handbook for readers in training - diocese of st albans · pdf filehandbook for readers in...
TRANSCRIPT
THE ST ALBANS READER MINISTRY TRAINING PROGRAMME
in partnership with
THE EASTERN REGION MINISTRY COURSE
HANDBOOK
For Readers in Training
2017/2018
For students, tutors, and supervisors
Reader Ministry Officer:
Ms Lauryn Awbrey Ministry Development Office
St Albans Diocesan Office 41 Holywell Hill
St Albans Herts AL1 1HE
Tel: 01727 818151
Email: [email protected] UT
Administrator:
Mrs Jaspreet Biring Ministry Development Office
St Albans Diocesan Office 41 Holywell Hill
St Albans Herts AL1 1HE
Tel: 01727 818151
Email: [email protected] UT
Eastern Region Ministry Course
Ms Elizabeth Harper, Director of Studies 1a The Bounds, Westminster College
Lady Margaret Road Cambridge CB3 0BJ
Tel: 01223 760444 Email: [email protected]
Mrs. Mandy Marvin, Administrator
Email: [email protected]
Ad
Contents
Welcome 1
An Outline of Reader Ministry 2
Learning with ERMC 3
Pattern of Training 5
Working in the Local Context 6
Feedback and Review of Sermons & Worship Leading 10
Suggestions about Support Groups 11
Spiritual Direction 13
Money 14
Libraries 15
The Academic Programme 16
On not being recommended for licensing 18
Outline Syllabus 19
Role of the Tutor 20
Placements 21
Submission of Coursework 22
The Cambridge Theological Federation 23
Complaints Procedures 24
The Diocesan Readers’ Association 27
Appendix 1: Assessment of Sermon Feedback Form 29
Appendix 2: Assessment of Intercessions Feedback Form 31
Appendix 3: Assessment of Worship Leading Feedback Form 33
Appendix 4: Assessment of Teaching Session 35
Appendix 5: Learning Outcomes 37
Readers’ Association Book Voucher 43
1
1BWelcome
Welcome to the St Albans programme for Readers in training! We look forward to working with
you as you learn and grow in ministry. The Council for Discipleship and Ministry, with the Eastern
Region Ministry Course, are confident that this training programme will offer a variety of ways for
you to learn both individually and in fellowship with others. Remember that we seek to support
you in a variety of ways, so always ask when you need help or guidance.
Please read the handbook thoroughly, and keep it available for reference throughout your training.
I hope that the coming years of prayer, study, conversation and fellowship will help you to grow in
faith as well as in service.
With all good wishes,
Lauryn Awbrey
Reader Ministry Officer
The Living God’s Love Prayer:
Living God,
Draw us deeper into your love;
Jesus our Lord,
send us to care and serve;
Holy Spirit,
make us heralds of good news.
Stir us, strengthen us,
teach us and inspire us
to live your love
with generosity and joy,
imagination and courage;
for the sake of your world
and in the name of Jesus,
Amen.
2
An Outline of Reader Ministry
Christian Tradition, faith and Discipleship:
Readers are learning and reflecting theologically as disciples and ministers of Christ. They are
generous in their recognition of and respect for the breadth and diversity of belief and practice
within the Church of England.
Mission, Evangelism and Making Disciples:
Readers are people whose desire to make God known by word and deed is nourished by Christ’s
love for the world. Readers have a deep desire to see others grow in their Christian discipleship,
are eager to learn about and teach the faith.
Spirituality and Worship:
Readers’ dependence on the grace and gifts of God to sustain humble, self-giving love and Christ-
like service in the world and church is rooted in established patterns of worship, Bible reading,
prayer, study and reflection. Readers relate prayer and worship to the world of home, work and
society.
Personality and Character:
Readers are people of integrity, openness and stability, growing in maturity in Christ. They are able
to value and reflect on their strengths, gifts and vulnerabilities, and able to identify areas for
development.
Relationships and Community:
Readers seek to model the self-giving love and compassion of Christ as a member of his body.
They respect others and are able to interact and communicate well with a diverse range of people
inside and outside of the church.
Collaboration and Shared Leadership:
Readers model themselves on the servant leadership of Christ. They understand theological
foundations for discipleship, leadership and collaborative ministry. Readers are able to facilitate the
participation and learning of others for the ministry and mission of the Church.
Vocation and Ministry within the Church of England:
Readers believe themselves to be called by God to licensed lay ministry in the Church of England.
They understand the nature of Reader ministry and its characteristics in the context of lay and
ordained ministry within the breadth and diversity of the CoE. Readers are rooted in corporate
worship in the Church of England.
from “Selection and formation Guidelines for Readers”, Church House, May 2014
3
3BLearning with ERMC
Introducing ERMC
Welcome to the new academic year and your training for Reader Ministry which is held in a
partnership between ERMC and the St Albans Reader training programme. ERMC are delighted to
be working with the Diocese to provide modules each year which contribute to your formation for
ministry. Your main connection to us will be through the evening classes that you will attend in St
Albans. One of the great benefits of this partnership is that you will learn alongside ordinands from
the Church of England. That must be a good thing for the future of the church.
It might be useful to outline something of the purposes which lie at the heart of ERMC and indeed
at the heart of the formation of women and men for ministry which we believe is part of being
caught up in God’s transforming of the world.
Our Vision is to resource the mission of the church through forming ministers of theology and
practice – those who can listen to, and engage radically, both with faith and context, so that they
can more effectively communicate the challenge and encouragement of the Gospel.
Underpinning this, are these values which describe ERMC:
Diverse: ERMC offers ecumenical part-time and part-residential training for those preparing for
lay and ordained ministry in the Anglican Church. Our students come from a large area in the
Eastern Region of England from Northampton to Cromer and from King’s Lynn to St Albans as well
as students from continental Europe.
Missionary: We are a community which is passionate for making connections between faith and
life, especially affirming the workplace as a place of ministry. We prepare ministers who can be
attentive to the world whilst being contextually rooted in the life of the local church.
Inclusive: We are a community which balances work, family, ministry and training. We offer a
different and Gospel-based model of generous inclusivity and genuine listening to different voices.
Students at ERMC come from Evangelical, Catholic, Liberal, Charismatic traditions of the Church
and these rich differences are gladly and humbly respected. Worship on the Course represents a
wide range of traditions and experiences.
Hospitable: We are a welcoming community where there is a supportive learning environment
for students and staff as a model for the life of the local church.
Formational: We see formation for ministry as part of God’s mission to, and renewal of, creation
through the Holy Spirit. We are committed to being people who are deeply immersed in the
Scriptures, in the Tradition of the Church, to using our minds to think through issues of faith and to
using both personal and communal experience as a valid way of doing theology. All this is grounded
in prayer so that we hope that our students’ faith will grow in wonder, practical application and
imagination. We prepare ministers who can be attentive to the world through making missionary
connections between faith and wider life – this is about reading the signs of the times. We prepare
ministers who are attentive to the renewal of God’s Church, with a special regard for becoming
instinctively ecumenical. We prepare ministers who are attentive to themselves, growing in an
awareness of collaborative ministry and in critical reflective practice.
4
Flexible: Part-time learning is offered through class-based learning in Norwich, Cambridge and St
Albans and through an online classroom using Adobe connect software. We have a wide range of
teachers, support staff and local church supervisors who support students in their learning and
formation.
What we hope for: Much of the life of ERMC is about holding these commitments together in
God’s grace. We are mindful though of the need to be rooted in the world-wide church and to
learn from the gifts that this brings us. We are also giving a good deal of thought as to how we
might encourage workplace ministry to which a number of the community are called.
Teamwork and Partnerships: We are members of the Cambridge Theological Federation and
are in formal partnership with the Dioceses of Norwich, St Albans, and Ely to deliver Reader
training. ERMC thrives because of the sense of teamwork that exists both within the community and with local churches, tutors, support networks, districts and dioceses. We are very grateful
indeed for all who act as partners to us in this privileged task of forming women and men for
ministry.
National Church and Common Awards: We are also in partnership with our national church
which approves our programmes for lay and ordained ministry training. All of the Church of
England’s training has is validated by the University of Durham as part of a programme called
Common Awards. In our region, Readers are studying modules towards a Certificate (level 4).
Your training will be a mixture of modules from the Common Awards programme which ERMC
will oversee and others which the Diocesan Programme will oversee. Marking of your assignments
will also be held in partnership between ERMC and the Diocese as will the module teaching. Staff
from ERMC and the Diocesan Programme meet regularly together to plan the programme and the
teaching that you receive will be shared as well between the two staff groups.
Contacting us: On the whole, the main point of contact for your training should be Lauryn
Awbrey, the Diocesan Reader Ministry Officer, but these people might also help you:
Ms Elizabeth Harper [email protected] who is Director of Studies
Ms Mandy Marvin [email protected]
ERMC is found at:
1a The Bounds, Westminster College
Lady Margaret Road
Cambridge
CB3 0BJ
ERMC is found at:
Tel: 01223 760444
Please also visit our website - www.ermc.cam.ac.uk
5
The RiT/ERMC Pattern of Training
For the majority of students, the route through training for ministry has three strands:
… and the strands are woven together as each student brings their Uunderstanding of the Christian tradition together with Utheological reflection on practiceU and their Uformation as a discipleU in the
wider community of Christ and their own denomination.
IME Phase One and IME Phase Two
Training in the Church of England takes place in phases and happens over a number of years. The
beginning of training, on which you are embarking, is ‘Initial Ministerial Education’ (IME) Phase One,
lasting approximately 3 years. This is followed by a second phase, which happens after licensing.
Our Bishops expect all Readers to participate in IME Phase Two, and information about this will be
given to you around the time of your licensing. Shortly after licensing, the new Reader and their
Incumbent will be invited to a meeting with the Officer for IME Phase 2, in which details of
continued training will be explained.
Continuing Ministerial Development
Ministry involves life-long learning, and the Bishop expects all Readers in the diocese to participate
in IME Phase 2 through a variety of group meetings, workshops and other events. After IME Phase
2, Readers join clergy and others in CMD.
TRAINING WITH RiT/ ERMC
Academic Programme
The study of theology
for ministry through a
modular programme.
The modules are studied
through attendance at the
weekly tutorials. Written
assignments are submitted
and assessed.
Working in the Local
Context
An ‘apprenticeship’ in
ministry – engaging
with the life of church
and community in (or
near) the student’s
home context.
Working closely with a
Pastoral Supervisor on
all aspects of ‘becoming a
minister in God’s Church’.
Saturday Study days
and Weekends
Occasional sessions
exploring a variety of
themes during
4-6 Saturdays a year.
Drawing together the
academic programme and
the practice of ministry.
Becoming a community
which learns, prays,
worships, eats and
socialises together.
6
Working in the Local Context
The role of the Pastoral Supervisor
Like all the Regional Courses for ministerial training, ERMC and St Albans Readers in training offers
part-time training which enables students to make their own communities, their existing jobs and
responsibilities, and their local Church, the contextual focus for their preparation for ministry.
Students need the support and guidance of those who know and understand their local context –
and the Pastoral Supervisor is well placed to fulfil this role.
In most cases, we will approach the parish priest of the Church where the student is already a
member to take on the role of Pastoral Supervisor. There are instances, however, where this may
be inappropriate: the minister may be very new, very pressured, or soon to leave; the student may be too close to the minister (married to them, even!) or at odds with them for some reason; there
may be a good reason to feel that a student would not flourish or grow as a minister in their home
Church.
In a very few cases, the role of the Supervisor may be split. The local Incumbent may be able to
monitor the student’s involvement in practical ministry (leading worship, preaching, pastoral visiting,
etc) but another person may have been asked to act as an external Supervisor to give the student
opportunity for regular theological reflection. In such cases, it is clear that both Incumbent and
external Supervisor will need to be involved, for example, in the setting up of the Training
Agreement and the reporting processes. Decisions on an appropriate Supervisor for a particular
student lie with the Reader Ministry Officer.
The task of the Supervisor
Put simply, it is to journey together with the student in exploring the nature and challenge of
Christian ministry. More formally, it is to be there to help the student make sense of the whole
learning experience within the local context (including the home/work situation where
appropriate). S/he is there to facilitate that informed theological reflection which lies at the heart of
making connections.
The weekly tutorial is described as part of that opening up to God, which is the crux of the call to
ministry and the exercise of ministry. The regular sessions with the Pastoral Supervisor (every six -
eight weeks) share some of that character. Clearly, the emphasis is to be on that part of the
student’s life and work that the Supervisor knows. Inevitably, however, there is a measure of
overlap between reflecting on the experience of leading worship (for example) and reflecting on
what the student may have been learning about the changing emphases in liturgy in the time of the
Reformers or in the modern liturgical movement.
What Makes a Good Supervisor?
It is both inevitable and enriching that Supervisors will be working with different experiences of, and
approaches to, theology for ministry. It is our hope and prayer that a student encounters a variety
of experiences which will enable him/her to engage with different models and different contexts and
that the experience of supervision will enable them to make connections between these varied
experiences.
7
So what makes a good supervisor? Perhaps the best way to answer this is for each Supervisor to
reflect on their own experience of being supervised, either in the past or more recently. A
Supervisor might want to use these ‘prompts’ to help their reflection.
Was your Supervisor…
- a good listener?
- able to enter into your feelings and thoughts?
- able to own her/his own feelings?
- willing to work at a creative relationship?
- open to different lifestyles, ways of working and ‘doing theology’? - able to challenge and confront?
- able to ask open questions and wait for your growth, understanding and
development?
- able to recognise and work with your areas of resistance?
- able to focus on critical issues, encourage deeper exploration and open up
new areas of thinking?
- able to provide appropriate input when needed?
- able to share the agenda-setting for supervision?
- able to believe that mistakes are valuable?
Each Supervisor in reflecting prayerfully on their own ministerial experience might ask themselves:
- How do I understand my ministry?
- What are the main areas of work?
- What am I most interested in?
- What do I think I handle best?
- Do I have particular areas of interest/expertise?
- Which areas are most difficult?
- What would I most like to improve?
- Can I work with others and can others work with me?
- What might a student learn from my ability to manage time and paper?
- What might a student learn from my patterns of prayer and worship, of study
and reading and time off?
- What do I particularly want to offer a student?
Theological Reflection
The Course places great emphasis on theological reflection as being at the heart of the process of
the journey towards ministry. It seeks to enable this in every possible way in order to lead to an integrated way of looking at the world in the light of the conviction of faith. Whatever the situation,
the student is encouraged to ask the basic question, ‘Where is God in all this?’
The regular sessions students have with the Supervisor are seen primarily as opportunities to
reflect, although through this reflection process there comes a good deal of learning about being a
minister as well as about self-awareness. This is the starting-point for reflection on such issues as
the students’ experience of corporate life within their Churches, the relationship between a
student’s full-time work or service and other aspects of life, and the continuing teasing out of what
their vocation is. Making the connections between work, occupation, their ministerial calling and
God – all this is central to the learning and process of ministerial formation.
8
Training Agreement
This details the different aspects of a student’s programme, including activities within the local
Church supervised by the Supervisor. The agreement is drawn up at the beginning of the academic
year by the Supervisor and the student, and a copy sent to the Reader Ministry Officer.
Assessment
The Supervisor is invited to report on the progress of the student. Those in the home Church are
in a much better position than Tutors or Core Staff to assess progress in preaching and leading of
worship. They also see how students relate to their local Church leaders and congregations, and
will be able to comment on any pastoral work the student is able to do locally.
Pastoral Supervisors are asked to discuss their reports with their students before the reports are
submitted.
The Supervisor’s role (like the Course’s) is fulfilled when the student begins to reflect naturally (but
theologically) on experience, to make links with other learning, and to recognise that, like theology,
becoming a minister involves life-long learning. Appendix 5 is a ‘map’ of where Learning outcomes
are met in training. These ‘ministerial competencies’ are drawn from the nationally agreed
Selection and Formation Guidelines for Readers in the Church of England (May 2014). Please use
this list as part of your discussions at your regular meetings, and make a note of specifically when
you address each item.
Feedback and Review
During any supervision session, a Supervisor should encourage feedback and theological reflection.
The following questions, along with prayerful listening, may be of help:
Opening Tell me about…
Follow-up Could you tell me more about that?
How do you feel about…? What do you think about…?
Were you there when it happened?
Have you attended…?
Reflecting …and so, you felt under pressure then?
Summarising Where is God in this?
What does the Christian tradition have to say about this?
Are there insights from other disciplines?
Do I understand you to be saying…?
Reviewing To what extent has this learning outcome been achieved?
What could be improved?
9
In providing feedback, it is helpful to remember to:
- Encourage more than criticise.
- Be specific rather than general:
e.g. ‘The way you picked up images from the reading in the intercessions on
Sunday evening was very creative’, rather than ‘nice prayers’.
- Use questions to promote self-reflection: ‘How did you feel assisting at
Communion at St J’s on Sunday?’
- Give suggestions for improvement.
- Be appropriate to the stage of training which the student has reached.
Change in Pastoral Supervisor
If a student knows that their Supervisor is retiring, moving, going on sabbatical or suffering from a
long term illness, s/he should inform the Reader Ministry Officer as soon as possible. A
replacement Supervisor will be arranged.
10
11B Feedback and Review
of Sermons and Worship Leading
Good feedback at an appropriate time after the delivery of a sermon can be a strategic tool in
enabling students to develop their ability to preach at a variety of services. To help give guidance as
to how to assess this growth we offer some ‘prompts’ for both preachers and listeners detailed in
the assessment form (Appendix 1, p.29).
As well as the sermon feedback form, there are also Assessment Forms for when you lead
intercessions, or worship, or teaching sessions, which you should use or adapt for use. (Appendices 2, 3 & 4. These can be found online as well.)
It is helpful if the Reader in Training is not the person gathering in feedback forms, e.g. at the end of
a service or after a sermon. Wardens or sidespersons could take on this role, distributing forms
(with pen!) and collecting them in.
11
Suggestions about Support Groups
It is not required that Readers in training set up a Support Group. However, most
students find this a helpful thing to do, and it is strongly recommended. Support
groups can perform a number of useful functions:
Pastoral care
Meeting with a group may provide a useful opportunity to focus on your training task.
Group members can
help you keep a check on your progress, and the extent to which you are achieving the targets you are setting yourself
see how you are getting on with your studies and with your pastoral supervisor
ensure that a proper balance is being maintained between the demands of your home,
family, workplace, training, church, and the need for some leisure time.
Practical help
Support groups can share in the learning task. They may
be willing to do some reading and to share what they have learned so that you can gain
a broader picture without having to do all of the work. Everyone learns as different
opinions are shared and discussions take place
like to visit one of the tutorials
participate in group work and provide honest feedback
help in assessing your ability to lead worship, and in evaluating your sermons.
Working with a group in this way might help to keep you up to the mark and working to
deadlines. And incidentally, as the group is helping you, you will be helping the group
members in learning too.
Communication
A support group can be the means by which your progress through training can be
communicated to the parish as a whole. Members might
prepare occasional reports for the PCC,
write short articles for the parish magazine,
suggest ways of letting the whole congregation know when you have negotiated
significant hurdles e.g. written your first essay, come through your Ministry Review, or
completed your training.
On occasion, the group members might need to communicate with the Reader Ministry
Officer and Pastoral Supervisor if you are experiencing difficulties, or there are
misunderstandings that need to be resolved,
Group membership
Who you will ask to become a member will largely depend on the function you would like your
support group to fulfill.
Groups should not be too large. Two or three people is usually enough.
They should not just be your friends. The best support comes from people who can
be objective, and who perhaps see things a bit differently from the way you do.
12
It is a good idea and to ensure that each meeting has a simple agenda, and that a
record of decisions and proposed actions is maintained.
As a rule it is probably best for your Incumbent or Pastoral Supervisor not to be a member of
the support group. Theirs is a rather different role. However, there may be occasions when it
might be helpful to invite him/her to a meeting if matters have arisen that are specifically related
to them.
Frequency of meeting
Again, how often a group meets will depend on what you want from it. It will be important for
you to decide this very early on so that members are clear about what is expected of them.
13
9What is Spiritual Direction?
10BSome thoughts about what to expect
Firstly, although spiritual direction is the traditional title this ministry is NOT about the director
telling you what to do, but is a ministry which involves listening, travelling alongside you on your
spiritual journey; discovering, exploring and discerning with you the ways in which your relationship
with God may be deepening.
The spiritual director will offer a sacred and safe place of acceptance, attention, accompaniment,
learning, growth and challenge. In order to offer such a place the spiritual director will recognise
that you are on a unique path. The role of the spiritual director is to travel alongside you as you
become more fully who you are created by God to be. Trained in the Christian spiritual tradition
and continuing to deepen their own spiritual life, the director will listen, discern and reflect from
that perspective, recognising that God is present in all human experience.
The ministry of spiritual direction is not easily defined and cannot be reduced to one simple model.
The following phrases give a flavour of what spiritual direction might be, but not all of these phrases
apply to every session.
Giving support to a person and helping them to discover the work of the Holy Spirit/God in
his or her life
Companioning a person seeking the meaning of life
Helping to sustain faith and courage in times of darkness, pain, distress or personal
transition
A friendly relationship in which one person helps another to discern and respond to God’s will for them
Spiritual direction is not counselling but uses similar skills, however the emphasis is on the
directee’s relationship with God rather than ‘the problem’
It can involve discovery and exploring, and deepening the relationship with God
Becoming who we are created to be
Offering listening, acceptance and support for the individual
Recognising that each person’s journey is unique, there is not only one path
Healthy respect for other religious spiritual traditions
To prepare yourself for a meeting with a spiritual director – come as you are and pray that the
Holy Spirit may illuminate your reflections
What’s going on in your life – moods and feelings?
Where are you particularly aware of God’s presence or apparent absence in your life?
What are your current preoccupations? In your innermost heart what do you hope for?
For more information on Spiritual Direction, contact: Jackie Harbron, email
address: [email protected]
14
MONEY
Claiming Expenses
At the time of selection, parishes are asked, “In what ways will you offer financial support to this
candidate?” The cost of training is almost entirely met through the diocesan budget. The modules
and study days are paid for, and students can claim up to £100 annually toward the cost of books
(from the Oakley & Cassell Student training fund – see below).
However, there are other expenses which parishes should meet. These include:
travel costs, e.g. recurring train fare to attend study days and tutorials – this should be
discussed and agreed.
expenses involved in planning and preparation of services or other church activities, e.g
materials for Messy church, Sunday School, Bible studies, youth group meetings
occasional child care or help with care for spouse/elderly relative when student is attending
training sessions.
Good practice:
1. The PCC should budget for training. No one should be excluded from exploring
vocation or from exercising a full ministry due to financial constraints.
2. The Reader in training should make a practice of claiming expenses. This will help
parishes to have a realistic picture of expenditure and plan well for future candidates. Expenses must be claimed quarterly or forfeited.
Grants and Funds available
The Fred Oakley Bequest
Fred Oakley, who was a Reader in Clophill for many years, left a substantial sum in his will ‘to
be applied for the provision of books for the training of Readers in the Diocese of St Albans’.
The Readers’ Association committee invites Reader students to apply to the Treasurer for a
contribution towards the cost of the books they need to buy. Grants will be made up to 50%
of the cost of the books with a claim limit of £100 per year for each student. All you need to
do is complete the voucher at the end of this Handbook (you can take photocopies for future
applications), get it countersigned and send it off.
Other possible Book and Training Grants
The Treasurer can also tell you about other funding that exists in this Diocese and at Church
House Westminster to help student Readers.
The Treasurer’s contact details are:
Dr Mark Eaton, Lavender House, Moules Yard, Ashwell, Baldock SG7 5PU.
15
12BLibraries
The Cathedral Library
The Library houses a collection of mainly theological and philosophical works, which you will find
useful in your studies. The normal annual fee for the library is £20.00, but the diocese will pay for
Reader students to join for the three years while you are undertaking initial training. N.b: The
Library may be operating under restricted conditions in 2017-2018 due to building
works.
The Cambridge Theological Federation Libraries
ERMC students may use the Federation libraries in Cambridge and the four more established
libraries (Ridley, Wesley, Westcott and Westminster) are well stocked. ERMC staff will advise
about regulations, etc. The Federation librarian is Carol Reekie.
Access to Cambridge-based course books and materials can be difficult for RiT/ERMC students who
live a distance from Cambridge. As a result, in 2000, the CTF Librarian, Carol Reekie, introduced a
postal library loan service.
Complete details of how to access the Federation Library system is found in the Regional
Handbook.
The Emmaus House Library and the Norwich Cathedral Library
Students with easy access to Norwich may like to take advantage of the Emmaus House library and
the extensive Norwich Cathedral library. Contact Charles Read in respect of either library
St Edmundsbury Cathedral Library
This newly-opened collection may be of benefit to students in the east. It is located by the DMC
offices near the Cathedral. For further information, contact the Library Administrator on 01284
748720.
Using Your Public Library
Public libraries (that is, your county libraries) frequently offer good services to the public, which are
often ignored and under-utilised. While they may not have the kind of theological literature you
would like for your studies, they often have an Inter-Library Loan Scheme, which allows access to
many libraries throughout the country. Each county library is different, so enquire with your local
library what they can do for you. Cambridgeshire Libraries, for example, offer Inter-Library Loan
services (i.e. getting a book for you which they do not hold in the Cambridgeshire system) for £1
per book.
16
TThe Academic Programme
Study Skills and Learning Support
At the beginning of training all students, regardless of academic background, attend sessions which
focus on Study Skills, aimed at giving confidence to the diffident and help to those who left school
some years ago and have had little or no experience of Higher Education. We also try to be alert to
the needs of people who may have dyslexia or a similar difficulty which affects reading and writing
and will do our utmost to provide the necessary support. Please do not hesitate to talk to the
Reader Ministry Officer if you have any concerns. There are excellent (free!) materials on study
skills on the Open University website: http://www2.open.ac.uk/students/skillsforstudy/index.php
Accreditation for Prior Experience and Learning Some people come to Reader training with considerable previous theological study and relevant
ministerial experience. If so, you may apply for Accreditation for Prior Experience and Learning
(APEL). To request APEL, first talk to the Reader Ministry Officer. You will be asked to submit in
writing an outline of the previous study or experience for which you are seeking accreditation,
including:
an outline of the course content
a copy of the certificate of completion
a list of essays, with titles and grades
a copy of your best essay.
Once submitted, the request for APEL will be considered by the Reader Ministry Officer. Some
factors which will be taken into consideration:
Was the learning at the appropriate equivalent level? (HE Level 4 [formerly Level 1])
How long ago was the learning?
Did the course/module cover similar knowledge and skills?
Some examples of APEL given include: a person with a theology degree, a person who led pastoral
care and bereavement training for nurses in her career, a person who has completed some training
in another diocese.
You should be aware that gaining APEL does not necessarily mean a shorter period of training for
Reader ministry. Much of the training is about formation and gaining the practical skills needed for
mission and ministry.
Tutorials
Tuesday evening sessions are held in St. Albans, at the Diocesan offices on Holywell Hill. Sessions
begin with supper at 6.00 pm followed by an act of student-led worship at 6:30 pm. There then
follows two one-hour teaching sessions (with a coffee-break between) where each year-group
works on its own syllabus material with a member of the Core Staff or a visiting Tutor. Students
will need to book suppers in advance through the Administrator at ERMC, copying the booking in
to the MDT Secretary.
Meal cancellations: Students should cancel meals by Thursday the week before the ERMC class on
Tuesday by contacting the MDT Administrator and the Administrator at ERMC. If you don’t cancel,
we still have to pay for the food!
17
Review and Assessment Procedures
On-going:
Modules:
a) Students submit written assignments which are marked and returned with feedback and
suggestions. The assessment for each module will vary; there will often be formative assessment
built into each module and, as a rough rule of thumb, for every 20 credit module an assignment of
5,000 words (or the equivalent) will be required for summative assessment.
Assignments must be submitted to the Director of Studies by the published deadline. Detailed
instruction about submitting assignments will be sent to students. For information about negotiating extensions, or mitigation, there are forms available on Hedwig; if in doubt students should contact
the Reader Ministry Officer or the ERMC Director of Studies, Elizabeth Harper.
b) Tutors may be asked to comment briefly on students in their tutorial group.
Annual Reviews:
In Year One, the Pastoral Supervisor, in conversation with the student, completes an Annual
Review. This includes a report in which they discuss the year’s activities and training needs, and
review developing ministerial competencies. The student will complete a Self-Evaluation,
At the end of Year Two, students will meet with the Reader Ministry Officer, their incumbent, and
two members of the congregation for a review of training to date. At this meeting the decision will
be made whether the candidate will go forward for admission and licensing.
Attendance
Students are required to attend at least 80% of all teaching modules and training days in order to
complete training. As always with adult learning, we understand that there are unpredictable life
crises and work/family commitments. Particular circumstances which prevent full attendance should
be discussed with the Reader Ministry Officer.
The Experience of Ministry
At every point, the delivery of the programme is designed to connect with the experience of
ministry. In tutorials and assignments, links between theological study and the practice of ministry
will be explored.
Timetable
All continuing and new students will receive an outline of their course of study for the year and a
time-table to indicate tutorial/evening-class sessions and assignment deadlines.
End of Training:
Students are required to complete their modules of study and hand in the completed Mission &
Ministry Portfolio before licensing.
18
SHOULD A STUDENT NOT BE RECOMMENDED FOR LICENSING
When someone is selected for training, they are selected for training. The final decision about
licensing lies with the Warden of Readers who takes advice from the Reader Ministry Officer
and, depending on the circumstances, the Director of Ministry. The progress of Readers in
Training is reviewed annually, with a face to face Review at the end of Year Two.
The main reasons a student might not be recommended for licensing:
They need to gain more experience in parish ministry, growing in ministerial competencies.
An interruption in training due to unforeseen circumstances means more time is needed
(for example, a death in the family, serious illness, change in employment circumstances).
A vacancy has arisen in their parish or for some other reason there is no clergy person to supervise the potential Reader.
Some modules or assignments have not been completed.
A query is raised about the candidate’s suitability for licensed ministry.
There has been a breakdown of relationships in the parish, e.g. between the RiT and their
incumbent.
In such circumstance, conversations will be held between the Reader Ministry Officer, the
Incumbent, student, relevant tutors, and the Director of Ministry and/or the Warden of Readers.
In some cases, the student will temporarily suspend training; sometimes a student will be asked
to spend an extra year in study or gaining experience in the parish. Occasionally a student will
be withdrawn from training altogether and not be licensed.
As soon as any doubt is raised about a student’s suitability for licensing as a Reader, the relevant
issues will be explained to the student, ideally in a face-to-face meeting, so that appropriate
action can be taken as promptly as possible.
19
Reader training/ERMC Syllabus
2017/2018: Summary
Year
One
Summer
Induction and Study
Skills
Introduction to
the New Testament
Sept – Dec
Introduction
to Church History
Jan - Feb
Introduction
to Preaching
Feb – March
Introductio
n to the Old
Testament
April – June
Plus a
Residential weekend
Retreat
And a
Mission &
Ministry
Portfolio
Year
Two
Helping
Adults
Learn
Sept –
Oct
Multi Faith
Awareness
Oct - Nov
Spirituality &
Discipleship
Jan – Feb
Doctrine
Feb - Mar
Ethics
April – May
Plus a
Residential
weekend
Retreat, a
Mission &
Ministry
Portfolio,
Preaching
sessions and
Ministry
Review
meeting
Year
Three
Pastoral
Care
Sept -
Dec
Placement
Jan – Feb
Ministry with
Children
Feb - Mar
Being a
Reader in St
Albans
Apr - May
Plus a
Mission &
Ministry
Portfolio
Licensing
June 2018
Year One Tutors: 2017 – 2018
Preparing to
Learn
Ms Karen Storms [email protected] July & Sept 2017
Introduction
to New
Testament
The Revd Lucy Dallas
Ms Lauryn Awbrey
Sept –
Dec 2017
Brief
Introduction
to Church
History
The Revd Jonathan
Gordon
January 2018
Intro to preaching
The Revd Dr Rob Marshall
Spring 2018
Introduction
to the Old
Testament
The Revd Ysmena
Pentelow
Summer 2018
20
21
The Role of the Tutor
Tutorials
Tutors are normally expected to meet with their students for ten tutorials per twenty credit
module. Tutorials usually last two hours. The Tutor’s main role is to enable the student to make
progress through the Course modules; the weekly tutorial will also include discussion of the work
completed by the student during the past week, and of assignments planned or completed.
Theological reflection is integral to RiT/ERMC training; the Tutor will, therefore, explore with the
student new avenues of thinking and connections between the theological study, the student’s
experience and their experiences of ministry.
Tutors’ Meetings
Tutors play a vital role in the students’ academic and ministerial development and are a central
element in the RiT/ERMC ‘delivery’ team. As such, we seek to nurture strong links between Tutors
and Core Staff in order to:
liaise between those who prepare the syllabuses and those who guide students through them;
ensure that students’ needs are met as far as possible at all times and that reports reflect their
progress;
support Tutors in their task and respond to their insights into the teaching materials and processes;
share new developments in ERMC and ministerial training.
Tutors should feel free to contact ERMC staff at any time. Tutors’ meetings are arranged each
semester and provide a vital face-to-face link with Core Staff. Tutors’ meetings will include:
an input on relevant developments in ministerial training, theological disciplines, etc;
opportunities to contribute to syllabus revision, to prepare for working with forthcoming
syllabuses and to share experience of the tutorial process;
opportunities to meet with fellow Tutors and Core Staff.
It is expected that Tutors will attend at least one meeting each year.
Travel expenses to Tutors’ meetings are met by ERMC or by the diocese.
Additional Support
Some students may wish to have a Personal Tutor, to give extra learning support. If you would
find this helpful, talk to the Reader Ministry Officer in addition to the module tutors.
22
Placements: Year Three
Most Readers, after licensing, will serve in their local church and Deanery. However there may be
opportunities or requests to lead worship or preach in a church whose ‘style’ is quite different from
one’s own.
No training can hope to offer the fullest possible experience of the vast range of contexts for
ministry, theologies, liturgical practices or understandings of ecclesiology and mission that are
encompassed by the Anglican church. The purpose of a placement is for a Reader in Training (RiT)
to encounter and engage in a church significantly distinct from their own. The primary function will
be to inform and deepen the RiT’s understanding of the wider church and to develop ministerial
skills through the experience and reflection on the placement. Most placements are in a church
however occasionally a student makes a strong case for a different setting, e.g. hospital chaplaincy.
Some examples of placements might be:
someone from a busy urban area spending time in a rural context
someone from a benefice of small churches spending time in one large church
someone whose church has no young children spending time in a congregation with a lot
of young families
Preparation
There will be at least one day teaching session/workshop at the beginning of the placement and two
evening or Saturday sessions during the placement period.
Planning a placement
The initial discussion about a placement should take place between a RiT and Pastoral Supervisor.
BEFORE approaching the church where the student hopes to do a placement, the RMO should be
consulted about the suitability of the placement and approve the placement. Then the student may
meet with the link person at the church in which the placement will occur. There will be a pro
forma to complete, outlining expectations of the placement, which will be copied to the Pastoral Supervisor of the home church and to the RMO. More details will be in the Placement Module
booklet. Please do not set up the placement before students have the module booklet outlining the
structure!
Outline of placement
Time: a placement should be 4 weeks of Sundays, preferably in one go. Some people may have to
do once a month for 3 or 4 months, but a month straight is preferable. Some students may be able
to become involved in activities during the week, but this may not be possible for everyone.
During the placement there is likely to be an element of ‘job shadowing’ but it is expected that the
RiT will have the opportunity to exercise ministry as appropriate. Supervision should be carried
out by the placement supervisor.
After the placement the RiT will produce a written report and reflections on the Placement. The
report should outline the nature of the placement, the ministry observed and engaged in and
theological reflection on the experience. The report will be sent to the RMO.
23
Submission of Coursework
The submission of coursework is the responsibility of the student. For some modules work will be
submitted to and marked by ERMC staff; some modules will be submitted to and assessed by
diocesan staff or tutors. All assignments must be handed in on the published due date.
Detailed instructions for each module will be posted on Hedwig and given to students at the start
of the module.
Feedback and Results
Feedback and provisional marks will be returned to you as soon as possible – this is usually 4 – 6
weeks after a module ends. Results sometimes have to be confirmed by external moderation,
which can delay their return. Results will be notified through your Director of Studies in the first
instance.
Late Work: Extensions etc.
All work which is late and all re-submitted work must be submitted to the Director of Studies or to
the RMO, depending on the module (ERMC or Diocesan led).
Failure to observe these rules will normally result in work not being put forward to the Assessment
Panel, which would entail failure of the module.
Please direct any queries regarding coursework submission to: Jaspreet Biring or Lauryn Awbrey – for assignments submitted directly to the RMO
Elizabeth Harper (01223 760444) – for assignments that go directly to ERMC.
Helpful information for communicating with the Reader Ministry Officer:
24
The Cambridge Theological Federation
ERMC is one of the constituent members of the Cambridge Theological Federation – an unrivalled
partnership of institutions and resources for theological learning and training in ministry.
The constituent bodies of the Federation are:
Eastern Region Ministry Course Ecumenical
Institute for Orthodox Christian Studies Orthodox
Margaret Beaufort Institute of Theology Roman Catholic
Ridley Hall Anglican
Wesley House Methodist
Westcott House Anglican
Westminster College United Reformed
There are also several Associate Members of the Federation: the Centre for Jewish Christian
Relations (based at Wesley House), the Henry Martyn Centre (based at Westminster College) and
the Diocesan Courses of Norwich and St Edmundsbury and Ipswich.
Every ERMC student is a full member of the Federation and is welcome to participate in all its resources, opportunities and activities, including:
access to the libraries of all Federation institutions ;
participation in Federation courses as set out in the Federation Handbook (in consultation with
the Director of Studies): the Intensive Courses run in Cambridge in January are especially useful;
participation in Federation Worship – roughly fortnightly in term time, usually on Tuesday
evenings, and drawing on all the traditions represented in the Federation;
sharing in the government of the Federation as a student representative on various committees
and working groups;
ERMC students are scattered across a wide region and it is recognised that not all can join in events that are predominantly based in Cambridge. However, where ERMC students are able to
participate, they have shared with, and gained from, the Federation both personally and on behalf of
the wider ERMC community.
The Federation’s ‘public’ website is: http://www.theofed.cam.ac.uk
25
16B
Complaints Procedures
General Comments
In common with most institutions of education, ERMC has a procedure for making a complaint
when things go wrong. ERMC is also a member of the Cambridge Theological Federation and, from
time to time, you may be taught by, or have other contact with, other members of the Federation.
A. St Albans Reader Training Programme & Eastern Region Ministry Course
It is important that, if you feel dissatisfied with any matter relating to the Programme, you should
have an immediate means by which such a grievance can be aired and resolved.
Nothing in this procedure is intended to prevent you from informally raising any matter you may
wish to mention. Informal discussion can frequently solve problems without the need for a written
record but, if you wish your grievance to be formally recorded and investigated, please make this
clear at the outset. You have the right to be accompanied at any stage of the procedure by a fellow
student, who may act as a witness or speak on your behalf to explain the situation more clearly.
The following procedures apply to all Readers in Training and should be invoked in the event that a
member has a grievance or complaint against another member of ERMC. Complaints against other
members of the Cambridge Theological Federation are covered in a separate policy of that
institution.
Members of ERMC or Readers in Training are strongly urged to resolve personal complaints
informally between the parties concerned where possible.
Stage 1
If a student or staff member has a grievance against a fellow student or staff member, s/he will in the
first instance report the matter to the Reader Ministry Officer, who will ask for a written statement
to be made and will make a response in writing as soon as possible and in any case within ten
working days.
If the complainant remains dissatisfied, a second stage of the procedure is to operate.
Stage 2
If the grievance is not resolved at the first stage, it will be reported by either the complainant or the
Reader Ministry Officer to the Principal of ERMC, who will make a response as soon as possible.
If the Reader Ministry Officer is the object of the grievance, the procedure begins at the second
stage with the complaint being made in writing to the Principal. The Principal may, on occasion,
need to consult the Chairman of the ERMC Governing Council, who will make a response as soon
as possible. The Chair’s decision will be final.
26
B. Cambridge Theological Federation
Behaviour failing to respect the personal integrity and individuality of others has no place in the
Federation community. It is recognised as good practice for places of education to have a standard
procedure for dealing with cases of complaint or harassment.
Harassment may be on grounds of race, sex or sexual orientation, physical appearance, political or
religious conviction or otherwise. It may take a number of forms: physical assault or attack; words
(written or spoken) meant to threaten, hurt or belittle; abusive or unwelcome behaviour; persistent
unwelcome sexual attention or innuendo.
Members of the Federation are strongly urged to resolve personal complaints, whether harassment
or otherwise, informally between the parties concerned.
The following procedures apply to all members of the Federation and should be invoked in the
event that a member has a grievance or complaint against a member of another institution of the
Federation or a member of staff in a placement location outside the Federation which he or she has
not been able to resolve through personal contact and reconciliation with the other person.
In cases where all parties are members of the same institution, the procedures of that institution
shall be followed.
A. A complaint by any member of the Cambridge Theological Federation
against a member of the Federation or one of its Member Institutions
other than the complainant’s own, except as it relates to complaints about
academic teaching.
Stage1
If a student or staff member has a grievance against a fellow student or staff member of the
Federation or of another institution within the Federation, s/he will in the first instance report the
matter to her/his Tutor, the Reader Ministry Officer, or Principal, who will ask for a written statement to be made. That person will refer the matter to an equivalent person in the institution
of the other party as soon as possible and in any case within three days, and s/he will make a
response as soon as possible and in any case within eight days.
If the complainant remains dissatisfied, a second stage of the procedure is to operate.
Stage 2
A grievance which is not resolved in the primary stage will be reported by the complainant’s
Principal to the President of the Federation or, if the President of the Federation is the object of
the grievance, to another of the Principals. That person will make a response as soon as possible
and in any case within eight days.
If the President of the Federation is the object of the grievance or if the complainant remains
dissatisfied, a third stage of the procedure is to operate.
Stage 3
The complainant’s Principal will refer the matter to the Chair of the Federation Governing Council,
who will make a response as soon as possible and in any case within fourteen days. His/her decision
will be final.
27
B. In relation to academic teaching, a complaint by a student concerning a member
of staff employed by the Cambridge Theological Federation or one of its Member
institutions.
Stage 1
If a student has a grievance against a member of staff of another institution within the Federation,
s/he will in the first instance report the matter to her/his Director of Studies, who will ask for a
written statement to be made. The Director of Studies will refer the matter to the Chair of the
Teaching and Learning Committee as soon as possible and in any case within three days, and s/he
will make a response as soon as possible and in any case within eight days.
If the complainant remains dissatisfied, a second stage of the procedure is to operate.
Stage 2
A grievance which is not resolved in the primary stage will be reported by the complainant’s
Director of Studies to the complainant’s Principal. The Principal will refer the matter to the
Principal of the relevant institution or, in the case of members of staff directly employed by the
Cambridge Theological Federation or where the Principal of an institution is the object of the
grievance, to the President of the Federation as soon as possible and s/he will make a response as
soon as possible and in any case within eight days.
If the President of the Federation is the object of the grievance or if the complainant remains
dissatisfied, a third stage of the procedure is to operate.
Stage 3
The complainant’s Principal will refer the matter to the Chair of the Federation Governing Council,
who will make a response as soon as possible and in any case within fourteen days. His/her decision
will be final.
C. A complaint by a student concerning a member of staff of a Church or secular
placement location.
Stage 1
If a student has a grievance against a member of staff in a placement location outside the Federation,
s/he will in the first instance report the matter to the Reader Ministry Officer, who will ask for a
written statement to be made. The RMO, in consultation with any other member of staff involved
in setting up the placement, will refer the matter to the supervisor at the placement location. In
cases where the grievance is against the placement supervisor, the RMO will take up the matter
with the next person in order of seniority within the Church or organisation of the placement with
a request that a response be made as soon as possible and in any case within fourteen days.
If the complainant remains dissatisfied, a second stage of the procedure is to operate.
Stage 2
A grievance which is not resolved in the primary stage will be reported by the RMO to the
complainant’s Principal. In the case of a secular placement location, the Principal will refer the
matter to a senior staff member of the institution concerned, with a view to setting in motion the
institution’s own grievance procedure. In the case of a Church location, the Principal will refer the
matter to the denominational Church leader for the Diocese, District or Synod, as appropriate,
with a view to setting in motion that body’s own grievance procedure.
28
The Diocesan Readers’ Association
TAs a student Reader you are joining quite a large community of ministers in the Diocese:
Tyou are one of about 25 students, all working towards the same goal and supported by a
network of tutors, supervisors and administrative staff;
Tabout 250 Readers exercise a wide variety of ministries under the Bishop’s Licence, and
another 50 Readers over 70 years of age who have the Bishop’s permission to officiate.
TThe Warden of Readers
The Warden is ultimately responsible for all matters concerning Readers and student Readers, and
is the Chairman of the Diocesan Readers’ Association. The Readers’ Association operates through
its Committee and a team of Area Secretaries and is accountable to the Council for Discipleship
and Ministry.
The St Albans Warden of Readers is the Bishop of Hertford, the Rt Revd Michael Beasley.
TThe Association has two Secretaries:
TMrs Margaret Tinsley is secretary of the committee and deals with all the general business of the Association - she is available to answer any queries you might have concerning the Readers’
Association and its activities;
TContact Margaret at: Email: [email protected] Tel: 01727 859528 T
TMr Richard Osborn is concerned with selection of candidates for Reader ministry - you will
certainly have heard from him and met him, during the process of applying for Reader training.
TContact Richard at: Email: [email protected] H Tel: 01707 657491
TThere are also a number of Deanery Advisers around the diocese. You should have met yours
when you first applied to become a Reader. S/he is someone to whom you can turn if you need
help or advice at any time.
The Secretaries will send you newsletters two or three times each year. You will be invited to join
in all the Association’s activities; do try to attend as many as you can. Spending time with serving
Readers will help you to get a feel for Reader Ministry in all its various forms. T
29
Appendix 1
18Assessment of Sermon on Biblical Passage
Some things which might be considered in your assessment:
use of the Bible text(s)
structure: introduction, progression, and conclusion
whether the sermon holds your attention
use of illustrations
voice: audibility, expression, variety in delivery
length.
Please ask the person who is assessing to complete the spaces for Theme and Aim.
Type of Church
& congregation __________________________________________________________
Time, Date
Church Season __________________________________________________________
Bible Readings __________________________________________________________
Theme of Sermon __________________________________________________________
Aim of Sermon __________________________________________________________
What would you be likely to remember/want to take from the sermon?
What would you particularly like to commend about the sermon or the preacher?
Please suggest one way in which the preacher might improve his/her message and /or delivery.
Any further comments?
30
31
Appendix 2
18BAssessment of Intercessions
Type of Church and
congregation: …………………………………………………………………………………
Time, Date,
Church Season,
Festival: …………………………………………………………………………………
Type of service: …………………………………………………………………………………
Circle the numbers below to indicate assessment and add any comments that you wish under each
section and also at the end.
No clear structure 1 2 3 4 5 Clearly structured
No response used when
they would have been
appropriate
1 2 3 4 5 Appropriate responses
used when required
Not topical or linked to
church calendar
1 2 3 4 5 Topical, linked to church
calendar
Difficult to hear
1 2 3 4 5 Easy to hear words
Too long or too short
1 2 3 4 5 Right length
Language too complex or
simple for that congregation
1 2 3 4 5 Language correctly pitched
for that congregation
Not related to people’s
situations or concerns
1 2 3 4 5 Relating to people’s
situations and concerns
What would you like to particularly commend about the intercession?
/continued over
32
In what ways might the Reader in Training improve his/her delivery or content of intercessions?
Any other comments?
33
Appendix 3
Assessment of Worship Leading
Type of Church and congregation: ...................................................................................................................
Time, Date, Church Season, Festival: ……….................................................................................................
Type of service: ……………………………...................................................................................................
Some things which might be addressed in your comments include:
Audibility
Creation of a prayerful atmosphere
Organisation and structure
Use of silence, if appropriate
Flow of the service
Use of music.
What would you like to particularly commend about the style of worship?
In what ways might the Reader in Training improve his/her delivery or content of worship?
Any other comments?
34
35
Appendix 4
Assessment for a teaching session/leading a group
To participants:
Please complete this evaluation anonymously and return the form to me at the end of
the course. Your feedback is really appreciated and will assist me with the practical
tasks I have to do as part of the Reader Training programme. Please say what you
really think! Many thanks.
Reader-in-Training (name): ……………………………………………………………………………
Type of group:
Time, Date, Venue:
Number of people in group:
Circle the numbers below to indicate assessment and add any comments that you wish under each
section and also at the end.
No clear purpose 1 2 3 4 5 Purpose of group clear
Session too long/ 1 2 3 4 5 Timing about right
too short
Attention to 1 2 3 4 5 Confidentiality not
appropriate addressed
confidentiality
Session not right for 1 2 3 4 5 Session responsive to
people’s interests people’s interests
36
Course booklet 1 2 3 4 5 Course booklet useful to
not helpful assist discussions
No chance to 1 2 3 4 5 Opportunities to
contribute speak if I wanted
Topics not right 1 2 3 4 5 Liked choice of topics
For me
Level of discussion 1 2 3 4 5 `Level of discussion not
About right for me right/not comfortable for
me
What was the best thing about the course for you?
What did you like about the course content?
Anything that could have been improved or you would have preferred done differently?
Any other comments………………………..
BCopson Nov 2011
37
Appendix 5
Qualities on Completion of training for Reader Ministry in the diocese of St. Albans Ministry
In order to contribute to the ministry of the Church and to witness to the faith in the world, it is essential that Readers acquire good grounding in theology and
Christian doctrine. In order to encourage lively, inclusive worshipping communities in a variety of contexts, Readers must acquire skills in leading worship, in
preaching, in enabling learning, communication and mission and in pastoral sensitivity. In order to nurture their Christian life, it is essential that Readers are meeting
with God as they continue to test their calling throughout their training and ministry. Who they are as people: their spirituality, attitudes, qualities and maturity, in
their home church community and in the wider world, are as important as their knowledge and competence.
This grid shows how Reader training with ERMC tries to enable students to meet the learning outcomes which the Church of England asks for. We have left one
column blank for your own notes. It is often true that, for many of you, learning and support comes to you from those who have little to do with your formal training.
Candidates/Readers
should demonstrate
evidence of
qualities or abilities
in the following
areas at the point
of licensing:
At licensing as Reader (IME1-3) Met by Academic
Programme (Tutorials
and Workshops)
Met in local church
context
Met by other
context (Work,
family, etc)
Date when
discussed with
Pastoral
Supervisor
1. Christian
Tradition, Faith
and Discipleship
Readers are learning and reflecting
theologically as disciples and ministers of
Christ. They …
understand issues relating to the interpretation of
both Old and New Testament texts in
contemporary contexts.
understand Christian beliefs and practices in their
historical and cultural developments.
are able to interpret and use Scripture effectively in
teaching and communicating the gospel in a way
that connects Christian faith to everyday life of
home, work and society.
Readers are generous in their recognition of
and respect for the breadth and diversity of
belief and practice within the Church of
England. They …
New Testament and Old
Testament modules, Church
History and Doctrine
NT and OT modules,
Preaching module
Biblical modules, Ethics,
In preparation of sermons,
Bible studies, house
groups, and on going
review of feedback
On-going theological
reflection and discussions
Pastoral Supervisor
Through feedback on
Reflective Journal and 2nd
Year Ministry review
38
are learning about how Christian beliefs and
practices shape the moral life of individuals and
communities.
are willing and able to reflect critically on hard
questions
Placement
All modules, Mission &
Ministry portfolio, Self-
assessments
Through growing
relationships within parish
and community
2. Mission,
Evangelism, and
Making Disciples
Readers are people whose desire to make
God known by word and deed is nourished by
Christ’s love for the world. They …
are learning about mission as proclaiming the good
news of the kingdom, teaching and baptising new
believers, responding to human need, addressing
injustice and caring for creation.
are able to engage in mission, showing sensitivity to
different cultures, faiths and environments.
understand the beliefs and practices of other faith
traditions in relation to multicultural society.
are able to communicate and defend the gospel
effectively, especially through preaching and
teaching, and both inside and outside the church.
Readers have a deep desire to see others
grow in their Christian discipleship, are eager
to learn about and teach the faith. They…
are able to nurture others in their discipleship and
faith development through catechesis – including
preparation for baptism and confirmation –
through enabling learning and communicating the
gospel
Mission study weekend,
plus intrinsic to a variety of
modules: Pastoral Skills,
Ethics, Multi-Faith
Awareness, Preaching,
Ministry & Worship,
Placement
Multi-Faith Awareness
module incl. Peace witness
in Luton
Development of preaching
sessions, Module on How
Adults learn
M & M Portfolio, teaching
sessions, preaching
Adult Learning module
In preparation of sermons,
bible studies, house
groups, and on going
review of feedback
On-going theological
reflection and discussions
Pastoral Supervisor
Leading teaching sessions
in the parish
3. Spirituality and
worship
Readers’ dependence on the grace and gifts of
God to sustain humble, self-giving love and
Christ-like service in the world and church is
rooted in established patterns of worship,
Bible reading, prayer, study and reflection.
39
They …
understand the Church’s range of approaches to,
and traditions of, personal and corporate worship
and prayer.
Readers relate prayer and worship to the
world of home, work and society. They …
are enthusiastic about developing their
understanding and practice of a range of
approaches to Christian spirituality.
are able to communicate the gospel effectively in a
variety of settings.
Spirituality & Discipleship
module
Ministry & Worship module,
Placement, Retreat and
Spirituality days
As above and Placement
Through regular
participation in the
worshipping life of home
congregation
In preparation of sermons,
bible studies, house groups
4. Personality and
character
Readers are a people of integrity, openness
and stability, growing in maturity in Christ.
They …
are increasingly free to focus on others.
are able to value and reflect on their strengths, gifts
and vulnerabilities, and identify areas for
development.
are able to nurture themselves while caring for
others
Pastoral Skills module
M&M Portfolio
In preparation of sermons,
bible studies, house
groups, and on going
review of feedback
On-going theological
reflection and discussions
with Pastoral Supervisor
Self Assessments at end of
each year
5. Relationships
and Community
Readers seek to model the self-giving love and
compassion of Christ as a member of his
body. They …
respect others, demonstrating empathy and
honesty in their relationships, learning from them.
are able to interact and communicate well with a
diverse range of people both inside and outside the
church.
seek to discern and pray about the needs of their
local community and the wider world with a
willingness to respond as an ambassador of Christ.
are able to respond appropriately to pastoral
Pastoral Skills module,
Placement module
Multi Faith Awareness
module
Regular studying and
worshipping with students
from a wide variety of
church backgrounds
In preparation of sermons,
bible studies, house groups
On-going theological
reflection and discussions
Pastoral Supervisor
40
situations and to reflect on their own practice.
understand policy and best practice in safeguarding
Safeguarding training
provided before licensing
6. Collaboration
and shared
Leadership
Readers model themselves on the servant
leadership of Christ. They …
understand theological foundations for discipleship,
leadership and collaborative working, especially in
the context of Reader ministry in the CoE.
are able to share leadership and work effectively as
part of a team.
are able to facilitate the participation and learning
of others for the ministry and mission of the
church.
Readers actively look to affirm and foster the
gifts of others. They …
are able to inspire others to fulfil their vocation in
the world and the church.
Readers are faithful and loyal in their
accountability and responsibility as Readers.
They …
understand how this operates within the framework
of ordained and lay ministries in the CoE.
Pastoral Skills module,
placement
Mission and Evangelism
Final half term focusing on
Diocesan strategies,
including Living God’s Love
and Mission Action Planning,
session on Canon Law
Working with others in
parishes in preparation of
worship
In becoming part of the
church ministerial staff and
regular meetings with
Supervisor
7. Vocation and
ministry within
the Church of
England
Readers believe themselves to be called by
God to licensed lay ministry in the Church of
England. They…
understand the nature of Reader ministry and its
characteristics in the context of lay and ordained
ministry within the breadth and diversity of the
CoE.
show personal understanding of their gifts for lay
ministry as a licensed Reader.
are learning about the beliefs, traditions and
practices of the CoE and how they relate to
contemporary issues.
Readers are rooted in corporate worship in
the CoE. They …
Final half term focusing on
Diocesan strategies,
including Living God’s Love
and Mission Action Planning,
session on Canon Law
Placement module
Preaching module
Christian Ethics
On-going theological
reflection and discussions
Pastoral Supervisor
Through attendance at
parish staff meetings and
wider Deanery Chapter
meetings
41
are learning about how doctrine and spirituality
shape the life of faith and the practices of the CoE.
understand the CoE’s role and opportunities for
Christian ministry and mission to the world.
Readers are ready to exercise lay ministry in
the CoE. They …
are learning about accountability within the
Church’s structure.
are able to reflect theologically on the ministry and
mission of the church in relation to their
experience in and of the world.
Church History, Worship
module, Retreats and
spirituality days
Multi-Faith Awareness
module, Placement
Anglican Identity sessions
Module on Mission &
Evangelism
Meetings with Supervisors
Self Assessments at end of
each year
42
43
Readers’ Association Book Voucher
Complete this voucher and return it to:
Dr Mark Eaton, Lavender House, Moules Yark, Ashwell Baldock, SG7 5PU
Student’s Name: ...............................................................
Date: ............................................
Address : ..................................................................
..................................................................
Books purchased
Title Cost: £ p
U_________U
Total Cost £
50% or £100 claimed from the Fred Oakley Legacy Fund £
I confirm that I have purchased the above books for the purposes of my training as a Reader.
Signed: ............................................................................... (Student Reader)
I confirm that the above books are relevant to the course of study being followed by the above named Student
Reader
Signed ............................................................................... (Tutor or Reader Ministry Officer)
Appe
ndix
6