St. Andrew’s College
Ministry Residency Guidelines
2014
Table of Contents
Welcome to Ministry Residency .......................................................................................2
Theological Education - Preparation for Ministry .........................................................3
Responsibilities of Groups and Persons Involved in the Ministry Residency ..............6
St. Andrew’s College ...............................................................................................6
Presbytery Committees ............................................................................................8
 The Education and Students Committee of the Host Presbytery ......................8
 The Education and Students Committee of the Ministry Resident’s Home
Presbytery .........................................................................................................8
 The Pastoral Relations Committee of the Host Presbytery ...............................9
Conference Committee on Internship and Educational Supervision .....................10
Consultant ..............................................................................................................12
Checklist for the Pastoral Charge/Learning Site ....................................................16
Checklist for the Lay Supervision Team ...............................................................17
Checklist for the Educational Supervisor ..............................................................18
Checklist for the Ministry Resident .......................................................................19
Non-supervising Ministry Personnel (NSMP) .......................................................20
Evaluation: Assessment and Reporting .........................................................................21
Procedures If Breakdown Occurs ..................................................................................22
Appendix 1: Sample Learning Goals for Ministry Residency .....................................25
Appendix 2: 1st Evaluation ............................................................................................28
2nd Evaluation ...........................................................................................31
3rd Evaluation ...........................................................................................40
4th Evaluation ...........................................................................................43
Welcome to the Ministry Residency Model at St. Andrew’s College
Earning a Master of Divinity and testamur for ordination in The United Church of
Canada at St. Andrew’s College provides a unique opportunity to integrate theological
education with the practice of ministry.
As a student, the Ministry Residency provides you a twenty month ministry placement
(years three and four of the M.Div. programme) in a pastoral charge or pastoral care
setting while continuing your academic study and peer learning completed in your first
and second year of study. Engaged in your pastoral Residential Ministry, as a Presbytery
appointed student supply minister, you will participate in five learning circles and course
work with colleagues and faculty to complete the requirements of the Master of Divinity.
Your Ministry Residency will be an exciting and rewarding part of your theological
education. You will have the opportunity to serve church and community, gain pastoral
experience, experience more than one church year in ministry, earn income and benefits,
and share the journey with colleagues and faculty in reflection and study. The
Conference of your choice, in consultation with you and the Faculty at St. Andrew’s
College, will search out a Ministry Residency learning site that will fit as closely as
possible your learning needs and desires.
As a member of the Ministry Residency Learning Site, as a member of the
congregation, Lay Supervision Team or Board, you play an integral part in the
preparation of women and men for ministry and in supporting students during their
educational journey. Equally, you will receive the talents, enthusiasm and gifts for
ministry that the St. Andrew’s Ministry Resident will bring. St. Andrew’s College and
our students are deeply grateful for the opportunity you provide.
As a member of our wider Church, as a Consultant, Educational Supervisor, member
of a Conference or a Presbytery Committee, you serve with the College in a true
partnership that seeks to provide the best possible educational experience for those who
prepare for leadership in our Church and communities. Your willingness to be a part of
this partnership is a gift to our students and to the Church of tomorrow.
Together, by participating in the Ministry Residency Model at St. Andrew’s, we are
sharing in piloting a model of theological education and preparation for ministry for the
entire United Church of Canada. We seek God’s blessing and wisdom as we journey
together and as we seek a justice driven education for Christian leadership.
Any questions you may have about the Ministry Residency Model can be directed to the
Ministry Residency Coordinator at St. Andrew’s College, 1121 College Drive,
Saskatoon, SK S7N 0W3, standrews.internship@usask.ca, 306-966-8974.
Principal, St. Andrew’s College
2
THEOLOGICAL EDUCATION – PREPARATION FOR MINISTRY
Working Assumptions
Theological education endeavors to prepare the candidate for a ministry that nurtures and
equips the “community of believers”, so that these believers may in turn exercise their
ministry in everyday work and relationships in the world. Hence, ministry personnel
need to be highly skillful and knowledgeable in the ways of the world and the ways of the
Church.
Theological education needs to prepare strong, competent persons for ministry. These
persons must engage in an ongoing process of involvement in the tasks, issues, and
pressures of community and church, while at the same time, have the ability for
theological reflection on these involvements.
Theological education involves mutual learning and interaction among the student, other
students, lay persons in the Church, ministry personnel, supervisors, and faculty
members. St. Andrew’s College looks to pastoral charges/learning sites, Educational
Supervisors, members of the Lay Supervision Teams, and congregations as colleagues in
the educational process that will accept the discipline, evaluation, and accountability
required for such a process.
Theological education is a task of the Church and the College together. As we share this
task, we hope students will learn to enlighten and enable the Word of God as participants
in the community of faith. We believe that ministry personnel need, among other things,
courage, resilience, motivation, knowledge, skill, and faith. They need to be able to
discern the working of the Spirit and of the principalities and powers of evil in the world.
St. Andrew’s College puts special emphasis on how the Gospel addresses the culture in
which a people live and work. Consequently, careful consideration is given to a social
analysis of the historical, economic, sociological, political, and religious roots from
which students emerge, and where they will be doing ministry. Since Pastoral
Relations/Settlement Committees across the country most often place ordinands in rural
pastoral charges, St. Andrew’s College gives special emphasis to the preparation for rural
ministry.
The Three Parts of the St. Andrew’s College Master of Divinity Programme
1. Year 1 consists of ten introductory courses (thirty credit hours) covering the various
theological disciplines. These credit hours may be taken:

Intramurally through St. Andrew’s College and Saskatoon Theological Union
courses

At a distance through St. Andrew’s College courses, through internet and
intensive one week options

Through equivalent courses (intramural or distance) offered by other Colleges

Any combination of these that meet the requirements
3
Year 1 also includes a unit of Clinical Pastoral Education (CPE) which can be taken in
Saskatoon or at any other place in North America with a CPE program.
2. Year 2 consists of required academic study resident in the St. Andrew’s College
community. The goals of Year 2 are to enable a community of face to face learners to
engage in integration of academic disciplines, to strengthen vocational and
denominational formation for ministry and to develop skills in self-directed learning in
the context of ecumenical study. A social placement during this year fulfills the United
Church requirement for social ministry education. During Year 2, students require 30
credit hours, normally full time (i.e. 15 credit hours per semester, but if part time, at least
9 credit hours per semester). Two intramural semesters, one in fall, one winter, are
required.
3. Ministry Residency and Learning Circles
Ministry Residency consists of half time supervised ministry while resident at one
learning site for twenty months, concurrent with half time study in five learning circles
and other academic work. During Ministry Residency, a student will complete a twenty
month half time supervised ministry education concurrent with half time study.
Normally, the supervised ministry education will begin September 1 and continue to the
end of April of the final year. Ministry Residency learning will be directed by a learning
covenant which will employ skills acquired in Years 1 and 2. The learning covenant will
be developed in consultation with the St. Andrew’s College Faculty Advisor, the
student’s home presbytery Education and Students Committee, the Educational
Supervisor, and the Lay Supervision Team. The learning covenant will normally be in
place by October of the first year of the twenty month Ministry Residency period. The
work in the pastoral charge together with the learning circles and course work comprises
a full time workload.
The Ministry Residency placement may be three quarter time if approved by the faculty
of St. Andrew’s College faculty and if such a learning site can be found.
The twenty month Ministry Residency is worth 30 credit hours, the five learning circles
are worth 18 credit hours, and the four remaining courses are worth twelve credit hours.
The total for the two years in which the twenty month Ministry Residency takes place is
60 credit hours, which completes, together with Years 1 and 2, the 120 credit hours
required for the Master of Divinity degree.
The Ministry Residency will be the equivalent of half time, although the student will be
present on the pastoral charge/learning site most of the time and away at academic
components of the programme some of the time. Half time does not mean twenty hours
of pastoral work each week, nor presence for all Sundays of the twenty months; over the
period of twenty months approximately half of the student’s time will be spent on
pastoral work. In the Ministry Residency portion of the St. Andrew’s College Master of
Divinity programme, students will fulfill the requirements for supervised ministry
4
education as laid out by the Committee on Education and Vocations of the United Church
of Canada. Educational Supervisors with appropriate training and Lay Supervision
Teams will be in place in each pastoral charge/learning site.
Learning Principles
Learning takes place through the academic study of the disciplines of theology and their
relation to our culture and through supervised experience in the practice of ministry. The
primary learning method of the Ministry Residency is intentional and structured
reflection on the practice and theology of ministry through supervision, journal writing,
and the integration of learning circles and academic courses.
Students in theological education are adult learners. They bring a variety of life and
church experience to their preparation for ministry. Some students come directly from
university, some come from other careers, some have long experience as active lay
persons in The United Church of Canada and some are new to church and Christian faith.
This range of experience means learning goals of Ministry Residents vary considerably.
Supervision for Learning
Ministry in the church is Christ’s ministry. The Ministry Resident, the Educational
Supervisor and the Lay Supervision Team are engaged together in this ministry.
Supervisee and supervisors are involved in mutual learning, though there are differences
in experience and background. All are maturing in the exercise of ministry with a
community of believers and within a context of many persons engaged in mission and
ministry for Christ.
Development of empathy, trust and respect is crucial in the supervisory relationship. The
Ministry Resident needs to be acknowledged as a whole person capable of directing
his/her own life and learning, able to reflect on complex experiences and interactions and
able to benefit from supervisory feedback, both positive and constructively critical.
Supervisors and Ministry Residents together need to demonstrate readiness to explore
new possibilities and to learn from the experience.
Educational Supervisors, order of ministry or lay, in the United Church of Canada are
required to have training in the ministry of supervision. Lay Supervision Team members
are provided with training through events organized and presented by the Conference
Committees on Internship and Educational Supervision, and Conference offices. These
events not only offer preparation for supervision, but also provide valuable time to
develop open, honest relationships among the participants in the Ministry Residency.
The supervision process can enrich life as a person, a believer and a theologian.
5
RESPONSIBILITIES OF GROUPS AND PERSONS INVOLVED IN THE
MINISTRY RESIDENCY
Responsibilities of St. Andrew’s College
St. Andrew’s College has been given, by the Church, the task of preparing its candidates
for ministry i.e. theological education. It is directly accountable to the National Unit of
Faith Formation and Education and maintains close contact and consults with the
Division of Ministry Personnel and Education or its equivalent in the Conferences of
Alberta and Northwest, Saskatchewan, and Manitoba and Northwestern Ontario.
The College initiates the Ministry Residency as part of its overall curriculum in
preparation for ministry. A twenty month half time Ministry Residency is required as
part of the St. Andrew’s College Master of Divinity degree.
The College enters into a cooperative partnership with the Conference Committees on
Internship and Educational Supervision for the placement and supervision of Ministry
Residents within the area of Conference jurisdiction. The College is represented on the
Conference Committees by the Ministry Residency Coordinator to facilitate the finding
of learning sites and placement of student ministers.
After the Conference Committee on Internship and Educational Supervision selects and
approves a pastoral charge for the Ministry Residency of a specific student, then a
member of that Committee, in company with the Ministry Residency Coordinator of the
College, will negotiate with the pastoral charge/learning site concerning the nature and
requirements of the educational process, the necessary discipline of supervision plus
arrangements for finance, accommodation, and travel expenses. The Ministry Residency
Coordinator assists the Conference Committees in planning and leading supervision
training events for Ministry Residents, Educational Supervisors and Lay Supervision
Teams.
With Faculty, the Ministry Residency Coordinator plans and leads Ministry Residency
preparation events for students. The Coordinator facilitates good communication within
Ministry Residencies, checks in regularly with the Ministry Residents and communicates
the specifics of the Ministry Residency program in the Church and the College. The
Coordinator is directly involved with Ministry Residencies in crisis.
The Faculty of St. Andrew’s College is involved in the Ministry Residency programme
and acts as Faculty Advisors to Ministry Residents during Ministry Residency. The
Faculty Advisor reads the journal or critical incident reflections written by the Ministry
Resident every two months at a minimum, and comments on the practice and theory of
ministry, useful resources and strategies. For the comments to be useful educationally, it
is important that the Ministry Resident send the material to his/her Faculty Advisor
regularly and promptly.
6
Prior to the Ministry Residency, each student consults with her/his Faculty Advisor
regarding learning goals for the twenty month experience.
During the Ministry Residency, the Faculty Advisor maintains contact with the Ministry
Resident and is available to the Educational Supervisor and Lay Supervision Team
throughout the Ministry Residency.
The Faculty Advisor may provide input into any or all of the four evaluations in the form
of a letter. The Faculty Advisor or the Ministry Residency Coordinator may attend the
evaluation meetings.
The Faculty Advisor keeps the Ministry Residency Coordinator informed about the
Ministry Residency. Because the Faculty Advisor knows the activities and reflections of
the Ministry Resident through the journal or reflection pages, s/he might suggest
intervention if s/he believes it helpful or necessary to the College’s goals for the Ministry
Residency.
The College has a concern that because students have as their goal, work as a minister,
there may be a very real pull to focus upon the work of ministry, which may lead to the
neglect of the other two components of Ministry Residency, learning circles and other
academic work. It will be important for Educational Supervisors, Lay Supervision Teams
and Faculty Advisors to assist students in avoiding this pitfall.
The Faculty determines whether the Ministry Residency of each student has met the
requirements for the Master of Divinity degree of St. Andrew’s College. Each Ministry
Resident’s Faculty Advisor is the instructor of record and submits a grade to the Faculty
for approval.
The Faculty Advisor writes the annual College report to the Ministry Resident’s home
presbytery Education and Students Committee.
The Academic Committee of the College sets policy and guidelines for the Ministry
Residency and receives information from the Faculty regarding the successful completion
of Ministry Residencies.
7
Responsibilities of Presbytery Committees

The Education and Students Committee of the Host Presbytery
The presbytery through its Education and Students Committee will receive the
application to become a learning site from the pastoral charge. Following presbytery
approval of the pastoral charge application to become a learning site, the Education and
Students Committee forwards the application to the conference Committee on Internship
and Educational Supervision for review.
The presbytery is asked to include the Ministry Resident as a corresponding or regular
member so that s/he may share in the work of the wider church as well as experience
ministry in the pastoral charge.
The presbytery is asked to give support and understanding to the pastoral charge and the
Educational Supervisor who assume heavy demands on their time and energy when
involved in the theological education of a Ministry Resident.

The Education and Students Committee of the Ministry Resident’s home
Presbytery
The Education and Students Committee of the Ministry Resident’s home presbytery
receive for approval the Ministry Resident’s application. The Committee adds a statement
of suggested learning goals. The Committee then forwards the application and suggested
learning goals to the Ministry Residency Coordinator of St. Andrew’s College and to the
Committee on Internship and Educational Supervision in the Conference where the
Ministry Residency takes place.
The home Education and Students Committee also endorses the appointment when the
Resident has been matched with a pastoral charge/learning site.
The home presbytery has authority regarding candidature for ordination. Based on the
evaluation reports, the Education and Students Committee makes recommendations to
presbytery regarding the candidate’s suitability for ordained ministry or need for remedial
work after the regular Ministry Residency period.
Education and Students Committees are encouraged to keep in touch with their students
during Ministry Residency. Often Ministry Residency is a time of vocational testing, and
knowledge of presbytery’s continued interest is a valuable support to the Ministry
Resident.
8

The Pastoral Relations Committee of the Host Presbytery
The presbytery through its Pastoral Relations Committee receives the Joint Needs
Assessment report and declares a vacancy in the pastoral charge applying to be a learning
site.
The Pastoral Relations Committee indicates presbytery approval of the appointment of
the Ministry Resident as Student Supply, half time.
By agreement with the General Council Office, the Ministry Resident is afforded all the
benefits of a Student Supply appointment, including salary, pension and housing
according to the United Church of Canada guidelines. Refer to the national web site of
The United Church of Canada for current salary schedules. The Ministry Resident is
eligible for five weeks paid Continuing Education leave (including Sundays) and seven
and one half weeks paid Vacation leave (including Sundays) for the twenty months of the
Ministry Residency. Vacation leave and Continuing Education leave are prorated for part
time; half of the vacation and study time is the Ministry Resident’s own time and the
other half is leave. Ministry Residents are required to use their paid Continuing Education
leave to attend St. Andrew’s College Learning Circles, and may use their Continuing
Education allowance for travel and accommodation.
The Pastoral Relations Committee is responsible to send the completed forms CAN203
(Approval of Appointment) and PR433AP (Record of Appointment) to the General
Council Office to set in motion the grant to the pastoral charge/learning site.
9
Responsibilities of the Conference Committee on Internship and Educational
Supervision
The conference Committees on Internship and Educational Supervision are responsible
for the oversight of students in supervised ministry education programmes established by
The United Church of Canada within their respective conferences to ensure effective
learning experiences.
Each Committee enters into a partnership with St. Andrew’s College for the placement
and supervision of Ministry Residencies within its area of Conference jurisdiction. The
Committee seeks learning sites committed to providing an educational experience for the
students. The Committee cooperates with the College in maintaining high standards of
supervision in the oversight of the Ministry Residency, especially being alert for possible
breakdowns in the relationships of the parties involved, and taking corrective action.
Membership of this Committee in the Conferences of Alberta and Northwest, Manitoba
and Northwestern Ontario, and Saskatchewan normally includes:

A chairperson to be appointed by the Conference Ministry Personnel and
Education Division

The St. Andrew’s College Ministry Residency Coordinator (ex officio)

A Conference staff representative

At least four members-at-large appointed by the Conference
This Committee is also responsible for approval and oversight of the educational sites for
national internships, the Designated Lay Ministry training programme and the Atlantic
School of Theology summer distance program.
The Committee establishes criteria for the selection of pastoral charges/learning sites,
Educational Supervisors and Consultants and finds a suitable Educational Supervisor and
Consultant to work with each Ministry Resident.
Normally St. Andrew’s College students are placed by the Committee on Internship and
Educational Supervision of one of the prairie Conferences. Students wishing to do
Ministry Residencies outside of the three prairie Conferences must get authorization and
cooperation from the Conference where they want to do their Ministry Residency
(usually their home Conference).
The Conference Committees on Internship and Educational Supervision do their best to
find Ministry Residency placements, but cannot guarantee such placement in a given year
since they are dependent on pastoral charges/learning sites to volunteer to take on the
oversight and partial cost of supervised ministry education.
10
Each Committee, in partnership with the Ministry Residency Coordinator, arranges
orientation and training programmes within its jurisdiction so that each person and/or
group within the process clearly understands his or her function.
The Conference Committee on Internship and Educational Supervision receives copies of
evaluation reports written by Ministry Residents, Educational Supervisors, Consultants,
Lay Supervision Teams, and Faculty Advisors after the first, second, third and final
evaluations. The Committee reviews these reports to monitor the effective functioning of
the learning site. The CIES checks in regularly with the learning site and is responsible to
address any problems. CIES can terminate a Ministry Residency if they deem learning is
not happening.
11
Responsibilities of the Consultant
The Conference Committee on Internship and Educational Supervision selects the
Consultant and his/her role may vary from Conference to Conference. The role of the
Consultant in each of the prairie conferences is specified in the following sections.
ALBERTA AND NORTHWEST CONFERENCE





The Conference Consultant to the Supervised Educational Ministry is:
The liaison between the Conference Committee on Internship and Educational
Supervision (CIES) and the supervised educational ministry. The Consultant is aware
of and supportive to the whole ministry, i.e. the student, the Supervisor, and the Lay
Supervision Team. The Consultant is responsible and accountable to CIES, and may
be a member of the Committee.
Chosen by CIES on the basis of:
 Knowledge of and involvement with supervised education
 Previous experience as a Supervisor or Consultant.
 Proximity to the educational ministry site, where possible.
An interested and informed third party who:
 Calls and Chairs an initial meeting with student, Supervisor, and Lay
Supervision Team with a focus on the development of the learning covenant.
 Meets with the student and the Educational Supervisor on a regular basis to
discuss the progress of the educational experience. For a twenty-month Ministry
Residency, there should be at least telephone or e-mail contact once a month, and
a face-to-face meeting every two months. These meetings may be held separately
with student and Supervisor, and with student and Supervisor together.
 Meets or talks with the Chair of the Lay Supervision Team at least every two
months.
 May attend the on-site training of the Lay Supervision Team where applicable,
and the Conference orientation event for participants in supervised educational
ministries.
 Chairs the evaluation meeting of the student, Educational Supervisor and Lay
Supervision Team.
 Prepares a written summary of the educational experience, and sends it to CIES
prior to the meetings at which recommendations are made.
A resource person who may be called on by any of the participants in the ministry to
assist in crisis or to help resolve conflict. The Consultant should be familiar with the
guidelines for Conflict Resolution (Manual 065 to 070), and with the church’s current
Sexual Abuse Policy.
12
SASKATCHEWAN CONFERENCE
The Consultant is a resource person for the Ministry Residency. S/he is invited to attend
the orientation for the Ministry Residency and the meeting to develop learning goals and
a learning covenant. The Consultant meets with the Educational Supervisor and Ministry
Resident about every third or fourth time they meet for supervision. The Consultant may
reflect with them on the supervisory session, give feedback, mediate conflict, bring an
outside perspective as is helpful to the learning situation. Any of the Ministry Resident,
Educational Supervisor, or Lay Supervision Team may call on the Consultant. The
Consultant may or may not be a member of the Committee on Internship and Educational
Supervision.
The Consultant will normally chair the four evaluation meetings. The Consultant will
write a brief statement about his/her perceptions of the supervisory relationship. This
statement is part of the evaluation and is shared with the Ministry Resident, Educational
Supervisor, Lay Supervision Team and Faculty Advisor. The Ministry Resident is
responsible to forward copies of the Consultant’s statement, along with copies of the final
drafts of all the completed evaluation forms, to the Ministry Residency Coordinator, the
Conference Committee on Internship and Educational Supervision and the Education and
Students Committee of his/her home Presbytery.
MANITOBA AND NORTHWESTERN ONTARIO CONFERENCE
Appointment of a Consultant:

Chosen by the Conference Internship and Educational Supervision
Committee;

May be a committee member;

Is, whenever possible, the opposite gender to the person providing the
educational supervision.
Requirements to be a Consultant:

Selected by the Conference Internship and Educational Supervision
Committee;

Completed the National Supervision Training, or having served as a
Consultant before, or shows a natural skill for listening and discernment.
Consultant's Role in the Supervisory Relationship:

Appointed to participate in the supervisory relationship (i.e., with
supervisee and supervisor);

Meets with the supervisee and supervisor (and/or Lay Supervision Team)
at the beginning of the supervision period to share in the defining of roles
and expectations;
13










Writes an agreement or statement of his/her expectations to be included in
the Learning Covenant;
Participates in face-to-face meetings with supervisor and supervisee and/or
Lay Supervision Team, as deemed appropriate or if requested;
Is an interested and informed third party, serving as an objective, outside
voice, while providing a listening ear;
Gives specific feedback regarding the nature and dynamics of the
supervisory relationship, progress of the internship, an outside perspective
to the learning situation, any conflict which may have arisen, support of
the supervisor and supervisee;
May initiate telephone contact at any time if it appears necessary with any
of the parties;
Participates in additional meetings, as mutually agreed upon by those in
the supervisory relationship;
Facilitates the evaluation meetings (mid-term and final evaluation);
Writes a brief statement of his/her perception of the supervisory
relationship at the evaluation time of the supervisory period, to be shared
as part of the evaluation process. NOTE: Copies are to be sent to the
supervisee, supervisor and Lay Supervision Team and forwarded (with the
other required evaluation materials) to this Conference Internship and
Educational Supervision Committee;
Includes in that brief statement feedback regarding whether or not s/he
thought this was a good learning site, and whether or not s/he felt
appropriate supervision was facilitated.;
Meets with the supervisee and non-supervisory Ministry Personnel at least
once prior to the first evaluation, at any other points when the Consultant
might deem it helpful to do so or when requested to do so by the
supervisee, non-supervisory Ministry Personnel, the supervisor, Lay
Supervision Team or the CIES.
The Consultant's Relationship with the Lay Supervision Team:

Available as a resource regarding the process and the various
roles/relationships involved;

Initiates a check-in, either by telephone, or with an on-site meeting of the
Lay Supervision Team at least twice during the internship;

May be called upon to assist in moments of crisis in the internship and to
help resolve conflict.
The Consultant’s Relationship with the non-supervisory Ministry Personnel:

Meets with the supervisee and any/all non-supervisory Ministry Personnel
prior to the setting of the Learning Covenant to clarify the input of nonsupervisory Ministry Personnel and include it in the Learning Covenant;

Available as a resource to the non-supervisory Ministry Personnel
regarding the process and the various roles/relationships involved;
14


Initiates a check-in either by telephone, or with on-site meeting with the
non-supervisory Ministry Personnel at least twice during the internship;
Resolve conflict between the supervisee and non-supervisory Ministry
Personnel .
The Consultant's Relationship with the Conference Internship and Educational
Supervision Committee/Conference Personnel Minister:

May call upon the Convener of the Conference Internship and Educational
Supervision Committee or the Conference Personnel Minister to mediate
the situation in the event of conflict which cannot be resolved.
15
Checklist for the Pastoral Charge/Learning Site
The Board/Council and Congregation(s) must be willing and able to:
 Commit to providing an educational experience for the Ministry Resident,
including a wide range of real ministry work
 Direct questions to the Ministry Residency coordinator of St. Andrew’s
College or the conference Committee on Internship and Educational
Supervision (CIES)
 Complete a Joint Needs Assessment or update a recent JNA and request
presbytery Pastoral Relations Committee to declare a vacancy (PR 403 JN)
 Apply to the presbytery Education and Students Committee to be approved as
a learning site (SME 208)
 Meet with the Resident, if desired, before the Ministry Residency begins, to
determine if the match of Resident to pastoral charge is workable
 Confirm the match by completing PR 433 AP and sending it to presbytery
Pastoral Relations Committee
 Arrange to pay the Resident through ADP according to the guidelines of the
UCC for Student Supply, prorated for halftime, and for travel while engaged
in pastoral charge work
 Ensure the Resident receives benefits including continuing education leave
and allowance as well as vacation leave
 Provide appropriate furnished housing. If there is no manse, a housing
allowance is paid, prorated for halftime
 Appoint a Lay Supervision Team (LST) of five or six persons who are
representative of the pastoral charge demographic with regard to ages,
genders, life experiences, etc.
 Support the LST to function separately from Ministry and Personnel
Committee
 Understand that the educational supervisor is not a member of the LST
 Consult with the Resident, the educational supervisor and the LST to develop
a learning covenant
 Assist the Resident to become familiar with the community(ies) and the
congregation(s)
16
Checklist for the Lay Supervision Team (LST)
The LST must be willing and able to:













Assist the Ministry Resident to discern the meaning of ministry
Share their own concepts of ministry
Enter into in-depth dialogue with the Ministry Resident
In consultation with their pastoral charge board/council, negotiate with the
Resident appropriate learning goals for the Resident, to develop a learning
covenant
Form and share personal and joint goals to work on during the Ministry
Residency, as part of the learning covenant
Engage actively in learning and growing opportunities during the Residency
Give helpful feedback, and challenge or confront the Resident if needed
Assist the Resident to gather feedback from the congregation(s), study groups,
committees, and others with whom the Resident works
Meet with the Resident once a month and keep notes on the discussions held
In addition, meet to prepare a written statement for each of the four
evaluations of the Resident’s progress
Remember that at any other time, it is inappropriate to meet to discuss the
Resident without the Resident being present
Meet each evaluation period to discuss the evaluations with the Resident,
educational supervisor and consultant
File a copy of all evaluations written by the Resident, educational supervisor
and LST and the consultant’s reports
17
Checklist for the Educational Supervisor
The Educational Supervisor:
 Has completed the mandatory training in supervision offered by The UCC
 Has applied to and been approved by the presbytery Education and
Students Committee and the Conference Committee on Internship and
Educational Supervision (CIES)
 Agrees to attend orientation and/or training events arranged by the
conference CIES
 In consultation with the Resident, the LST and pastoral charge
Board/Council, will negotiate a Learning Covenant
 Will develop and share personal learning goals to work on during the
Residency,
 as part of the Learning Covenant
 Will meet with the Resident every two weeks, except when the Resident
attends learning circles and other classes
 During these supervisory sessions, will assist the Resident to engage in
theological reflection on the meaning of ministry and on his/her own
developing identity in ministry
 To stimulate learning, will challenge the Resident if necessary and may
require written work, such as verbatim records of home or hospital visits,
critical incident or project reports, orders or service, copies or tapes of
sermons in preparation for the supervisory sessions
 If functioning as an onsite Educational Supervisor, may meet with the
Resident to plan for the work of the pastoral charge, in addition to the
supervisory sessions
 Understands that the Educational Supervisor is not part of the LST
 Will inform the CIES of any need to be absent for some time; the CIES
will arrange interim support and supervision for the Resident
 Will consult the Consultant appointed by the conference CIES for support,
clarification, reflection and feedback
 Will meet with the Resident and Consultant together as desired
 Will prepare a written statement for each of the four evaluations of the
Resident to discuss with the Resident, LST and Consultant
 Will file a copy of the final drafts of evaluation statements written by the
Resident, Educational Supervisor and LST as well as the Consultant’s
reports
18
Checklist for the Ministry Resident
The Ministry Resident will:
 Have completed the first and second years of the St. Andrew’s College Master of
Divinity programme
 Have been confirmed as a candidate for ministry in The United Church of Canada
by April of the year in which the Ministry Residency is to begin
 Have met with the Ministry Residency coordinator at St. Andrew’s regarding the
application process in September of the year the Ministry Residency is to begin
 Have completed the application form SME 207 and provided copies to their home
presbytery Education and Students Committee and to the Ministry Residency
coordinator
 Consult with St. Andrew’s faculty advisor before beginning the Ministry
Residency to identify areas for growth that indicate learning goals
 Develop his/her learning goals as part of a learning covenant with the learning site
and educational supervisor
 Provide a copy of the learning covenant to the faculty advisor as soon as possible,
preferably by the end of October
 Seek to engage in a wide range of real ministry work in a community of believers
 Need opportunity to explore and develop her/his own ministerial identity and the
meaning and implications of ministry
 Devote half of their work time to ministry with the learning site, including
submitting a written reflection or critical incident to the faculty advisor as agreed
 Devote half time of their work time to study associated with the five learning
circles and other academic work
 Meet every two weeks to reflect theologically with the educational supervisor
 Be prepared to provide verbatim records, critical incident or project reports, orders
of service, tapes or print copies of sermons, as requested by the supervisor
 Meet every month with the lay supervision team (LST) and actively seek feedback
 Actively engage in five learning circles with faculty and fellow Ministry Residents
 Seek and provide support with fellow Ministry Residents between learning circles
 Prepare a written statement for each of the four evaluation periods and attach a
copy of the learning covenant
 Ensure that copies of the evaluation statements written by him/herself, the
educational supervisor, the LST and the faculty advisor are shared with all
involved, including the consultant, at least three days before the meeting
 Arrange for the evaluation meeting(s) at least a month in advance
 Send copies of the final drafts of all the evaluation statements to all involved, plus
the Ministry Residency coordinator, the home presbytery E&S Committee and the
conference CIES
19
Role of the Non-supervising Ministry Personnel (NSMP)
Some Ministry Residents may be supervised by an onsite or offsite lay person, by an
offsite ministry personnel, or by one in a team of ministry personnel. This means that
there may be non-supervising ministry personnel working with the Ministry Resident on
a regular basis.
Soon after the Orientation provided by the conference Committee on Internship and
Educational Supervision (CIES), there should be an initial meeting of all those involved
in the Ministry Residency. The purpose of this initial meeting is to clarify roles. This
meeting may be initiated by any of the Ministry Resident, Non-supervising Ministry
Personnel (NSMP), Lay Supervision Team (LST), educational supervisor, consultant, the
church board/council or other church staff.
As part of development of a learning covenant, the NSMP needs to have input into
whether, or how, the tasks chosen to accomplish the learning goals can be accomplished
on the pastoral charge. The learning covenant should also describe how the NSMP will
provide feedback to the Resident and input into the evaluation process for the Resident
and educational supervisor. The Ministry Resident will share the final draft of the
learning covenant with the NSMP, educational supervisor, LST, consultant, Ministry
Residency coordinator and faculty advisor.
The Resident and the NSMP will meet regularly, probably weekly, to plan the work of
the pastoral charge. These meetings are not supervisory, but rather collegial
conversations, and may include theological discussion and informal feedback.
The Resident and the NSMP need to agree upon the format to be used for sharing
feedback information. For example, the format could be informal written or verbal
comments, the Resident and educational supervisor may invite the NSMP to join them at
the end of a supervisory session every four to six weeks or the NSMP could occasionally
submit a written report to the Resident and educational supervisor.
The NSMP does not usually participate in the evaluation meetings nor prepare a written
report for the evaluations, unless invited by the consultant after consultation with the
Resident, educational supervisor, LST and NSMP.
20
EVALUATION: ASSESSMENT AND REPORTING
Refer to Appendix 2 for the full text of the St. Andrew’s College Ministry Residency
evaluation forms.
An exchange of these written evaluation statements among the Ministry Resident, the
Educational Supervisor and the Lay Supervision Team shall happen at least three
working days prior to the evaluation meeting. The Ministry Resident’s Faculty Advisor
may provide input in a letter. Prior to each evaluation meeting, the Ministry Resident is
responsible to send copies of all the evaluation statements to the Faculty Advisor and the
Consultant. The Consultant will chair the evaluation meetings. The Ministry Resident is
responsible to coordinate the evaluation meetings and to send the date and time to all
concerned at least one month in advance.
In preparation for the evaluations, the Consultant may engage in some or all of a series of
meetings with:
 Ministry Resident
 Educational Supervisor
 Ministry Resident and Educational Supervisor together
 Lay Supervision Team
 Lay Supervision Team and Ministry Resident together
 Lay Supervision Team, Ministry Resident and Educational Supervisor together
Following each evaluation meeting the Consultant writes a brief report that sums up the
evaluation discussion. The Consultant sends copies of this report to the Conference
Committee on Internship and Educational Supervision, the Ministry Resident, the
Educational Supervisor, the Lay Supervision Team, the Faculty Advisor, the Ministry
Residency Coordinator and the Education and Students Committee of the Ministry
Resident’s home presbytery.
Following each evaluation meeting, the Ministry Resident keeps a copy of the final draft
of each evaluation statement, ensures that the Educational Supervisor, the Lay
Supervision Team, the Faculty Advisor and the Consultant have copies of the final drafts
of all evaluation statements, and sends copies of the final drafts to the Ministry Residency
Coordinator, to the Education and Students Committee of his/her home presbytery, and to
the Conference Committee on Internship and Educational Supervision.
The Committee on Internship and Educational Supervision uses these evaluation
statements to help evaluate the learning site and supervision.
The Ministry Resident’s home presbytery Education and Students Committee uses these
evaluation statements to evaluate if the Ministry Residency has been satisfactorily
completed for the purposes of candidacy/ordination in the United Church of Canada.
21
PROCEDURES IF BREAKDOWN OCCURS:
Resolution of Conflicts in a St. Andrew’s College Ministry Residency
As in all human relationships, tensions or disagreements may arise. It is hoped that these
are dealt with face to face and resolved as soon as possible; however, sometimes
difficulties arise that two people cannot work out themselves. In these cases, sometimes
a third party is asked to assist in the process.
The learning covenant should spell out in advance any process for resolving grievances
and differences that cannot be resolved by those involved. A grievance or conflict
procedure is like a spare tire on a car; you hope you will never have to use it, but you are
glad to have it when you need it. As they begin work together, the Ministry Resident, the
Educational Supervisor and the Lay Supervision Team should discuss procedures to
follow should a conflict arise and at what point a third party as named will be called
upon. This is a requirement in the learning covenant process. Refer to SME 226:
Learning Together - The United Church of Canada www.unitedchurch.ca/files/handbooks/sme226.pdf
The United Church of Canada has set out guidelines to follow in the case of an incident
of sexual harassment. These guidelines are available from the Conference Office. Each
Conference has set up a committee to deal with cases of sexual harassment and is
available to individuals through the Conference office.
The Conference Personnel Minister, and the Convener of the Conference Committee on
Internship and Educational Supervision are available to discuss any concerns or
problems.
Steps in Dealing with Conflict in a Ministry Residency
Stage 1:
The Ministry Resident, Educational Supervisor and/or Lay Supervision
Team will meet to try and resolve any issues. Depending upon the nature
of the conflict, the issues discussed in the meeting and a plan of action to
resolve the issues need to be put in writing and given to all three parties.
Stage 2:
If the issues are not resolved as a result of the first meeting and follow up,
a second meeting will be called and the Consultant named by the
Conference Committee on Internship and Educational Supervision or the
third party Consultant named by the learning covenant will be invited to
attend. This meeting may be called by any one of the three parties to the
learning covenant. The following should be informed that this meeting is
taking place: Faculty Advisor, Ministry Residency Coordinator, Convener
of the Conference Committee on Internship and Educational Supervision
and the Conference Personnel Minister or Conference Staff Representative
on the Committee on Internship and Educational Supervision.
22
Stage 3:
If the issues are not resolved as a result of the second meeting, a third
meeting will be called by the Consultant with a representative of the
Conference Committee on Internship and Educational Supervision present.
This representative needs to have clarity about his/her mandate from the
Conference Committee on Internship and Educational Supervision. The
Faculty Advisor may also be present. The Conference Committee
Representative will chair this meeting with all parties (Ministry Resident,
Educational Supervisor, Lay Supervision Team, Consultant, Faculty
Advisor). The Consultant will take notes. The Conference Personnel
Minister and the home presbytery Education and Students Committee
should be informed that this meeting is taking place.
Stage 4:
The representative from the Conference Committee on Internship and
Educational Supervision will report his/her findings and any
recommendations to the Conference Committee on Internship and
Educational Supervision. If the Conference Committee on Internship and
Educational Supervision recommends termination of the Ministry
Residency, the Committee will make that recommendation to St.
Andrew’s College Academic Committee. Recommendations and
decisions are to be communicated to the Education and Students
Committee of the Ministry Resident’s home presbytery.
If the Ministry Residency is to end the following steps are to be followed:
Stage 5:
The Conference Committee on Internship and Educational Supervision
will determine the end date of the Ministry Residency and any other
administrative details or conditions in consultation with the Ministry
Residency Coordinator. The three parties to the learning covenant along
with the Conference Consultant will each write a report based on the
experiences to date. These will be sent to the Ministry Residency
Coordinator who will circulate them to the home presbytery Education and
Students Committee, the Faculty Advisor, and the Conference Committee
on Internship and Educational Supervision. The Leadership and Ministry
Vocations unit of The United Church of Canada will be notified that the
Residency has ended.
Follow-up:
The Conference Personnel Minister is to ensure that pastoral care is made
available to the Ministry Resident, Educational Supervisor, Lay
Supervision Team, the pastoral charge/learning site and the Conference
Committee on Internship and Educational Supervision during this period
of conflict and resolution. The Ministry Resident may contact his/her
home presbytery Education and Students Committee at any time for
support and pastoral care. The Candidate is eligible to access the United
Church’s Employee Assistance Programme.
23
APPENDICES
1. SAMPLE LEARNING GOALS FOR MINISTRY RESIDENCY
2. ST. ANDREW’S COLLEGE EVALUATION FORMS
The evaluation documents are available as form-fillable pdf documents at
www.usask.ca/stu/standrews/for-students/ministry-residency.php
24
Sample Learning Goal 1
[This is a goal, activities and assessment written by a prior student, used by permission. It has
been modified slightly.]
Goal:
Activities:
Assessment:
Learn more about
how to grow in my
own faith and deepen
my witness as a
disciple of Jesus
Christ.
I will:
- include prayer in supervision
meetings and LST meetings
- continue regular personal
prayer and devotional practice
- continue to discern my call to
ministry through prayer, Bible
study, reflection on my
experience of ministry, and
feedback from others
- journal
- seek feedback from and share
reflections with Educational
Supervisor and LST, and
apply insights gained from
these discussions
- share reflections with Faculty
Advisor through regular
journal submissions
- participate in Learning Circles
1-5 and integrate learnings
into my reflections
Self:
- What has been my experience
of God’s presence in my prayer,
Bible study, worship, ministry,
course-work and other
activities?
- What are important themes in
my discipleship of Jesus Christ
at this point?
25
Educational Supervisor, LST,
Faculty Advisor, Learning Circle
faculty:
- What have you observed in my
words and/or actions that
suggests that I am or am not
entering authentically into my
discipleship of Jesus Christ?
Sample Learning Goal 2
[This is a goal, activities and assessment written by a prior student, used by permission. It has
been modified slightly.]
Goal:
Actions:
Evaluation:
Increase my
understanding of the
unique needs of
ministry to persons on
the margins of society,
especially Aboriginal
people, if possible, or
more generally, people
living in poverty, and
increase my ability to
respond pastorally to
those needs.
I will:
- Through research and active
involvement, observe
community dynamics,
social and economic needs,
and available programs in
[Town], and how those are
evident in or impact on
[Congregation]
- In consultation with LST,
Educational Supervisor, and
others as appropriate, note
issues of concern to people
in [Congregation], and
possible areas for dialogue
or ministry with people on
the margins, in particular
Aboriginal peoples
- Seek ways in which I can
apply my prior experience
in social ministry to inform
my ministry in [Town]
- Participate in and integrate
learning from Learning
Circle 3 into reflection and
experience in [Town]
- Journal
- Share some reflections with
Faculty Advisor through
journal submissions
- Seek feedback from and
share reflections with
Educational Supervisor and
LST, and apply insights
gained from these
discussions
- If necessary or desirable,
focus work for Learning
Circle 5 on this goal
Self:
- What observations and
experience, or feedback
received from LST,
Supervisor, or others suggests
that I have or have not been
developing an understanding
of ministry to persons on the
margins in [Congregation] and
[Town], and an ability to
respond pastorally to those
needs in my role as Ministry
Resident at [Congregation]??
- (This includes ability to
describe social issues in
[Town], to identify similarities
and differences between social
issues in [Prior Large City]
compared to [Town], and to
begin to connect social issues
to the mission of
[Congregation] and the UCC)
- What do I think I need to do for
further growth and learning in
this area?
26
Educational Supervisor, LST,
Faculty Advisor, other faculty as
appropriate:
- What experiences, observation
or feedback from members of
the congregation indicate that I
have or have not been
developing my understanding
of and pastoral response to
needs of persons living in
poverty?
- What suggestions do you have
for further growth and learning
in this area?
Sample Learning Goal 3
[This is a goal, activities and assessment written by a prior student, used by permission. It has
been modified slightly. Note that the student was in a site with a full-time Minister who was not
the Educational Supervisor.]
Goal:
Develop my ability
to offer authentic
and effective
preaching and
worship leadership.
I will:
- Participate in worship leadership on a
regular basis: preaching approximately
one week in three, and other worship
leadership when not preaching
approximately one other week in three,
working in collaboration with the
Minister and members of the
congregation as required
- seek to arrange videotaping of my
worship leadership and preaching
- lead three (3) consecutive full worship
services in the second half of the
Ministry Residency
- pay attention to time management and
process for liturgy and sermon
preparation, to develop a balance
between effectiveness and efficiency of
preparation process
- explore and reflect intentionally on
similarities and differences between
worship and preaching in
[Congregation] compared to [previous
Student Supply site], and note how
each affects my developing worship
leadership
- journal
- seek feedback from and share
reflections with Educational
Supervisor, Minister, and LST, and
apply insights gained from these
discussions
- seek feedback from congregation
directly and through LST
- share reflections with Faculty Advisor
In addition, the Educational Supervisor
will:
- reflect honestly with me regarding her
own struggles and joys of presiding
and preaching
27
Self:
- What of my experience,
observations and
feedback received
(from Educational
Supervisor, LST,
Minister, and
congregation) suggests
to me that I have or
have not been
developing an authentic
and effective preaching
and worship
leadership?
- What do I think I need
to do for further growth
and learning in this
area?
Educational Supervisor and
LST:
- What have you
experienced or
observed in my liturgy
and preaching
preparation and
leadership which
suggests that I have or
have not been
developing my ability
to offer authentic and
effective preaching and
worship leadership?
- What recommendations
for further growth do
you have to offer?
This form may be found online at <www.usask.ca/stu/standrews/for-students/ministry-residency.php>
St. Andrew’s College Ministry Residency
First Evaluation
Purposes
Evaluation is a part of education and formation. The evaluation of a Ministry Residency involves
three different purposes:
1. Evaluation assesses the individual student’s growth in skills and vocation at each
evaluation point, and whether the student can practice ministry effectively by the end
of the Ministry Residency
2. Evaluation assesses the effectiveness of the theological education curriculum
3. Evaluation assesses the effectiveness of the Ministry Residency site (supervisor, Lay
Supervision Team, site as a whole) in the teaching and formation of the student
St. Andrew’s College requires a student’s growth and effectiveness to be assessed in order to
determine whether the student should be granted academic credit for the Ministry Residency
as part of the requirements of the Master of Divinity degree. The student’s home Presbytery
requires a similar assessment to determine whether the student (candidate for ministry) is fit
and ready for ministry in The United Church of Canada.
St. Andrew’s College also needs to assess its curriculum on an on-going basis, in order to see if
the course of study and practice meets the goals for the Master of Divinity degree, and to see if
the course of study and practice can be improved. The evaluations from the Ministry
Residencies form part of the data of curriculum assessment. Names of persons and places are
removed before the forms are placed into the curriculum assessment file, and only St. Andrew’s
College faculty and people authorized by the college are permitted to see the forms.
Finally, the appropriate committees of the church need to assess whether sites and supervisors
are appropriate places for high-quality learning and reflection. The evaluations from the
Ministry Residencies are used for these purposes.
Your participation in the evaluation process helps College and Church better prepare ministers
for the church. Thank you for your time and attention to this important work.
28
Process
There are four evaluations during a St. Andrew’s College Ministry Residency:
1.
2.
3.
4.
By January 31 of the first year (THIS FORM)
By May 31 of the first year
By October 31 of the second year
By March 31 of the second year.
Each evaluation uses a similar process:
-
-
-
-
The appropriate form is filled out: one copy by the student/ministry resident, one by the
educational supervisor, and one by the Lay Supervision Team (LST). The faculty advisor
may provide input in a letter.
The student/ministry resident is responsible to circulate the completed forms at least
THREE (3) working days ahead of the evaluation meeting to:
o The student/ministry resident
o The educational supervisor
o The members of the LST
o The faculty advisor
o The consultant
The evaluation meeting, chaired by the consultant where UCC conference policy
permits, is where the evaluations are discussed.
The consultant writes a report to the appropriate UCC conference committee on the
meeting
The student/ministry resident submits final drafts of the completed forms plus the
consultant’s report to the faculty advisor, St. Andrew’s College Ministry Residency Coordinator, the Education and Students Committee of the student’s home presbytery,
and appropriate conference committee.
There should never be a surprise at the evaluation meeting: all concerns should be
noted on the forms circulated in advance.
The forms for the first and third evaluations are brief, while the forms for the second (midpoint) and fourth (final) evaluations are detailed.
29
St. Andrew’s College Ministry Residency First Evaluation
First Evaluation
One copy to be completed by the ministry resident, one by the educational supervisor, and one
by the LST.
Identification
Name of person completing form
_____________________________________
Name of Ministry Resident
_____________________________________
Name of Educational Supervisor
_____________________________________
Name of Consultant
_____________________________________
Name of Chairperson of LST
_____________________________________
Name of Faculty Advisor
_____________________________________
Name of Ministry Residency site
_____________________________________
Date of evaluation meeting
_____________________________________
Guidelines for input
Please be honest, clear, and specific. Use concrete examples and illustrations where possible.
Questions
Attach additional pages if necessary
1. What is going well in this Ministry Residency?
2. What needs attention in this Ministry Residency?
3. How will any emerging concerns noted above be addressed during the next few months of
the Ministry Residency? (e.g., new or additional resources, different activities, specific
roles for LST members, specific tasks for educational supervisor)
30
St. Andrew’s College Ministry Residency First Evaluation
This form may be found online at <www.usask.ca/stu/standrews/for-students/ministry-residency.php>
St. Andrew’s College Ministry Residency
Second Evaluation
Purposes
Evaluation is a part of education and formation. The evaluation of a Ministry Residency involves
three different purposes:
1. Evaluation assesses the individual student’s growth in skills and vocation at each
evaluation point, and whether the student can practice ministry effectively by the end
of the Ministry Residency
2. Evaluation assesses the effectiveness of the theological education curriculum
3. Evaluation assesses the effectiveness of the Ministry Residency site (supervisor, Lay
Supervision Team, site as a whole) in the teaching and formation of the student
St. Andrew’s College requires a student’s growth and effectiveness to be assessed in order to
determine whether the student should be granted academic credit for the Ministry Residency
as part of the requirements of the Master of Divinity degree. The student’s home Presbytery
requires a similar assessment to determine whether the student (candidate for ministry) is fit
and ready for ministry in The United Church of Canada.
St. Andrew’s College also needs to assess its curriculum on an on-going basis, in order to see if
the course of study and practice meets the goals for the Master of Divinity degree, and to see if
the course of study and practice can be improved. The evaluations from the Ministry
Residencies form part of the data of curriculum assessment. Names of persons and places are
removed before the forms are placed into the curriculum assessment file, and only St. Andrew’s
College faculty and people authorized by the college are permitted to see the forms.
Finally, the appropriate committees of the church need to assess whether sites and supervisors
are appropriate places for high-quality learning and reflection. The evaluations from the
Ministry Residencies are used for these purposes.
Your participation in the evaluation process helps College and Church better prepare ministers
for the church. Thank you for giving of your time and attention.
31
Process
There are four evaluations during a St. Andrew’s College Ministry Residency:
1.
2.
3.
4.
By January 31 of the first year
By May 31 of the first year (THIS FORM)
By October 31 of the second year
By March 31 of the second year.
Each evaluation uses a similar process:
-
-
-
-
The appropriate form is filled out: one copy by the student/ministry resident, one by the
educational supervisor, and one by the Lay Supervision Team (LST). The faculty advisor
may provide input in a letter.
The student/ministry resident is responsible to circulate the completed forms at least
THREE (3) working days ahead of the evaluation meeting to:
o The student/ministry resident
o The educational supervisor
o The members of the LST
o The faculty advisor
o The consultant
The evaluation meeting, chaired by the consultant where UCC conference policy
permits, is where the evaluations are discussed.
The consultant writes a report to the appropriate UCC conference committee on the
meeting
The student/ministry resident submits final drafts of the completed forms and the
consultant’s report to the faculty advisor, St. Andrew’s College Ministry Residency Coordinator, the Education and Students Committee of the student’s home presbytery,
and appropriate conference committee.
There should never be a surprise at the evaluation meeting: all concerns should be
noted on the forms circulated in advance.
The forms for the first and third evaluations are brief, while the forms for the second (midpoint) and fourth (final) evaluations are detailed.
32
St. Andrew’s College Ministry Residency Second Evaluation
Second Evaluation
One copy to be completed by the ministry resident, one by the educational supervisor, and one
by the LST
Identification
Name of person completing form
_____________________________________
Name of Ministry Resident
_____________________________________
Name of Educational Supervisor
_____________________________________
Name of Consultant
_____________________________________
Name of Chairperson of LST
_____________________________________
Name of Faculty Advisor
_____________________________________
Name of Ministry Residency site
_____________________________________
Date of evaluation meeting
_____________________________________
Guidelines for input
Each question is framed as a desirable skill or behaviour. Examples of expected and
appropriate attitudes and practices are given beneath the question. These examples are given
to help you think about how the desirable skill or behaviour is showing itself. These are only
examples; other attitudes and practices may be evident.
Please be honest, clear, and specific. Use at least one illustration for each question wherever
possible. While thoroughness is good, conciseness is also good: please try to balance
thoroughness with conciseness.
Not every item in this second evaluation can have been developed to the same extent. The
student/ministry resident’s growth is affected by individual preferences, by opportunities
provided in the learning site and community, and by the reflective conversations with the
educational supervisor.
The student/ministry resident must attach a copy of the Learning Covenant to his/her
evaluation form. The goals and activities of the Learning Covenant guide the ministry resident,
the educational supervisor, and the LST in the development of the ministry resident’s skills and
readiness for ministry.
33
St. Andrew’s College Ministry Residency Second Evaluation
Part A: Assessment of Vocational Fitness and Readiness for Ministry
This set of questions asks for an assessment of the ministry resident’s vocational fitness and readiness.
By the end of the residency, the student/resident MUST meet the standard expected of ordained
ministry personnel of The United Church of Canada in all areas. Insufficient progress in one area could
be the basis for failure or premature termination of the ministry residency. Attach additional pages if
necessary.
1. Engages in the practice of ministry in ways that promote the well-being of individuals,
the congregation(s) and him- or herself
Examples of expected practices:
- Treats all with dignity and
respect
- Protects vulnerable persons
- Requests help when necessary
- Recognizes signs of stress
within one’s self and has
developed abilities for coping
2. Expresses a theology consistent with The United Church of Canada
Examples of expected practices:
- Articulates one’s own
theological commitments
- Reflects on questions of faith
and practice
- Acts in ways consistent with
expressed faith
34
St. Andrew’s College Ministry Residency Second Evaluation
3. Practices ministry in ways consistent with the policies and by-laws of The United Church
of Canada, and with the accepted norms of ethical practice
Examples of expected practices:
- Demonstrates knowledge of
UCC policies relevant to ministry
personnel
- Exercises and responds to
authority appropriately
- Abides by congregational
policies
- Maintains personal boundaries
- Works with appropriate
person(s) to remedy unethical
practices
4. Demonstrates professional behaviour and self-presentation
Examples of expected practices:
- Accepts responsibility for own
actions
- Maintains good working
relationships
- Maintains confidentiality and
privacy
- Manages conflict productively
- Demonstrates punctuality
- Attires and presents self
appropriately for the situation
5. Demonstrates the vocational awareness of an ordained minister
Examples of expected practices:
- Makes statements about the
meaning of ordination
- Makes statements on the
history of ordination
- Reflects on current debates
over the meaning of ordination
35
St. Andrew’s College Ministry Residency Second Evaluation
Part B: Skills Assessment
This set of questions asks for an assessment of the ministry resident’s skills in ministry. A student may
successfully complete the residency with a deficiency in one or two areas, IF a plan is put in place to
continue to work on the areas of needed growth. Insufficient progress in one or two areas would not
normally be the sole basis for failure or premature termination of the ministry residency. Attach
additional pages if necessary.
6. Interprets and applies biblical texts for individuals and the congregation(s)
Examples of expected practices:
- Uses Scripture in effective
preaching
- Uses Scripture well in worship
and ritual moments
- Teaches/leads small groups in
meaningful study of the Bible
- Integrates biblical texts in
pastoral care
7. Articulates and interprets key theological concepts in relevant ways
Examples of expected practices:
- Applies theological concepts in
effective preaching
- Prepares individuals and groups
appropriately for sacraments
and life-cycle rituals
8. Interprets current congregational, UCC and wider Christian trends in terms of the history
of the UCC and the broader church
Examples of expected practices:
- Provides leadership to
congregation in assessing current
needs
- Learns history of congregation
and community
-
36
St. Andrew’s College Ministry Residency Second Evaluation
9. Analyzes moral problems and ethical stances for him- or herself, individuals and groups
Examples of expected practices:
- Identifies places where moral
problems exist or where ethical
stances are problematic
- Explains moral/ethical issues in
effective preaching
- Stewards time as well as human
and material resources
10. Practices ministry in ways that demonstrate understanding of the social, political,
economic, and cultural dynamics of the congregation(s) and their community(ies)
Examples of expected practices:
- Demonstrates respect for the
wisdom and experience of the
congregation
- Learns about the unique context
of the community
- Works effectively within
ecumenical groups such as a
ministerial
11. Reflects theologically upon circumstances, events, and issues pertaining to self and/or
others
Examples of expected practices:
- Participates willingly in
theological reflection with
supervisor and LST
- Develops practices of reflection
such as journaling
- Demonstrates self-knowledge
and self-awareness
- Demonstrates willingness to
receive support and ministry
from others
37
St. Andrew’s College Ministry Residency Second Evaluation
12. Demonstrates skills and competence for ministry leadership, in word, sacrament, and
pastoral care
Examples of expected
practices:
- Plans and leads meaningful
worship services
- Preaches effectively
- Plans, organizes, and
manages worthwhile
educational programs
- Provides appropriate and
effective pastoral care
- Communicates well, both in
writing and orally
- Facilitates leadership within
the congregation(s)
- Works towards a more just
society and world
38
St. Andrew’s College Ministry Residency Second Evaluation
Part C: Learning Covenant Assessment
This set of questions asks for an assessment of the Learning Covenant. It is possible that insufficient
progress in the vocational and/or skills areas may be due to an inappropriate or ineffective Learning
Covenant, requiring an amendment. Emerging issues during the residency may also call for an
amendment to the Learning Covenant. Attach additional pages if necessary.
13. Undertakes and assesses learning activities in ways consistent with self-direction for
growth in ministry
Examples of expected
practices:
- Plans a realistic time-line for
learning activities
- Sees learning activities
through
- Uses assessment of
activities to gain knowledge
of areas for further growth
14. Integrates the learning of the practice of ministry with continued learning of biblical
studies, theology, church history, ethics, and pastoral ministry
Examples of expected
practices:
- Sets time aside for reading
and learning
- Identifies areas particularly
interesting to him- or herself
15. Does the Learning Covenant require amendment at this time?
Yes
No
If yes, what new goal(s) and/or learning activity(ies) should be added? Attach additional page(s). Except
in the case of extreme emergent circumstances, no more than one new goal should be added.
Part D: Additional comments
Please feel free to make any additional comments about any aspect of the ministry residency here.
Attach additional pages if necessary.
39
St. Andrew’s College Ministry Residency Second Evaluation
This form may be found online at <www.usask.ca/stu/standrews/for-students/ministry-residency.php>
St. Andrew’s College Ministry Residency
Third Evaluation
Purposes
Evaluation is a part of education and formation. The evaluation of a Ministry Residency involves
three different purposes:
1. Evaluation assesses the individual student’s growth in skills and vocation at each
evaluation point, and whether the student can practice ministry effectively by the end
of the Ministry Residency
2. Evaluation assesses the effectiveness of the theological education curriculum
3. Evaluation assesses the effectiveness of the Ministry Residency site (supervisor, Lay
Supervision Team, site as a whole) in the teaching and formation of the student
St. Andrew’s College requires a student’s growth and effectiveness to be assessed in order to
determine whether the student should be granted academic credit for the Ministry Residency
as part of the requirements of the Master of Divinity degree. The student’s home Presbytery
requires a similar assessment to determine whether the student (candidate for ministry) is fit
and ready for ministry in The United Church of Canada.
St. Andrew’s College also needs to assess its curriculum on an on-going basis, in order to see if
the course of study and practice meets the goals for the Master of Divinity degree, and to see if
the course of study and practice can be improved. The evaluations from the Ministry
Residencies form part of the data of curriculum assessment. Names of persons and places are
removed before the forms are placed into the curriculum assessment file, and only St. Andrew’s
College faculty and people authorized by the college are permitted to see the forms.
Finally, the appropriate committees of the church need to assess whether sites and supervisors
are appropriate places for high-quality learning and reflection. The evaluations from the
Ministry Residencies are used for these purposes.
Your participation in the evaluation process helps College and Church better prepare ministers
for the church. Thank you for your time and attention to this important work.
40
Process
There are four evaluations during a St. Andrew’s College Ministry Residency:
1.
2.
3.
4.
By January 31 of the first year
By May 31 of the first year
By October 31 of the second year (THIS FORM)
By March 31 of the second year.
Each evaluation uses a similar process:
-
-
-
-
The appropriate form is filled out: one copy by the student/ministry resident, one by the
educational supervisor, and one by the Lay Supervision Team (LST). The faculty advisor
may provide input in a letter.
The student/ministry resident is responsible to circulate the completed forms at least
THREE (3) working days ahead of the evaluation meeting to:
o The student/ministry resident
o The educational supervisor
o The members of the LST
o The faculty advisor
o The consultant
The evaluation meeting, chaired by the consultant where UCC conference policy
permits, is where the evaluations are discussed.
The consultant writes a report to the appropriate UCC conference committee on the
meeting
The student/ministry resident submits final drafts of the completed forms plus the
consultant’s report to the faculty advisor, St. Andrew’s College Ministry Residency Coordinator, the Education and Students Committee of the student’s home presbytery,
and appropriate conference committee.
There should never be a surprise at the evaluation meeting: all concerns should be
noted on the forms circulated in advance.
The forms for the first and third evaluations are brief, while the forms for the second (midpoint) and fourth (final) evaluations are detailed.
41
St. Andrew’s College Ministry Residency Third Evaluation
Third Evaluation
One copy to be completed by the ministry resident, one by the educational supervisor, and one
by the LST.
Identification
Name of person completing form
_____________________________________
Name of Ministry Resident
_____________________________________
Name of Educational Supervisor
_____________________________________
Name of Consultant
_____________________________________
Name of Chairperson of LST
_____________________________________
Name of Faculty Advisor
_____________________________________
Name of Ministry Residency site
_____________________________________
Date of evaluation meeting
_____________________________________
Guidelines for input
Please be honest, clear, and specific. Use concrete examples and illustrations where possible.
Questions
Attach additional pages if necessary
1. Is everything on track in this Ministry Residency? That is, are the positives of the previous
evaluations continuing, and are the growing edges being addressed?
2. What needs to be addressed before the end of this Ministry Residency?
3. How will any lingering issues noted above be addressed before the end of this Ministry
Residency? (e.g., new or additional resources, different activities, specific roles for LST
members, specific tasks for educational supervisor)
42
St. Andrew’s College Ministry Residency Third Evaluation
This form may be found online at <www.usask.ca/stu/standrews/for-students/ministry-residency.php>
St. Andrew’s College Ministry Residency
Fourth Evaluation
Purposes
Evaluation is a part of education and formation. The evaluation of a Ministry Residency involves
three different purposes:
1. Evaluation assesses the individual student’s growth in skills and vocation at each
evaluation point, and whether the student can practice ministry effectively by the end
of the Ministry Residency
2. Evaluation assesses the effectiveness of the theological education curriculum
3. Evaluation assesses the effectiveness of the Ministry Residency site (supervisor, Lay
Supervision Team, site as a whole) in the teaching and formation of the student
St. Andrew’s College requires a student’s growth and effectiveness to be assessed in order to
determine whether the student should be granted academic credit for the Ministry Residency
as part of the requirements of the Master of Divinity degree. The student’s home Presbytery
requires a similar assessment to determine whether the student (candidate for ministry) is fit
and ready for ministry in The United Church of Canada.
St. Andrew’s College also needs to assess its curriculum on an on-going basis, in order to see if
the course of study and practice meets the goals for the Master of Divinity degree, and to see if
the course of study and practice can be improved. The evaluations from the Ministry
Residencies form part of the data of curriculum assessment. Names of persons and places are
removed before the forms are placed into the curriculum assessment file, and only St. Andrew’s
College faculty and people authorized by the college are permitted to see the forms.
Finally, the appropriate committees of the church need to assess whether sites and supervisors
are appropriate places for high-quality learning and reflection. The evaluations from the
Ministry Residencies are used for these purposes.
Your participation in the evaluation process helps College and Church better prepare ministers
for the church. Thank you for your time and attention to this important work.
43
Process
There are four evaluations during a St. Andrew’s College Ministry Residency:
1.
2.
3.
4.
By January 31 of the first year
By May 31 of the first year
By October 31 of the second year
By March 31 of the second year. (THIS FORM)
Each evaluation uses a similar process:
-
-
-
-
The appropriate form is filled out: one copy by the student/ministry resident, one by the
educational supervisor, and one by the Lay Supervision Team (LST). The faculty advisor
may provide input in a letter.
The student/ministry resident is responsible to circulate the completed forms at least
THREE (3) working days ahead of the evaluation meeting to:
o The student/ministry resident
o The educational supervisor
o The members of the LST
o The faculty advisor
o The consultant
The evaluation meeting, chaired by the consultant where UCC conference policy
permits, is where the evaluations are discussed.
The consultant writes a report to the appropriate UCC conference committee on the
meeting
The student/ministry resident submits final drafts of the completed forms plus the
consultant’s report to the faculty advisor, St. Andrew’s College Ministry Residency Coordinator, the Education and Students Committee of the student’s home presbytery,
and appropriate conference committee.
There should never be a surprise at the evaluation meeting: all concerns should be
noted on the forms circulated in advance.
The forms for the first and third evaluations are brief, while the forms for the second (midpoint) and fourth (final) evaluations are detailed.
44
St. Andrew’s College Ministry Residency Fourth Evaluation
Fourth Evaluation
One copy to be completed by the ministry resident, one by the educational supervisor, and one
by the LST
Identification
Name of person completing form
_____________________________________
Name of Ministry Resident
_____________________________________
Name of Educational Supervisor
_____________________________________
Name of Consultant
_____________________________________
Name of Chairperson of LST
_____________________________________
Name of Faculty Advisor
_____________________________________
Name of Ministry Residency site
_____________________________________
Date of evaluation meeting
_____________________________________
Guidelines for input
Each question is framed as a desirable skill or behaviour. Examples of expected and
appropriate attitudes and practices are given beneath the question. These examples are given
to help you think about how the desirable skill or behaviour is showing itself. These are only
examples; other attitudes and practices may be evident.
Please be honest, clear, and specific. Use at least one illustration for each question wherever
possible. While thoroughness is good, conciseness is also good: please try to balance
thoroughness with conciseness.
The student/ministry resident must attach a copy of the Learning Covenant to his/her
evaluation form. The goals and activities of the Learning Covenant guide the ministry resident,
the educational supervisor, and the LST in the development of the ministry resident’s skills and
readiness for ministry.
45
St. Andrew’s College Ministry Residency Fourth Evaluation
Part A: Assessment of Vocational Fitness and Readiness for Ministry
This set of questions asks for an assessment of the ministry resident’s vocational fitness and readiness.
By the end of the residency, the student/resident MUST meet the standard expected of ordained
ministry personnel of The United Church of Canada in all areas. Insufficient progress in one area could
be the basis for failure or premature termination of the ministry residency. Attach additional pages if
necessary.
1. Engages in the practice of ministry in ways that promote the well-being of individuals,
the congregation(s) and him- or herself
Examples of expected practices:
- Treats all with dignity and
respect
- Protects vulnerable persons
- Requests help when necessary
- Recognizes signs of stress
within him- or herself and
has developed abilities for
coping
2. Expresses a theology consistent with The United Church of Canada
Examples of expected practices:
- Articulates one’s own
theological commitments
- Reflects on questions of faith
and practice
- Acts in ways consistent with
expressed faith
46
St. Andrew’s College Ministry Residency Fourth Evaluation
3. Practices ministry in ways consistent with the policies and by-laws of The United Church
of Canada, and with the accepted norms of ethical practice
Examples of expected practices:
- Demonstrates knowledge of
UCC policies relevant to ministry
personnel
- Exercises and responds to
authority appropriately
- Abides by congregational
policies
- Maintains personal boundaries
- Works with appropriate
person(s) to remedy unethical
practices
4. Demonstrates professional behaviour and self-presentation
Examples of expected practices:
- Accepts responsibility for own
actions
- Maintains good working
relationships
- Maintains confidentiality and
privacy
- Manages conflict productively
- Demonstrates punctuality
- Attires and presents self
appropriately for the situation
5. Demonstrates the vocational awareness of an ordained minister
Examples of expected practices:
- Makes statements about the
meaning of ordination
- Makes statements on the
history of ordination
- Reflects on current debates
over the meaning of ordination
47
St. Andrew’s College Ministry Residency Fourth Evaluation
Part B: Skills Assessment
This set of questions asks for an assessment of the ministry resident’s skills in ministry. A student may
successfully complete the residency with a deficiency in one or two areas, IF a plan is put in place to
continue to work on the areas of needed growth. Insufficient progress in one or two areas would not
normally be the sole basis for failure or premature termination of the ministry residency. Attach
additional pages if necessary.
6. Interprets and applies biblical texts for individuals and the congregation(s)
Examples of expected practices:
- Uses Scripture in effective
preaching
- Uses Scripture well in worship
and ritual moments
- Teaches/leads small groups in
meaningful study of the Bible
- Integrates biblical texts in
pastoral care
7. Articulates and interprets key theological concepts in relevant ways
Examples of expected practices:
- Applies theological concepts in
effective preaching
- Prepares individuals and groups
appropriately for sacraments
and life-cycle rituals
8. Interprets current congregational, UCC and wider Christian trends in terms of the history
of the UCC and the broader church
Examples of expected practices:
- Provides leadership to
congregation in assessing current
needs
- Learns history of congregation
and community
48
St. Andrew’s College Ministry Residency Fourth Evaluation
9. Analyzes moral problems and ethical stances for him- or herself, individuals and groups
Examples of expected practices:
- Identifies places where moral
problems exist or where ethical
stances are problematic
- Explains moral/ethical issues in
effective preaching
- Stewards time as well as human
and material resources
10. Practices ministry in ways that demonstrate understanding of the social, political,
economic, and cultural dynamics of the congregation(s) and their community(ies)
Examples of expected practices:
- Demonstrates respect for the
wisdom and experience of the
congregation
- Learns about the unique context
of the community
- Works effectively within
ecumenical groups such as a
ministerial
11. Reflects theologically upon circumstances, events, and issues pertaining to self and/or
others
Examples of expected practices:
- Participates willingly in
theological reflection with
supervisor and LST
- Develops practices of reflection
such as journaling
- Demonstrates self-knowledge
and self-awareness
- Demonstrates willingness to
receive support and ministry
from others
49
St. Andrew’s College Ministry Residency Fourth Evaluation
12. Demonstrates skills and competence for ministry leadership, in word, sacrament, and
pastoral care
Examples of expected
practices:
- Plans and leads meaningful
worship services
- Preaches effectively
- Plans, organizes, and
manages worthwhile
educational programs
- Provides appropriate and
effective pastoral care
- Communicates well, both in
writing and orally
- Facilitates leadership within
the congregation(s)
- Works towards a more just
society and world
50
St. Andrew’s College Ministry Residency Fourth Evaluation
Part C: Learning Covenant Assessment
This set of questions asks for an assessment of the Learning Covenant. It is possible that insufficient
progress in the vocational and/or skills areas may be due to an inappropriate or ineffective Learning
Covenant. Attach additional pages if necessary.
13. Undertakes and assesses learning activities in ways consistent with self-direction for
growth in ministry
Examples of expected
practices:
- Plans a realistic time-line for
learning activities
- Sees learning activities
through
- Uses assessment of
activities to gain knowledge
of areas for further growth
14. Integrates the learning of the practice of ministry with continued learning of biblical
studies, theology, church history, ethics, and pastoral ministry
Examples of expected
practices:
- Sets time aside for reading
and learning
- Identifies areas
particularly interesting to
one’s self
Part D: Additional comments
Please feel free to make any additional comments about any aspect of the ministry residency here.
Attach additional pages if necessary.
51
St. Andrew’s College Ministry Residency Fourth Evaluation
Part E: Final evaluation
In your opinion, has this ministry residency been successfully completed?
□ Yes
□ No
If no, what remedial work would you suggest? Attach additional page(s).
In your experience, does this ministry resident have, at this time, the vocation, gifts, skills,
and readiness for ordained ministry?
□ Yes
□ No
If no, what remedial work would you suggest? Attach additional page(s).
Please have all parties sign each evaluation once they have had opportunity to read each
one.
Ministry Resident
________________________________________________
Educational Supervisor
________________________________________________
Lay Supervision Team
________________________________________________
________________________________________
_______________________________________
________________________________________
_______________________________________
________________________________________
_______________________________________
Consultant
Faculty Advisor
________________________________________________
________________________________________________
Date: _________________________________________
52
St. Andrew’s College Ministry Residency Fourth Evaluation