Curate Training

Handbook

(IME Phase 2)

April 2012

(Revised February 2015)

For all information and queries relating to Curate Training

please contact:

Diocesan Curate Training Officer (IME Phase 2)

The Revd Dr Guli Francis-Dehqani

at

The Vicarage

Vicarage Road

Oakham

LE15 6EG

Tel 01572 722108

or

Bouverie Court

6 The Lakes

Bedford Road

Northampton

NN4 7YD

Tel 01604 887054

CONTENTS

Foreword by the Bishop of Peterborough / 2
Introduction / 3

PART I

The Aims of a Curacy
Training Elements in the Curacy / 4
Training Incumbent
Working & Learning Agreement / 5
Training Agendas
Group Training Days
Reflective Practice Group Residentials / 7
Quiet Day
Safeguarding

PART II

Review and assessment / 8
Year One / 9
Year Two / 11
For curates completing in 4-5 years / 14
Final Year
Final Assessment / 16
In the event of a problem…
Concluding Remarks / 17

APPENDICES

*Also available to download from the website.

Appendix I / Full break down of the BDKR pattern in relation to review and assessment process / 18
Appendix II / Legal, administrative and managerial task list / 33
Appendix III / Ministry skills and task list / 36
Appendix IV * / Guidelines for producing a portfolio / 39
Appendix V * / Sermon review and assessment forms / 41
Appendix VI * / Worship leading feedback sheet / 45
Appendix VII * / Pastoral visiting record form / 47
Appendix VIII * p 59 / Copy of Training Agenda form / 48
Appendix IX / Ideas for help with supervision / 50
Appendix X / Full break down of review & assessment process for each year / 53
Appendix XI / Copy of curate’s feedback form on TI and parish / 64
Appendix XII * / Overview of key dates and deadlines / 67

1

Foreword

I am delighted to commend this Curate Training Handbook which has been produced by the Diocesan Curate Training Officer following a period of extensive consultation.

You are probably aware that the national church is keen to see curates as well prepared as possible for the next stage of their ministry. Curates wishing to move on to a post of greater responsibility must be “signed off” by the Bishop as having successfully completed their training. To this end we have put in place a more objective and measurable method of review and assessment during curacy which reflects the requirements of the national formation criteria whilst suiting our own particular context in this diocese. Additionally we hope these initiatives will help us better support curates pastorally, ensuring that they are given every opportunity to develop their skills and thrive in their ministry.

Curate training is one part of an ongoing process of life long learning which begins pre-ordination and continues throughout ministry. I believe that our programme will help curates look forward to and engage with ongoing learning opportunities well into the future.

We have tried to make the scheme sensitive to the needs of different types of ministry (stipendiary, self-supporting and ordained pioneer) without wanting to make too great a distinction between the different styles. It is, therefore, important that all curates regard themselves as part of a coherent group, moving forwards together and supporting one another.SSMs are encouraged to follow the stipendiary pathwaysas much as possible especially if they are looking to complete their curacy in three years or move to stipendiary ministry or incumbency in their next post.

For our scheme to work successfully we rely on the support and full cooperation not only of curates but of training incumbents also. I am extremely grateful to training incumbents for taking on the important and valuable task of training curates andI hope that as the diocese seeks to fulfil its commitment to curates, so curates and their training incumbents will participate wholeheartedly in the scheme. Please be assured of my ongoing prayers and support for your continuing formation and training.

The Rt Revd Donald Allister

Bishop of Peterborough

April 2012

Introduction

This Handbook is divided broadly into two parts. Part I outlines the aims of a successful curacy and the different elements involved in bringing those aims to fruition. Part II includes information about the review and assessment process which allows the Diocese to bring the curacy to a formal end and recommend that the curate moves to a post of greater responsibility. In addition, there are a series of appendices which follow at the end of the Handbook. Please ensure you make full use of these as they provide integral and essential detail for the curate training scheme.

PART I

The Aims of a Curacy

The primary aim of a curacy is to foster clergy who are skilled, experienced and spiritually invigorated; ready to face the challenges and develop the opportunities of their future ministry. A successful curacy sets the pattern for a successful future ministry and four elements combine to work towards this end:

  • The curate, supported by family and friends
  • The Training Incumbent (TI), together with the support of the parish
  • The diocesan curate training scheme, enabled and supported by the Curate Training Officer (CTO), working as part of the Adult Education and Ministry Team.
  • The Bishop

A curacy is most likely to be successful if there is open and honest communication between these elements. Each person involved must understand their role in relation to that of the others, there must be co-operation and a willingness to develop healthy relationships and a positive ethos. Where difficulties arise, these should be shared sooner rather than later so that, with appropriate help, every effort can be made to move forward. Ultimately the Bishop’s decision is final on all matters that cannot be resolved by mutual agreement of other parties involved.

Supporting curates means that they should receive the necessary encouragement and input to grow in theological understanding and spiritual insight. But for these to be effective, first and foremost relationships have to be successful. Therefore, it is our aim to offer a training programme with an emphasis towards developing interpersonal skills and healthy working relationships. If we can get this right, then other elements have a better chance of falling into place. A ministry sustained by healthy relationships is far more likely to include a rich prayer life, energised action and space for ongoing study and reflection. For healthy relationships enable us to look outwards, to focus on the mission of God and the needs of others; whilst relationships that are breaking down, sap energy, often making us inward looking and unable to see the bigger picture. Happy, energised curates are more likely to be motivated for action and a source of spiritual care to others within their parish. In short healthy working relationships mean that more time is spent participating in God’s mission for the church and the world.

To achieve this, curates need to be supported, encouraged, understood and allowed to make mistakes. They need to be offered by their TI, necessary experiences for acquiring skills and suitable supervision for reflecting on their ministry. And they need to be offered by the Diocese, a training programme that underpins this; one that provides opportunities for learning new things but also helps curates grow in maturity and develop greater insights. Curates in turn must show a willingness to play their part by participating in this venture to grow not only in knowledge and work experience but also in self awareness and an ability to work towards good and healthy relationships.

Our aim is to cultivate clergy who are:

  • spiritually invigorated
  • willing to continue learning within a supportive environment
  • able to lead with emotional maturity
  • able to manage the challenges of disagreement and conflict
  • able to help others grow towards evermore rich and mature relationships

Essentially we are keen to develop ministerial formation as distinct from academic excellence which can be furthered by other means and which we are eager and willing to support.

Training Elements in the Curacy

Training Incumbent

The relationship between curate and TI is the most significant element in a successful curacy. The TI helps set patterns that last a life time of ministry. If this relationship is to be successful it must be based on openness and honesty underpinned by mutual trust, respect and a commitment to greater understanding of one another. The TI must encourage the curate, rejoicing in the new and diverse gifts they bring to the parish. In turn, the curate must value the TI’s greater experience of parish ministry, be willing to trust their judgement and work within the structures put in place by them. In short, the TI must cherish and cultivate a new ministry whilst the curate must be guided by and able to accept the leadership of the TI. Producing the Working and Learning Agreement together anddiscussing the Training Agendas, as well as regular supervision sessions, provide a good opportunity for ensuring that the necessary criteria are in place to enable the development of a good and healthy relationship.There are some notes provided for help with supervision in Appendix IX on p50 which TIs may find helpful.

Working and Learning Agreement

This documentmust be produced by the Curate and TI together, either shortly before or after the start of the curacy. (Guidelines will be sent out in plenty of time and there is a template available on the website: It should be completed by September, ready to be discussed at a meeting with the CTO. The Working and Learning Agreement (WLA) should reflect honestly and sincerely the expectations of both the Curate and TI. It should include clarity on elements such as supervision, staff meetings, what kind of work the curate is expected to be involved in throughout the coming year, worship patterns, how expenses will work, study time, days off and, for SSMs, the number of sessions or days they are to commit to the parish. In planning the WLA Curates and TIs will refer closely to the Being, Knowing, Doing, Relating criteria set out on pp8-9 of this handbook, and the review and assessment process outlined in Appendix I, pp18-32. The WLA should be appropriately amended and revised for the 2nd and subsequent years of the curacy.

Training Agendas

Training Agendas (available in Appendix VIII, p48 and on the website) will be used alongside the WLA to consider more specifically the training needs of curates. The point of the Training Agenda is three-fold:

(a) to further strengthen existing areas of expertise and/or

(b) to address perceived gaps in experience, confidence or skill

(c) to address issues raised in review

Towards the end of the 1stand 2nd years, up to five areaswill be identified for further work, with suggestions about how these are to be approached.

Group Training Days

These provide an opportunity for all curates to meet together for mutual support, learning and reflection. There will generally be 6 Group Training Days each year with occasional extras aimed at specific year groups.

Compared with many other dioceses our approach to the diocesan element of curate training is light of touch. This is not because we consider it unimportant but because we want to offer a scheme that is practical and attainable by all. For this reason it is expected that training events will be considered a matter of high priority in each curate’s diary and that they will be committed to supporting one another and learning within the peer group environment.

Whilst some alternative options (outlined below) are given to SSMs and OPMs, it is strongly recommended that any SSMs who are considering transferring to full time stipendiary ministry should consider following the stipendiary options wherever possible.

Stipendiaries
Are expected to attend all Group Training Days. Should this not be possible because of sickness or other personal circumstances they will be required instead to show evidence of having engaged with the topic through some additional reading (recommended by the leader of each session) and including reflections on this in the portfolio. / OPMs
Are expected to attend at least 4 of the days each year. If they choose not to attend any training days they should discuss this with the CTO, explaining how they will engage with the topic through some other means. Evidence of this should be included in the portfolio. / SSMs
May choose either to attend the days by taking time off work if necessary, or by engaging with the topic through some additional reading (recommended by the leader of each session)and including reflections on this in the portfolio.SSMs may choose to combine the two approaches.

The training days include input from an external speaker, time for discussion and reflection, worship (organised and led by one of the curates), and a shared meal. Curates may be asked to do some guided reading or reflection before coming to the days. Each year the training days will be organised around 6 broad categories which are:

  • Spirituality: Exploring our relationship with God
  • Collaboration: Developing good working relationships (TIs also expected to attend in years 1 and 2)
  • Worship and liturgy: Cultivating our corporate relationship with God
  • Pastoral care and discipleship: Fostering relationships in church and society
  • Mission and evangelism: Building relationships between the Gospel and the community
  • Leading and managing change: Envisioning a future with new ways of relating

Reflective Practice Group Residentials

The primary purpose of these groups is to provide a safe, confidential environment in which curates can reflect on their experience of ministry away from the parish context. All curates will meet together for a 24 hour period twice a year. (These will be sometime in the Autumn and Spring, usually from a Friday tea time to a Saturday tea time.)During this time curates will work in small groups, each with a facilitator. Part of the reason for these Reflective Practice residentials is also to give curates an opportunity to get to know one another in a relaxed social environment. [1]

Quiet Day

Each year all curates will meet together for one Quiet Day. This will be on a Sunday, usually during January or February. The day will be led by one of the Bishops or other experienced diocesan clergy. The aim is that as part of the process of formation, curates should make retreat together as a group, reflecting on their individual ministries within the context of a shared commitment to the diocese.

TIs of stipendiary curates, including OPMs, are asked to release them from the parish for the Quiet Day and TIs of SSMs are asked to regard this as one of the curate’s working Sundays.

Safeguarding children and vulnerable adults

It is a requirement that all clergy participate regularly in the area of Safeguarding Children and Vulnerable Adults. A day is organised for new curates as part of the training programme in year one. For additionalinformation about safeguarding in the diocese please contact the Diocesan Safeguarding Officer Mr Garry Johnson:

PART II

Review and Assessment

The clergy terms of service stress that curate training must be completed to ensure “fitness to exercise ministry in a post of responsibility”. In this diocese Common Tenure is given to full time stipendiary curates for 3 and ½ years and to SSMs and Pioneer Ministers for up to 5 years. At the end of this period there must be sufficient evidence to show that curates are suitably trained and ready to move to a position of greater responsibility. Through a process of review and assessment, outlined below, the Bishop will want to see evidence of growth and development. We are presenting our expectations in terms of four broad categories: Being, Doing, Knowing and Relating (BDKR). In each of these, curates must demonstrate over the course of their curacy that they are growing and developing.(For the national criteria see the Ministry Division document, “Formation Criteria: Ordained Ministry, IME Phase 2”)

For a full version of the BDKR pattern and how it ties in with the ordinal, portfolio work, review & assessmentsee Appendix I, pp18-32

BEING - Includes the following areas.

B1 Living a vocational life - How is the curate developing their vocation?

B2Guided by prayer and the spirit - How is the life of prayer being shown and gifts being developed?

B3Maturity - How is self awareness in ministry developing?

B4 Issues about health or family well being

KNOWING - Includes the following areas.

K1Personal patterns of study – building on IME Phase 1 and creating ongoing patterns for study.

K2Teaching and learning about faith and scripture; belief and practice.

K3Understanding mission and evangelism.

K4Legal, administrative and managerial – these are areas which need to be known for basic competence in ministry.

DOING – This will be the most frequent focus for supervision and includes the following areas.

D1 Worship - ability to preach, lead, devise, encourage others

D2Parish, community and ecumenism.

D3Mission and evangelism.

D4Relationship with other denominations and faiths.

D5Working with change and conflict.

RELATING - Includes the following areas.

R1Forming appropriate relationships in the parish, with colleagues, family and friends

R2Leading the People of God.

R3Personal abilities & skills.

R4 Collaborative leadership, working as part of a team.

During each year of the curacy four elements will help provide evidence of development in the above areas. A portfolio to show what work and study the curate has been involved in and how they have reflected on their experiences, one substantial piece of writtenwork, a number of review meetings and several written reports. The details for each year are outlined below but the various elements should always have as their focus the BDKR pattern and these should be cross referenced with the relevant letter and number (eg B1, K2, etc) where possible. Together the different elements will provide evidence for the assessment process and help inform the Bishop as he discerns whether the curate is ready to move to the next stage at any given time.

YEAR ONE

Portfolio

The following documents should be kept in the portfolio and made available to Portfolio Assessors around the time of the review meeting in March or April. Please cross reference with the BDKR pattern whenever possible (using the cross referencing form available on the website) and also comment on how supervision has helped (or not helped) growth and development in any given area. It is important that the portfolio should provide evidence of progress in as many areas of the BDKR categories as possible so please plan your work accordingly. (For guidelines on producing a portfolio see Appendix IV, p 39.)