If it becomes clear that the training incumbent is unable to complete the supervision of a curacy, whether through illness or appointment to another role, the Director of Ministry and Training should be informed at the earliest possible opportunity. She will liaise with the Area Bishop to identify a suitable person to supervise the curate, and will ensure that they are properly prepared for, and understand, the role and responsibilities they are taking on. There should be no change in the local arrangements for supervision (for example, supervision transferred from the Team Rector to the Team Vicar) without consultation with the DDO and the DMT, and proper training and preparation for the transition and the new supervisor. Supervision Defining Supervision Supervision in our context should be understood as a structured and purposeful conversation, through which the training incumbent and curate reflect together on the curate’s practice and discern possibilities for the development and enhancement of their ministry. Prior to receiving a curate training incumbents will be given experience in the skills of supervision and models of reflective practice to assist them in this task. Supervision is not primarily evaluation or assessment, but a tool in formation. The Practice of Supervision Timing Supervision must be regular, and happen with appropriate frequency. For a stipendiary curate, or an NSM curate working more than three days per week in the parish, supervision should initially be fortnightly. For NSMs remaining in full time employment the pattern will depend on available time, but again it
intended to offer refreshment and to build up relationships as well as skills. Curates will be asked to commit to an activity for a period of six months at a time. Protocols for IME Phase 2 Days Morning and Evening Prayer together are part of the programme and all curates are expected to arrive in good time to participate fully. This is a courtesy to each other, but especially to the person leading the prayers. Permission to be absent from Diocesan IME can be sought from the DMT, but curates should note that they are expected, for example, to plan their holidays and to arrange child care, in the knowledge of the IME Programme. Unavoidable absence (e.g. through illness or family bereavement) should be notified to the Administrator, by email, as soon as it is known. Curates are to respect each other and their tutors or facilitators, by using their IT devices appropriately. It is understood that they may wish to access biblical texts, look up references or take notes on a lap top/tablet/phone during a session. They should refrain from checking emails or using social media during formal sessions. The Shape of the Programme IME 4 (Deacons) Inhabiting the public role (preaching, leading worship, being a spiritual and pastoral resource) Practical, ecclesiological, theological response to funerals and baptisms Presiding at the Eucharist Managing yourself (time, admin, family and role) Understanding your context Mission in your local context (schools, community, para-church groups) Assignments Criteria A – Christian Faith, Tradition and Life
assessment of genuine choices speaking too much, too hurriedly, not allowing time for answers slowing the pace down, especially when there are signs of panic; making space for each person to think wandering away from painful material; changing the subject helping painful material to be expressed and picking up difficult issues being critical and shocked being positive even if surprised being eager to get the information or outcome which the supervisor wants clarifying issues, and alternative action but ensuring choice is with the other putting words into the other’s mouth person’s own words to reflect back, repeat, recap, and sum up incongruous sharing of experience - ‘I get fed up too...’ using own experience without revealing it, to reach other’s experience inviting disloyalty to other people; running down, or defending too quickly, a third party allowing different feelings to be expressed even if not agreeing; assuring
confidentiality and discretion appropriate) not offering time to consider issues offering further time to follow up, as well as time for reflection in the interview getting angry when you don’t get your own way offering ongoing support, defusing a crisis and leaving door open Sample sermon report Note to curates – if you are going to print this as a hard copy you will need to create space for respondents to write in. you for agreeing to give your curate feedback on their preaching and their sermon. Please try to give specific examples when you give feedback. Curate: Location: Date: Type of Service: Readings: Context Look around, how many people are present? What sort of people (age, diversity)?
Developing your ‘theorist’ If this is not your preferred style, you may be inhibited from being more of a theorist by: Taking things at face value A preference for intuition and subjectivity A dislike of a structured approach to life Giving high priority to fun loving/spontaneity Consider: Read something and thought provoking for at least 30 minutes each day. Summarise what you have read in your own words. Practise spotting weaknesses or inconsistencies in other people’s arguments. Look at different newspapers of different persuasions and comparatively analyse their points of view. Collect other peoples theories, hypotheses and explanations about events; whether environmental issues, theology, natural sciences, human behaviour, anything which is a topic with different and preferably contradictory theories. Try to understand the underlying assumptions each theory is based on and see if you can group similar theories together. Practise structuring situations so that they are orderly and more certain to proceed in the way you predict. For example, plan a conference where delegates are going to work in different groupings. Structure the timetable, tasks and plenary sessions. Try structuring a meeting by having a clear purpose, an agenda, and a planned beginning, middle and end. Practise asking questions, the sort of questions that get to the bottom of things. Refuse to be fobbed off with platitudes of answers. Particularly ask questions designed to find out precisely why something has occurred: ‘What is the relationship between this problem and what happened last week?’ Developing your ‘pragmatist’ If this is not your preferred style, you may be inhibited from being more of a pragmatist by: A preference for perfect (rather than practical) problems Seeing even useful techniques as oversimplifications or gimmicks Enjoying interesting diversions (and being side tracked) Leaving things open rather than committing to specific action
List questions you would like to ask them. their reply to you (re step 5) as a letter. (Again, remember, no one ever need read this.) Re-read your writing with loving kindness towards yourself, and then reflect on the above in writing. Please time yourself, and give 20-30 minutes, or more if you can. Writing Exercise B – What makes me tick? (Bolton: 3rd ed, 100) List 20 (or 50 or 100 depending on time; repetition is allowed and can usefully show you which items are vital) words or phrases which make you: focussed and productive, or furious, or happy, or serene, or lazy and unproductive, or uncooperative, or …your choice! Choose one or more to make a list. This could take 10 minutes, or more. Writing Exercise C – Really perceiving a person (Bolton: 3rd ed, 123-4) This exercise is should be done fairly quickly, using your instinct. You could give 20 minutes or more to this exercise. (Remember this need only be for your eyes, unless you choose to share it.) Describe a congregation member/parishioner/colleague you know well. They will never see this, so you can write anything (if the person may easily be identified by other members of your group, e.g. your training incumbent(!) then please choose another person for this particular exercise). Write phrases describing these characteristics: gesture or movement way of walking or sitting turn of phrase or saying habitual mode of greeting the quality of speaking voice something about their clothes a colour (not necessarily one they wear) a of touch – quality of handshake, for example any smell associated with this person any sounds, other than voice – e.g. keys jangling any taste (perhaps you always have coffee or a curry with them) anything or anyone they remind you of what they make you feel and so on…!