Field Education

1. Field Education Moody Theological Seminary & Graduate School

2. Mission The Field Education program seeks to produce students as competent ministry practitioners who demonstrates transformational servant leadership in his/ her ministry venue through experiential learning. This is accomplished by the following: • Meaningful ministry experiences in settings that supports experiential learning. • Theological reflection opportunities that foster spiritual formation • Practicum sessions that promotes the integration of class room learning and practice. Linkage: Ministry has always been one of Moody’s hallmark values. For this reason, Field Education gives every student the opportunity to combine rigorous academic studies with a practical experience of ministry and equips them to be competent ministry practitioners through transformational experiential learning .

3. Field Education MTS has adopted the United Curriculum, comprised of three components: Based on the pattern of Ephesians 4:11-12, Academic V.11 Professional V.12a Relational V.12b Academic Professional Relational Knowledge Competence Character Classroom Field Experience Community

4. Learning Outcomes a. Academic • Build a proposal with an equipping plan that provides a framework that makes the internship purposeful. • Understand the role of a reflective practitioner engaging hermeneutics, Scripture and interpretation and discover insightful connection between experience and theological understanding.

5. Learning Outcomesb. Professional • Professional • Demonstrate transformational servant leadership in his/ her ministry venue through experiential learning. • Evaluate gifts, strength and abilities as designed by the measurable equipping plan. • Appraise the ministry vision, vocational clarity and formulate a specific action plan for personal and professional lifelong learning and readiness for ministry. • Practice the discipline of theological reflection.

6. Learning Outcomes c. Relational • To build a good relationship with their field instructor, including a rhythm in ministry tasks and purposefully clear communication. • To connect with the people and embrace without partiality God’s love for people who are the target of the ministry. • To connect with other team members in the ministry and demonstrate team work, courageous love in a group setting and identify and engage in effective leadership styles and skills • Integrate exegetical /theological knowledge, practice and Christian character into his/her ministry

7. Purpose Calling Competency Character • Discern, clarify and confirm your calling and ministry direction • Develop Christ-like character • Acquire, reinforce and refine ministry competence

8. Internships 82.9% • 82.9 % of masters-level students found their internship experience important for development. These respondents said their internships: • Improved ministry Skills. • Helped them to Better Understand Strengths and Weaknesses. • Increased Self-Confidence. • Provided Greater Vocational Clarity.

9. Goals of Field Education • Demonstrate transformational servant-leadership through experiential learning. • Integrate theory or practice. • Identify, affirm their gifts, strengths and abilities and design measurable goals. • Practice the discipline of theological reflection. Determine how their own self both facilitates and hinders ministry • Appraise his/ her ministry vision, and formulate a specific action plan for personal and professional lifelong learning in leadership.

10. Participants in Field Education Kenneth Pohly states that supervision in Field Education is crucial for the interns in order for them “to reflect critically on their ministry as a way of growing in self awareness, ministering competence, theological understanding, and Christian commitment.” (1) Field Instructor (2) Intern (3) Cooperating ministry/organization (4) Field Education Director

11. Four Phases of Internship • (1) instructing • (2) modeling • (3) observing • (4) evaluating

12. Field Education Practice of Ministry Internships Practicum Core Components of Field Education

13. Greenhouse A Greenhouse protects plants from cold, dust, and pests. The controlled environment can be adapted to the specific needs of each individual plant. Internships are the spiritual greenhouse that protect students until they are able to thrive on their own in the outside world. An internship helps you to build the ministerial muscle. You will develop it only when you are challenged outside of your comfort zone. An internship helps you to build the ministerial muscle. You will develop it only when you are challenged outside of your comfort zone.

14. Ingredients for a Healthy Internship • Proactive intern • Caring Field Instructor • Consistent mentoring meetings • Clear covenant and goals • Theological Reflections • Supervision and mentoring

15. Equipping Plan- Goal Development Process Every internship must have a set of well defined goals. The goals of internship serve as the ‘destinations’ for the internship. Setting Goals “Destination” Strategies for reaching Goals “Road Map” Measurement of Goals “Mile Marker” Goals can be developed in terms of Goals ( what they are) Goal Strategy (how will you achieve) Goal Measurements ( milestone dates) indictors

16. Ministry/ Competency Skill Goals There are certain tasks associated with different ministry areas. Examples of task Skills for Pastoral internship include the following: • Organizing a churches leadership retreat. • Developing a visitor follow-up program for a church. • Grading academic papers for a professor. • Planning a budget. • Developing a vision statement for a ministry. • Working with a board of elders at a church. • Organizing a publicity plan for a ministry. • Performing a wedding. • Performing a baptism. • Making a hospital visit. • Using PowerPoint. • Writing a book review for a scholarly journal.

17. Relational Skill Goals By its very nature, leadership is relational. A leader is not a leader unless other people are involved. Relational skill goals include any of the following: • Active listening. • Encouraging. • Networking. • Resolving conflict. • Risk taking. • Problem solving. • Confronting. • Trust building. • Team or community building. • Inspiring or motivating. • Consensus building. • Recruiting. • Mentoring or modeling. • Counseling. • Hiring or firing. • Conducting meetings. • Delegating.

18. Character Growth Goals • Love • joy • Peace • Patience • Kindness • Goodness • faithfulness • Gentleness • Self control

19. Task Skills Relational Skills Spiritual Discipline Skills Foundation of Character Foundation of Character in Leadership

20. Tension of Challenging and Realistic Goals Realistic Goals Challenging Goals Charles Swindoll writes, ‘Our human tendency is to focus solely on our calling on where we should go and how we should get there and what exactly we should do about it. God is concerned about the process… to mature us , making us more like his Son. In other words, all of us-including you- are works in process.’

21. Calling Functional Calling Loving Service to Others Primary Calling Loving God An internship is one of the best possible learning environments where the Holy Spirit can work as you can place yourself, plant yourself, and watch growth in you.

22. God-Given Giftings Confirmation in Community Passions Joy Calling Ray Kesner writes, ‘ Until the body of believers calls you to a specific ministry function, you cannot say with certainty that God has called you to a particular ministry role.’

23. Qualities of a Caring Mentor Actively Teaches and Serves as a Resource EMPOWERMENT Courageously Loves ACCOUNTABILITY Attentively Listens ENCOURAGMENT Creates an Environment of Trust GUIDANCE

24. 360º Supervision Team MONTHLY MEETINGS MINISTRY REFLECTION GROUP( optional) FIELD INSTRUCTOR INTERN MONTHLY MEETINGS WEEKLY MEETINGS WEEKLY MEETINGS PRACTICUM PROFESSOR PRACTICUM PEER GROUP

25. CHECKLIST

26. GRADE REPORT I. PREPARATION: (5 Points) Complete prior to the beginning of the internship POINTS A. Obtain site and Field Instructor approval for you field instructor B. Attend the Intern Orientation Session II. PLANNING: ( 20 Points) Completed and turned in on time Completed with sufficient detail to demonstrate prayerful and careful planning, and providing objectives In both skill and character III. INVOLVEMENT( 45 Points) For a part-time internship, the minimum involvement is twelve hours per week each week, with no “carry over” from week to week. For a full-time internship, the total number of hours required may be unevenly distributed over the internship. See the Manual for Internships or additional details. Deduction for missing a theological reflection and Practicum (the weekly on campus practicum) is two points per unexcused absence. IV. CHARACTER (10 Points) Use the reverse side to address character strengths, weaknesses, general attitude and any additional comments V. COMPLETION( 20 points) A. Closing documentation turned in on time, consisting of: Field Instructor’s Evaluation Intern’s Evaluation Closing interview with faculty member scheduled before the deadline Intern’s Evaluation form and closing interview provide evidence of accomplishment of the goals for the internship, evidence of thoughtful reflection, and assessment of the internship TOTAL POINTS (100) ________ FINAL GRADE FACULTY SIGNATURE_______________________

27. Contact Information: Mrs. Benjamin Director of Field Education Moody Theological Seminary & Graduate School 820 N. LaSalle Blvd., Chicago, IL 60610 312-329-4355 Fax 312-329-4344