The School for Deacons
Field Education-Agency Placement
Information and Forms Booklet
The School for Deacons
2451 Ridge Rd.
Berkeley, CA 94709-1217
Phone: 510.848.1723
Fax: 510.666. 9118
e-mail:
FIELD EDUCATION-AGENCY PLACEMENT
Overview
Field Education in an agency is critical to formation of vocational deacons. It provides ‘experiential stretching’ and practical training related to the deacon’s role in the church and world, integrating the sacred and the secular. In addition, field education provides the ‘grist’ for self examination, theological reflection and group discussion.
All students at The School for Deacons will complete four semesters of field education with a minimum number of 120 hours per semester (average of 8 hours per week), and four semesters of Field Education Seminar. Two semesters of agency, followed by two semesters of parish placement will normally occur during the academic year during which students are attending other classes, including the Field Education Seminar. However, schedules can be flexible and adjusted according to the individual needs of students. All placements and contracts must be approved by the designated Field Education Coordinator (Agency or Parish), and completed by the student and mentor before the semester begins.
Prerequisites
1. Introduction to Theological Reflection (174)
2. Certification of Completion of course(s) in the avoidance of sexual abuse of children and adults in compliance with the standards of the Church Insurance Co. (available in student's home diocese).
Interim (Intersession) Placements
Students may choose to do Field Education during the summer between academic school years. In this situation, the student would be assigned to an agency and/or parish when the student is not enrolled in the regular academic classes.In such cases, the student will be enrolled in the Field Education Seminar the following school year.
THE PROCESS
There are three steps in the process toward fulfilling the retirement for Field Education-Agency Placement: Orientation, Agency Selection and Contract Completion, Experience and Evaluation.
STEP ONE: FIELD EDUCATION ORIENTATION
Early during the spring semester, students will attend a Field Education Orientation prior to beginning Field Education in the Fall to review the expectations and process for Field Education.
STEP TWO: AGENCY SELECTION AND CONTRACT COMPLETION
• As field education should provide ‘experiential stretching’, each student will prepare a short resume of experience and skills, identifying work history in past secular and religious settings and send it electronically to the Field Education Coordinator. (Due March 14th to the Rev. Kate Salinaro at ).
• The student will discuss with the Field Education Coordinator the short resume and possible learning goals and placements (note: in some cases diocesan staff will be directive and/or a resource for suggestions).
• The student will visit possible placements and meet with potential mentors to discuss expectations for field education, completing Exploratory Questionnaire (Form FEA-1). (Note: students will be expected to visit a minimum of two possible placements and give consideration to the location of the agency in terms of proximity to home and/or work.)
• The student will reflect on alternatives, tentatively select a placement and draft learning goals (see examples below).
• The student will schedule a meeting with the Field Education Coordinator to discuss the tentative placement and learning goals. To support the discussion, the student will provide the Coordinator with a copy of the Exploratory Questionnaire. At the discretion of the Field Education Coordinator, the agency may need to be further ‘vetted’ which might include a site visit by the Coordinator or designee and/or phone conversation with the proposed mentor.
• The student will meet with the site mentor to complete and sign the ‘Learning Contract’ (see section on ‘Learning Contract Details’).
• The student will meet with Field Education Coordinator for final approval of the placement and Learning Contract.
• The student will meet with the Field Ed mentor prior to beginning the Field Ed experience. The mentor must be given a copy of the approved Learning Contract and the evaluation forms, Mid-year (FEA-3) and Final (FEA-4).
• The Field Education Coordinator will mail a confirmation letter to the mentor (FEA-5).
Learning Contract Details
1. Learning Goals: The learning goals are focused on skills connected with the call to servant ministry. The goals form the basis for selecting duties and tasks identified in the learning contract. Goals should be specific and concrete, measurable, achievable and realistic while inviting risk-taking. Here are some suggestions from the Class of 2016:
• Ask for help in clarifying your learning goals (e.g. make sure they are realistic)
• Discuss examples of open-ended, clear and challenging goals before finalizing in writing
Sample Goals
Goal: Demonstrate the ability to work cooperatively with people culturally and theologically different from me. Measurement: Feedback from mentor
Goal: Accept the leadership and decisions of others in positions of authority. Measurement: Feedback from mentor
Goal: Explain the tension between ‘doing things right’ and ‘doing the right things’ within the context of leading an organization. Measurement: Reflection paper for Field Education Seminar
Goal: Able to analyze a needs assessment and advocate for the needs of those served. Measurement: Written analysis of assessment and next step proposals
2. Working Agreements: Based on the learning goals and needs of the agency, the student and mentor will develop a clear and mutual understanding of duties and responsibilities, schedules (work days and times) and performance expectations. Modifications to the agreements may be made with the approval of the student, mentor and Coordinator.
3. Schedule: The student will maintain a log documenting work days and times. Accounting for the average of 8 hours a week, the student should include planning, preparation, meetings, communication and travel time. It is important that the student’s time for work, classroom and family be protected by not exceeding this average weekly time. The contract should specify start and completion dates, vacations/holidays. Unless agreed upon with the Field Education-Agency Coordinator, the placement begins on September 1st and concludes May 1st of the following year. Students are not expected to work during the semester break.
4. Feedback: The student and mentor will develop a weekly time for communication and feedback (10-20 minutes). Any concerns should be discussed promptly so that they can be mutually resolved. On a monthly basis the goals and working agreements should be reviewed and modifications made as warranted (15-30 minutes). The student will be responsible for informing the Field Education Coordinator of any proposed changes and the Coordinator reserves the right to withhold approval. At the end of each semester, the student and mentor will collaboratively develop a written evaluation (Mid-year due December 15th and Final May lst).
Identifying Agency Placements
Students are encouraged to consult with current and former students, including members of local spiritual formation groups, diocesan deacons and staff, especially the archdeacon(s) for suggestions regarding possible placements. To maintain reasonable schedules, agencies should be close to home or work. The following suggestions were provided by the Class of 2016:
• Join an organization that already exists, verses creating a new one by yourself
• Ask for help in finding and choosing the setting and clarifying your learning goals (e.g. make sure they are realistic)
• Make sure to visit multiple opportunities for placement and visit at different times to gain an a better understanding of the possibilities for involvement
• Explore how the placement will contribute to your personal discernment process
• Before choosing a setting and finalizing goals and schedule, think through the implications of expectations, especially if you work full-time
• Choose an assignment that will challenge you/put you in new territory beyond what you know and are familiar with.
STEP THREE: FIELD EDUCATION EXPERIENCE AND EVALUATION
• Engage in the work of the agency
• Reflection during Field Education Seminars
• Collaborate with your mentor to evaluate personal growth (Mid-year and Final evaluations)
• Evaluate the Field Education Site for future placements
FORMS TO BE COMPLETED and DEADLINES
1. Personal Resume of work experience and skills. Send by email to the Rev. Kate Salinaro by March 14th ()
2. Field Education Questionnaire (FEA-1): This form is to be completed with the prospective mentor and discussed with the Field Ed Coordinator.
3. Field Education Learning Contract (FEA-2): The contract needs to be completed by the student and mentor, and is due to the Field Ed Coordinator by May 1 for approval of placement.
4. Field Education Mid-Year Evaluation (FEA-3): Due to Coordinator by
December 15
5. Field Education Final Evaluation (FEA-4): Due to Coordinator by May 1.
6. Field Education Site Evaluation (FEA-5): Due to Coordinator by May 1.
7. Field Education Information Letter for Agency (FEA-6)
FIELD EDUCATION-AGENCY PLACEMENT
Exploratory Questionnaire
The following should be discussed during your exploratory visit with the person who may be your mentor:
1. Briefly describe the mission and activities of this agency (you may attach printed material and provide website address,etc.)
2. How would this agency offer you an experiential opportunity to
-serve all people, particularly the poor, the weak, the sick and the lonely
-interpret the needs, hopes and concerns of the community
-explore the qualities and challenges of leadership
-collaborate with employees, volunteers and clients
-grow in human awareness and understanding of self and others
-participate in the on-going assessment and refinement of agency’s mission
3. How will you contribute to the work of this agency?
4. What would be your work schedule?
5. Who would be your mentor and what is her/his position in the agency?
After the site visit respond to these questions:
• How will this agency stretch you?
• How will this agency experience inform your discernment process/call to diaconal ministry?
• What do you foresee as challenges in terms of meeting the requirements of this Field Education experience (e.g. scheduling)?
LEARNING CONTRACT
Academic year______Contract begins: ______Contract Ends:______
Approved:______NOT Approved: ______
STUDENT
Name:
MENTOR
Name:
Position:
Email Address:
Phone Contact:
AGENCY
Name:
Mailing Address:
Web Address:
Phone:
STUDENT LEARNING GOALS
1.
2.
3.
4.
WORKING AGREEMENTS
1. Schedule
Student's work days/times each week (not to exceed 8 hours, including planning, preparation and travel):
Vacations/Holidays:
Mentor and Student Conference Times (weekly 10-20 minutes, monthly 15-30 minutes, plus midyear and final evaluation conferences):
2. Specific duties/tasks for each learning goal:
• Goal #1:
• Goal #2:
• Goal #3:
• Goal #4:
Additional agreements, comments, and/or expectations:
______
The content of this document is mutually agreed upon, and form the basis of the working relationship between the signatories. This agreement will remain in effect unless modified by mutual agreement between the student, mentor, and Coordinator.
Student Signature Date Mentor Signature Date
Signature Field Education Coordinator Date
The School for Deacons, 2451 Ridge Rd., Berkeley, CA 94709; Tel: 510-848-1723, Fax: 510-666-9118,
E-mail:
Mid-Year Field Student Evaluation
Due Dec. 15th
Student’s Name:
Mentor’s Name:
Field Ed Site:
To: Field Education Supervisor
From: School for Deacons Field Education Coordinator
The Mid-Term Field Education Evaluation is an opportunity for the mentor and the student to evaluate the established goals and how they have been achieved at the field education site. It is an opportunity for the student, field educational supervisor, and the field education coordinator to consider progress and/or difficulties the student may have had at the field education site. This evaluation is meant ONLY as a progress report. A Final Evaluation will be requested at the end of the contract time. It is required that this written evaluation be developed with input from the student.
Please provide the following information:
1. Describe the student’s learning specially as it connects with the ‘Learning Goals’ specified in the contract.
2. What strengths is the student demonstrating in this placement?
3. In what areas is there potential for further development, where are the ‘growing edges’?
4. Describe ways in which the student understands and is exemplifying servant ministry in this setting.
5. Give examples of how the student has understood and advocated for the needs of those served by the agency.
6. Discuss ways in which the student interacts with others at this site, such as conflict resolution, communication skills, ability to address need for self-care.
7. Add any other concerns or comments; including any suggestions to the revision of the ‘Learning Contract’.
Developed with student on ______
(date)
Student Signature: ______Date:
Mentor Signature: ______Date:
Mail to the Rev. Susan Napoliello, The School for Deacons, 2451 Ridge Rd., Berkeley, CA 94709
Or fax: 510-666-9118.
Final Student Evaluation
Due May 1st
Student Name:
Mentor Name:
Field Ed Site:
To: Field Education Supervisor
From: School for Deacons Field Education Coordinator
The Final Field Education Evaluation is an opportunity for you and the student to evaluate if and how the established goals have been achieved at the field education site. It is an opportunity for the student, field educational supervisor, and the field education coordinator to review progress and/or difficulties the student may have had at the field education site.
This evaluation is to determine 1) accomplishments made by the student during this semester, and
2) areas for growth. It is required that this written evaluation be developed with input from the student and expand upon the feedback provided at mid-year.
We are deeply grateful for the role you have played in providing the student with a service learning experience within the context of your organization.
Please provide the following information:
1. Describe the student’s learning specifically as it connects with the ‘Learning Goals’ specified in the contact.
2. What strengths has the student demonstrated in this placement?
3. In what areas is there potential for further development, where are the growing edges?
4. Describe ways in which the student understands and has exemplified servant ministry in this setting.
5. Give examples of how the student has understood and advocated for the needs of those served by the agency.
6. Discuss ways in which the student has interacted with others at this site, such as conflict resolution, communication skills, ability to address need for self-care.
7. Please add any other concerns or comments.