsibilities. List on the third page the ministry responsibilities of
the student in the FE setting.
(Example)
Ministry Responsibilities:
 Job description (if your ministry setting has a job description, attach a
copy to your learning covenant. If not, specify your duties as detailed
in your agreement with the church or other ministry setting).
Youth pastor, Crown Terrace Baptist Church.
The Youth pastor is responsible for the following:
1. Administering and directing the youth Bible study and
discipleship programs at CTBC.
2. Lead in planning and conducting youth group activities.
3. Be active in visitation of youth and youth prospects.
4. Serve on the church council.
5. Participate in other church ministerial staff responsibilities as
assigned.

Membership requirements (if any).
The Youth pastor is required to be an active member in good standing
at Crown Terrace Baptist Church.

Financial arrangements (if any).
Crown Terrace Baptist Church will provide $200 per week in salary
plus car expenses.

Hours of involvement.
The Youth pastor will provide at least 20 hours per week of ministry
that will include office hours, visitation, and performance of other
duties.
4. Assessment of Personal Strengths and Weaknesses. (one to two pages)
5. Ministry Needs, Goals, Action Plans, and Evaluations.
(Example)
Need #1: To be effective in leading persons to Jesus Christ. (an example of a
personal learning need)
Goal: To become increasingly more effective in evangelistic visitation.
Action Plans:
21
1.
2.
3.
4.
Review my notes from seminary evangelism class.
Accompany the pastor on four evangelistic visits in September.
Make at least two evangelistic visits per week in October through April.
Take the pastor with me at least once each month so that he can evaluate my
soul-winning skills.
5. Make a list of feelings and personal issues that help or hinder my witnessing
efforts and discuss these with the pastor.
Evaluation:
1. By December, I will be sharing my faith at least twice weekly in the normal
course of my daily activities.
2. I will write up a sample verbatim based on one of the pastor's evangelistic visits
that I observed.
3. I will keep a log of my witnessing experiences and write one verbatim per
week.
4. I will discuss these verbatims regularly with my FE supervisor and receive
feedback to increase my effectiveness.
5. At the 1st of each month I will arrange the time with the pastor of when he will
accompany me on my visit.
6. By the end of October, I will have a preliminary list of feelings and personal
issues regarding my witnessing. I will review and revise this list monthly.
7. By January, I will develop a long-term plan for continuing my witnessing
activities and for addressing my weaknesses in this area.
Need #2:
A need for more trained workers in the youth ministry of Crown Terrace
Baptist Church. (an example of a ministry-oriented need)
Goal:
By April 2003, to have enlisted, trained, and supervised eight new workers
in the Bible Study and discipleship programs of CTBC.
Action Plans:
1. In September 2002, begin developing a list of potential new youth workers by
talking with each of them individually to pray about the prospect.
2. Hold a youth workers training seminar by the end of October. Invite all who
have committed and those who are merely interested.
3. By November have each prospective worker linked with a veteran teacher in
either Sunday School or discipleship to observe.
4. By January 2003 have each prospective worker teaching at least once per
month under the supervision of the regular teacher.
5. Develop an assessment plan by which we can evaluate the effectiveness of the
new teachers and determine a way to provide them more training.
Evaluation:
1. A list of potential new youth workers by the end of September 2002.
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2.
3.
4.
5.
Youth worker training seminar in October 2002.
Each prospective worker linked to a veteran teacher by November 2002.
Each new worker teaching at least monthly by January 2003.
An assessment plan and further teacher training by April 2003.
6. Resources Required.
(Example)
Resources Required:
1. Potential workers (at least 12). I will speak to youth parents and others who
have expressed an interest in working with youth.
2. Youth worker training materials. From LifeWay Christian Resources,
purchased from youth budget funds.
3. Veteran teacher/supervisors. Speak to each of the present youth workers and
enlist their support.
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Chapter 5
Doing Theological Reflection and Evaluation
A. The Discipline of Theological Reflection.1
Simply stated, theological reflection is learning to interpret life and ministry biblically.
It is thinking theologically about actions and events in the ministry context, seeking to
integrate one’s faith with one’s life experiences. It forces us to process what is actually
going on.
The purpose of theological reflection is to integrate what we claim to believe (our formal
theology) with how we actually live (our functional theology). In order to do that we
must process the events of our lives and ministry with what the Bible teaches on the
subject. This biblical teaching should in turn cause us to make changes in and strengthen
our ministry.
The experiences of the student in ministry provide ample opportunities for theological
reflection. Such questions may spur the reflective process:
1. How is FE helping me have a better understanding of my relationship with
God?
2. How is FE helping me clarify my calling?
3. What are the areas of my life and ministry that do not fit with what I say?
4. Are there times when Scripture, tradition, culture, and experience conflict with
one another?
5. Is FE helping me better understand why I may tend to avoid conflict, resent
authority, desire greater power, resist forgiveness, or fail to manage my time
well?
6. Is my FE experience revealing aspects of my life or personality that I have been
afraid to admit?
7. What changes do I need to make in my life? How should I go about making
them?
B. Writing the Theological Reflection Paper.
(1) During the course of study, you are advised to maintain a daily or weekly
journal (a sample is included in this handbook) that records some of the
important experiences in ministry and your resulting feelings and response.
These records will help you remember what happened and reflect over issues
that arose.
1
See William Pyle, “Theological Reflection,” in Experiencing Ministry Supervision, chapter 8.
24
(2) In the Theological Reflection paper you are not expected to deal with every
significant issue arising out of FE experience.
1. Select one or more specific important issues.
2. State it (them) clearly.
3. Indicate how the issue relates to the FE experience.
4. Reflect upon that issue in light of Scripture, tradition, culture, and
experience.
5. What does the Bible say about this issue?
6. What have I learned from it?
7. How will this affect how I approach ministry in the future?
8. This paper should be between four to six pages in length.
C. Writing the Ministry Placement Evaluation.
You may attach this section to the end of the Theological Reflection paper. One to two
pages should be sufficient.
First of all, focus on your FE as a learning experience in this setting.
1. Did I learn anything in this ministry setting? Why or why not?
2. What was the major strength of the FE placement as a learning environment?
3. What was the major weakness of the FE placement as a learning environment?
4. Would you recommend this placement for another student in the future?
Second, focus on the quality of supervision you received from your FE supervisor?
1. Did my supervisor make time in their busy schedule for me and put some effort
into our relationship?
2. Was my supervisor willing to be open, honest, and vulnerable to me?
3. Was my supervisor able to help me learn from my experiences in ministry?
D. Writing the Student Self-Evaluation.
The student is required to evaluate his/her performance in FE. The acceptable format is as
follows:
1. Follow section 5 of the learning covenant: restate the needs, goals, and action
plans as stated in the learning covenant.
2. Using the needs, goals, and action plans as an outline, the student is to evaluate
his or her achievement of the stated learning covenant goals.
3. This evaluation should include a statement as to whether or not the action
plans and goals were achieved, and an explanation of any special circumstances
or events that helped or hindered goal achievement.
4. Conclude the evaluation by stating lessons learned from the FE experience and
plans for future professional development based on the lessons learned.
25
Appendices
Appendix 1:
Field Education Prospectus
Appendix 2:
Field Education Check-Off List
Appendix 3:
Ministry Participant Evaluation/Lay Committee Evaluation Form
Appendix 4:
Field Education Supervisor Evaluation Form
Appendix 5:
Field Education I & II (Nehemiah Option)
Appendix 6:
Ministry Journal Notations
** Note ** The student should make as many photocopies as necessary of the documents
to be handed in (e.g. FE Prospectus, evaluation forms, etc.).
26
Appendix 1: FIELD EDUCATION PROSPECTUS
The student may use this form to do preliminary planning for his or her FE experience.
Name _____________________________
Date _________________ Semesters/Summers (1) _____________ (2)_____________
Preferred Ministry Setting (type of ministry) ___________________________________
Preferred Field Supervisor (if known) ________________________________________
Skills the student would like to acquire _______________________________________
_______________________________________________________________________
Activities in which the student would like to be involved _________________________
________________________________________________________________________
________________________________________________________________________
Personal Strengths ________________________________________________________
________________________________________________________________________
Personal Limitations ______________________________________________________
________________________________________________________________________
Resources required (people, materials, finances, etc.) _____________________________
________________________________________________________________________
Measurable goals (as you now see them) ______________________________________
________________________________________________________________________
________________________________________________________________________
Action plans (as you now envision them) ______________________________________
________________________________________________________________________
27
28
Appendix 2: FIELD EDUCATION CHECK-OFF LIST
This form is to aid the student in determining off all Field Education registration
requirements have been met. It is each student’s responsibility to insure he or she has met
all the requirements for beginning FE. A completed copy of this form is to be submitted
to the Director of Field Education.
DATE _________________________________________________________________
NAME _______________________________ TELEPHONE ____________________
TERMS OF STUDY (1) _________________________ (2)_______________________
FACULTY ADVISOR ____________________________________________________
FIELD EDUCATION SUPERVISOR ________________________________________
ADDRESS _______________________________________________________
TELEPHONE _________________________E-MAIL ____________________
FIELD EDUCATION SETTING ____________________________________________
CONTACT PERSON _______________________________________________
ADDRESS _______________________________________________________
TELEPHONE _________________________E-MAIL _____________________
_____ Completed 24 academic hours of study.
_____ Completed introductory course in my specific ministry discipline (e.g. Youth,
Pastoral Ministries, Church Planting, etc.)
_____ Completed Evangelism Course
_____ Acquired Field Education Manual
_____ Faculty advisor approval to take Field Education.
_____ Director of Field Education approval to take Field Education.
_____ Field Education Supervisor approval to take Field Education.
_____ Registered for the course with Registrar and paid course fee at Business Office.
_____ Learning Covenant approved by Director of Field Education.
29
30
Canadian Southern Baptist Seminary
Ministry Participant's Evaluation or Lay Committee Evaluation
of Field Education Student
Name of Student:
Name of Field Education Supervisor:
Semester for Evaluation:
Student's Ministry or Job Title:
Church or Organization:
Signature of Ministry Participant or Committee Members:
Date of Evaluation:
Please complete the following items. Please attach additional sheets as necessary. Please
return this evaluation to the student or the student's Field Education Supervisor in a
sealed envelope. You may also mail, fax, or e-mail this form directly to the Director of
Field Education (200 Seminary View, Cochrane, Alberta T4C 2G1, Fax: [403] 9327049); e-mail: Kevin.Peacock@csbs.ca Only the Director of Field Education is to
review this evaluation.
1. What did you see as the Field Education student's specific responsibilities?
2. Please rate the performance of the Field Education student in his/her ministry
responsibilities. (Circle or highlight only one answer.)
Poor
Good
Very Good
31
Excellent
3. How would you describe the Field Education student and his/her relationship to
people? (Indicate all that apply.)
affirming
closed
encouraging
indifferent
authoritarian
confrontational
evaluative
mature
challenging
distant
friendly
nurturing
Other words you would use to describe the Field Education student and his/her
relationship to people:
4. What are the major strengths you saw in the Field Education student?
5. What are the major weakness you saw in the Field Education student?
6. Please add any other comments or suggestions that may be helpful to the Field
Education student.
32
Canadian Southern Baptist Seminary
Supervisor's Evaluation of Field Education Student
Name of Student:
Date of Evaluation:
Semester for Evaluation:
Student's Ministry and Place of Service:
Signature of Supervisor:
One evaluation form must be completed each semester. Please complete the following
items. Please attach additional sheets as necessary. Please review the information on
this evaluation with the student and then return it to the Director of Field
Education (200 Seminary View, Cochrane, Alberta T4C 2G1, Fax: [403] 932-7049).
7. Did the student adequately fulfill his/her ministry assignment? (Please provide specific
examples of how the assignment was or was not fulfilled.)
8. What was the student's attitude toward his/her ministry assignment? Enthusiastic?
Committed? Dependable? Doing it just to get a grade?
9. Did the student have a willingness to learn? Was the student able to accept criticism
and correction? Did the student seriously address his/her goals and plans?
33
10. How would you characterize communication between you and the student? How
about the student's communication with members of his/her ministry?
11. What are specific strengths and weaknesses of the student? How is the student using
the Field Education setting to address those strengths and weaknesses?
12. For what areas of ministry do you see this person best suited?
13. Do you have any recommendations for further study or work to help the student
develop adequate competencies for ministry?
14. Do you have any other recommendations or comments?
15. What letter grade would you recommend be given to the student regarding his/her
performance?
34
Appendix 5
Field Education I & II (Nehemiah Option)
(1P2243, 1P2244 or 2P2243, 2P2244)
The Nehemiah Project is a specialized Church Planting training program offered at CSBS.
It includes assessment, classroom training, and intensive supervised field experience
pertaining to church planting. The supervised field experience (internship) component of
the project includes:
(1) A 16-week short-term church planting internship, and
(2) A 2-year long-term church-planting internship.
By the end of the Nehemiah Project the student will have more than the required seminary
supervised ministry experience; therefore, approved Nehemiah students may ask for the
"Nehemiah Option" for the Field Education requirements towards their seminary degree.
Under the Nehemiah Option for Field Education, the Nehemiah student may receive two
semesters of Field Education credit (4 hours) during the 16-week short-term internship
requirement.
All Field Education requirements as described in the Field Education Handbook are the
same for Nehemiah Option students as for other Field Education students except for:
1. The length of time (two 8-week terms instead of two 14-week terms) of the
project.
2. The amount of required ministry time during the project (16 hours per week of
ministry instead of 8 hours per week of ministry).
Any student seeking enrollment in the Nehemiah Option for Field Education must fulfill
the enrollment requirements for all Field Education students before enrolling (i.e. 24
academic hours of study, specific ministry discipline courses, etc.). In addition, the
student must meet these conditions before applying for the Nehemiah Option.
The student must:
1. Take the course Introduction to Church Planting (1I1211 or 2I1211).
2. Receive the church planter assessment and evaluation based upon that
assessment – from the Nehemiah Director of Church Planting at CSBS.
3. Be approved by the Nehemiah Director to enroll in the Nehemiah Option of
Field Education.
4. Commit to the 2-year long-term internship beyond the short-term internship,
insuring that adequate supervised ministry experience will be gained in the long
run.
5. Meet with the Director of Field Education before enrolling in Field Education
concerning the Nehemiah Option.
35
Appendix 6: MINISTRY JOURNAL NOTATIONS
Use this form to record subject matter for discussion with your field supervisor and for
theological reflection.
SEMESTER 1
Week 1: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer Concerns:
Week 2: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 3: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 4: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
36
Week 5: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 6: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 7: Most significant accomplishments, events, etc. _________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 8: Most significant accomplishments, events, etc. _________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 9: Most significant accomplishments, events, etc. _________________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
37
Week 10: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 11: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 12: Most significant accomplishments, events, etc. ________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 13: Most significant accomplishments, events, etc. ________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 14: Most significant accomplishments, events, etc. ________________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
38
Week 15: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 16: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
39
SEMESTER II
Week 1: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 2: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 3: Most significant accomplishments, events, etc. _________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 4: Most significant accomplishments, events, etc. _________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 5: Most significant accomplishments, events, etc. _________________________
________________________________________________________________________
________________________________________________________________________
40
Prayer concerns:
Week 6: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 7: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 8: Most significant accomplishments, events, etc. _________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 9: Most significant accomplishments, events, etc. _________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 10: Most significant accomplishments, events, etc. ________________________
41
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 11: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 12: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 13: Most significant accomplishments, events, etc. ________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
Week 14: Most significant accomplishments, events, etc. ________________________
_______________________________________________________________________
_______________________________________________________________________
Prayer concerns:
42
Week 15: Most significant accomplishments, events, etc. ________________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
Week 16: Most significant accomplishments, events, etc. _____________________
________________________________________________________________________
________________________________________________________________________
Prayer concerns:
43