A Handbook for Curates and Training

Incumbents

IME Phase 2 in the Diocese ofChelmsford

2017 Edition

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From the Bishop of Chelmsford

It is good to welcome you to ordained ministry. The diocese of Chelmsford is a large, dynamic and diverse diocese and we look forward to your ministry amongst us.

Your curacy is a hugely significant time. The spiritual and personal growth in grace and learning, a journey which precedes your ordination, is in fact the beginning of a process of lifelong learning. And the forming of good habits in curacy is essential.

Those called to ordained ministry in the Church are called to a great privilege and a great responsibility. To fulfil our calling we must look to God for wisdom, grace and discernment and deeper maturity in Christ. For those newly ordained the support and supervision of a good training incumbent, and full participation in the diocesan programme of IME Phase 2 are key ingredients in this process.

Those ordained as curates come within Common Tenure and processes of Assessment at the End of Curacy – which in practice means opportunities for on-going reflection and evaluation throughout your curacy. These processes are intended to enhance ministerial development and formation. I am grateful to Graham Hamborg and his colleagues in CMD for overseeing this and all aspects of curacy. I commend the helpful guidelines in this handbook to you.

Be assured of my prayers for you, along-with my fellow bishops, at this significant time in your life.

+Stephen Chelmsford

WeblinksPlease note that resources additional to this handbook may be found on the diocesan website at www.chelmsford.anglican.org/ministers/CMD/curates. These are referred to at relevant places in the handbook.

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Contents

Introduction from Graham Hamborg...............................................4

Contact Details of the Area CMD Advisers.....................................5

Part 1: Preparation for Curacy..................................................6The Training Incumbent..................................................................7The Role of the Parish in Training....................................................8The Curate in Training.....................................................................9

Before the Curacy Begins..............................................................10

Working Expenses, Fees, Mileage Costs, Car Insurance................11

Getting Going................................................................................12

Part 2: Curacy Processes..........................................................16The Framework of Curacy in the Diocese of Chelmsford...............17

Assessment in Curacy...................................................................19

Curacy Timetable..........................................................................21

The Supervision Process................................................................23

The Annual Training and Development Plan Process....................26Formation Criteria......................................................28Preparation of the Annual Training and Development Plan 35Training and Development Plan Template.................36Sample Annual Training Plan......................................39

Annual Training and Development Plan Review............................41

The Portfolio..................................................................................44

Obtaining Feedback.....................................................................45

Placements during Curacy....................................................................................................46

The IME Phase 2 Programme and the Role of the Area CMD Advisers…………49

Resources...............................................................................................................................51Appendix 1 Template for a Curacy Agreement.............................52Appendix 2 Check-list of Parish Ministry Work meetings..............57Appendix 3 Assessment of Curates: Guidance for Incumbents’ Reports 64Appendix 4 Learning Styles...........................................................67

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Introduction from Graham HamborgThe shape of curacy and its processes are best understood by a look at the Church of England’s developing policies in recent years.

In 2003 The Hind Report brought a new perspective by asking us to consider curacy as the second part of “Initial Ministerial Training” (IME). Hence pre-ordination training is now known as “IME Phase 1”, and curacy as “IME Phase 2”.

In its wake, the report Shaping the Future (2006) then introduced tables of Learning Outcomes which indicated the Church’s expectations at the points of selection, ordination, and at end of curacy. More recently, these have been re-shaped and the terminology of “Learning Outcomes” replaced by “Formation Criteria”. These are now the criteria used for all those ordained. You will find the current version on pages 28-34.

In 2011, along with all dioceses, we introduced a process of “Assessment at the End of the Curacy”, as required by the House of Bishops and Ministry Division. In practice, “at the end of the curacy” has to mean throughout curacy, and you will find the procedures of this diocese on pages 19-22. My colleagues and I are keen to point out that this is to be viewed positively, as an opportunity to promote and enhance opportunities for ministerial formation and personal growth during the time of curacy.

Currently the Diocese of Chelmsford is re-shaping curacy, in order to ensure that curates are prepared for the future challenges and opportunities of mission and ministry in our large and varied diocese. We recognise that ministry will take place in a context in which

Most parishes will in due course become part of a Mission & Ministry Unit (MMU);

Some stipendiary curates will move straight from curacy into a post of significant responsibility;

There are as many self-supporting ministers (and curates) as there are stipendiary;

Good collaborative working between ordained and lay ministers is vital.We also recognise that curates come in many different shapes and sizes. Some will be in full-time parish ministry, while others will offer particular times alongside their secular work. Some will expect to move on after their curacy, while others will have been selected specifically for local ministry in their own church. A recent push for younger vocations has led to a welcome increase in the number of younger stipendiary curates, while other curates bring a wealth of experience and maturity from previous working lives and active lay ministry in the Church.

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These considerations mean that, while there will be many elements common to all curacies, there will also be variety between them. We are beginning to explore the idea of personalised learning paths, and how to develop these without detriment to the collegiality and fellowship which is such a valuable part of curacy. Personalised learning paths may include varying lengths of curacy for some people. The programme of diocesan days will need to move from a one-size-fits-all programme, in which in principle all curates do everything, to a programme which has some core days for all, but also a menu from which the curate, incumbent and Area CMD Adviser draw up the right selection of days for this particular curacy.

Some curates may, in future, be licensed not to a single parish, but to an MMU. This would allow movement within the curacy period, giving opportunity for growing levels of real responsibility during the curacy. It could also allow a healthier mix of mission and ministry experience, with involvement in both parish church ministry (sometimes of more than one church tradition) and in Fresh Expressions. This, in turn, puts questions to the model of a single training incumbent being “the supervisor” throughout curacy: it may be that the primary supervisor will need to draw in others as secondary supervisors who will also work with the curate at some points.

My CMD Adviser colleagues and I will be working with those ordained in 2017 and with their incumbents as we begin to introduce, gradually, the changes that will reshape curacy in the Diocese of Chelmsford, so that it is both fruitful ministry in the present, and the right preparation for mission and ministry beyond curacy. Many curacies will look little different from those of previous years, but we need now a mentality which doesn’t view “exceptions to the norm” as rare and somewhat unwelcome, to one which acknowledges the variety of expressions of ordained ministry and the wide range of people whom God has called to be ordained.

A further change for those ordained in 2017 is that their ordination will take place in late September, rather than in late June/early July. It is intended that this reduce the pressure of completing IME Phase study, in some cases moving house to a new area, and getting ordained and launching into ordained ministry, all within the space of two or three weeks. So that stipendiary candidates may be paid a stipend, they will be licensed as Licensed Lay Workers (by the Bishop of Chelmsford, at a welcome barbecue on Friday 14th July). The summer period ahead of ordination can be less pressured, and have a little more space, than previously. However, you will not be inactive, and pages 14-15 below describe how the summer prior to ordination may be used to good effect. Self-supporting curates will not need to be licensed ahead of ordination, but are encouraged to use this time in the same way. One element of this is that we shall have opportunity for an Induction Weekend (15-18th September) ahead of the ordination.

While the processes of curacy are standard across the diocese, one-to-one communication, support and review is with the CMD Adviser for each

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Episcopal Area. You will find our contact details below, and please be in touch with us if you have any queries at all, at any stage.

Graham Hamborg

The Area CMD AdvisersCMD Adviser for Barking Area (and Co-ordinator for CMD post-curacy)Revd Jill Mowbray, 41 Fraser Road, Walthamstow, E17 9DD, 020 8520 9740, 07590 929953, revjillmowbray@gmail.com Jill is assisted by: Revd Canon Alex Summers, The Vicarage, Palmerston Road, London E17 6PQ, 020 8509 3895, awm.summers@icloud.com

CMD Adviser for Bradwell Area (and Co-ordinator for IME Phase 2) Revd Canon Dr Graham Hamborg, The Rectory, Colam Lane, Little Baddow, Chelmsford CM3 4SY, 01245 227418, revghamborg@hotmail.com

CMD Adviser for Colchester Area (and Co-ordinator of Clergy Support & MDR)Revd Geoff Read, 4 Willow Close, Colchester CO7 7QN, 0781 353 8926, gread@chelmsford.anglican.org

The CMD Administrator is Mrs Sue Denham, Diocesan Office, 53 New Street, Chelmsford, CM1 1AT, 01245 294450, sdenham@chelmsford.anglican.org

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Part 1: Preparation for Curacy

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The Training IncumbentThe placing of a curate is based upon their need for ministerial formation, with value to the parish of an additional member of staff being very much a secondary consideration. In choosing clergy to be training incumbents, bishops and their staff will be looking for someone who:

a) will be committed to giving the curate structured supervision and reflection time;

b) will be committed to working in partnership with the diocesan CMD Advisers;

c) works collaboratively with ordained and licensed colleagues and other lay leaders;

d) is committed to their own continued personal development, undertakes CMD themselves, and participates in Ministry Development Review;

e) is a person of prayer who can inspire others to pray; is a good listener and enabler;

f) has a mature degree of self awareness and understanding of his/her own strengths and weaknesses in ministry, and has a secure but not rigid faith and spirituality that can be shared with a colleague who will not necessarily have the same views or traditions;

g) is theologically astute enough to be able to help the assistant in the process of integrating theological study with ministerial experience;

h) is prepared to take into consideration a curate’s experience in terms of previous employment and responsibilities and lay ministry experience;

i) is able to share ministry with a colleague, including sharing difficulties as well as successes, and able to allow a curate to develop in ways different from him/herself;

j) has, or is willing to acquire an understanding of learning styles and cycles in adult learning, and of psychological make-up and personality;

k) will develop a pattern of staff meetings, supervision meetings, prayer and worship which is mutually convenient for the incumbent and the curate;

l) is aware of the importance of the diocesan IME Phase 2 programme and will ensure that the curate gives it priority;

m) will be committed to staying in the parish for at least the curate’s diaconal year, and expects to be there for the greater part of the training period;

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In curacy the skills of ordained ministry are learned and a style of ministry developed. Crucial too, however, is that theological reflection, begun in IME Phase 1, is continued and developed in the interactions between practice, prayer, conversation in supervision, and continued theological study. This is integral to formation in the ordained life.

Agreement to become a Training Incumbent is, in fact, agreement to take on a significant training responsibility, and invest time in it, on behalf of the

diocese and of the whole church.

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The Role of the Parish in TrainingThese Guidelines should be considered by the PCC in advance of the arrival of a curate

IntroductionBishops and their staff place curates in parishes which they believe will offer a curate a good learning experience. They arrive not merely as an extra pair of ministerial hands, but primarily to learn and grow as ordained ministers. Curacy is Phase 2 of someone’s Initial Ministerial Education (IME), Phase 1 having been their time on a course or at a college.

At the end of the curacy all should be competent to continue in responsible priestly ministry. Many will progress to incumbency-responsibility posts, while others will continue in Associate Ministry, with either a parish or a workplace focus to that ministry. For all there is a clear expectation that personal growth, development and learning continue throughout the curacy.

Criteria for Identifying Training ParishesYour parish will have been identified as a suitable parish for a curate because:

It can offer a suitably wide range of ministerial opportunities; It is willing to support the curate, and seek to help in the curate in (a)

the role transition from lay to ordained status; and (b) developing ministerial competence;

It is willing to grant the curate, ungrudgingly, the time to take a full part in IME Phase 2;

It is willing to pay the curate’s working expenses.

Initial Ministerial Education (IME) Phase 2The Diocese of Chelmsford provides a diocese-wide programme of training. It includes six to eight days each year, and an annual residential weekend. An evening programme is provided for those who hold full-time secular jobs. Diocesan IME Phase 2 is a priority for curates. Parishes should aim to avoid facing a curate with a clash between IME and parish activities, and where such a clash occurs IME takes priority.

The Curacy Agreement & Annual Training and Development PlanUnder Common Tenure, curates will receive a Statement of Particulars. Additionally curate and incumbent will agree a Curacy Agreement, which will cover such matters as working arrangements; days off and holidays; for part-time self-supporting curates the time available to the parish; frequency of preaching; meeting pattern with the incumbent for prayer, business and supervision; mutual expectations; confidentiality; etc. The curate will also agree with the incumbent an Annual Training & Development Plan. The Area CMD Adviser is able to assist with, and needs to approve, both of these. While these belong to the curate and incumbent, they may choose to share either or both with churchwardens/Standing Committee.

Placements; Mission & Ministry Units

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It is increasingly expected that a curate will undertake a placement in another parish, or in a chaplaincy/sector ministry, in the second or third year of their curacy. PCCs should not begrudge this. Also, the advent of MMUs may mean that curates spend time ministering in parishes in the MMU other than their own.

The PCC is encouraged to note these Guidelines and discuss their implications before a curate takes up post. The Area CMD Officers are willing to come to a PCC meeting to discuss these or any other related matters.

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The Curate in Training

In agreeing to ordain and license a curate in the parish, the Bishop expects that all curates will be committed to:

sharing in the mission of the gospel through the local parish church and deanery;

working collaboratively with their incumbent and other licensed colleagues;

growing in self-awareness as individuals and as ordained Christian ministers;

taking responsibility for their own learning and development; meeting the Formation Criteria of the Church of England (see pages 28-

34); receiving and responding to feedback; accepting and following diocesan requirements for IME Phase 2; accepting and following the policies and practice of leadership in the

parish.

Curacy is in some respects a strange time, with its own particular discipline. People with proven experience and acknowledged gifts are asked to take on the role of “learner”, and work “under” an incumbent. The tension between seeing one another as two colleagues both of whom have much to bring to a working relationship versus a hierarchical tutor-apprentice relationship can be acute – and, of course, both perspectives will generally need to be present. This requires great grace and wisdom on the part of both curate and incumbent.

The general expectation is that curates should remain in their first post for at least three years. The title post license is for a maximum of four years, and stipendiary curates are usually expected to have moved by the end of the fourth year. A change from one curacy to another during the first three years after ordination is sanctioned by the Bishops only in very special circumstances.

The Area Bishop will be involved in any discussions regarding extending the curacy (as may arise in circumstances of extended sick leave, and maternity/parental leave). In very exceptional cases it may be necessary to terminate a curacy before this time. In such cases the law of the church states that a curate may leave the curacy at the expiration of three months after giving notice to the incumbent or bishop. The curate may leave earlier with the Bishop’s written consent. The incumbent has to give the curate six months’ notice in writing, having first obtained the Bishop’s consent. There can be no binding agreement of curate’s length of tenure on either their own part or the incumbent’s. Curates have the same rights as any other minister whose license is revoked.

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Before the Curacy Begins

Some parts of this section are specific to stipendiary curates only, some also to self-supporting curates who are being licensed to a church other than their home church, and some parts are applicable to all.

Parish visitBefore the curacy begins, the candidate should be invited to visit the parish at least for a whole Sunday and ideally stay overnight. The visit should include the opportunity to see the church at worship, informal meetings with lay people, and a personal interview between the incumbent and candidate alone. It is also desirable that an opportunity should be provided for a private discussion between the candidate and his or her predecessor if there is one in post.

If the candidate is married, it is good if their spouse can accompany them for the parish visit and arrangements should be made for them to see as much as possible of the life of the church. However, neither the spouse of the curate nor that of the incumbent should take part in the formal interview. Any expectations there may be of the role of spouses of clergy should be made clear during the parish visit.

Arrangements for a visit to the curacy house should be made, and people should be available who can answer questions about schools, medical and community facilities, etc.

Moving inPractical preparations for the curate to move into the parish will need to be made, among the most important of which concern the provision and preparation of the curate’s house. This is a sensitive area and the way it is handled by both sides can do a great deal to get the curacy off on the right foot, or to build an atmosphere of reserve or disappointment.

When the agreement has been made for the curacy to go ahead, arrangements need to be put in hand for welcoming the curate and his or her family in the parish. Particular attention may need to be given to the ordinand’s spouse and family at times when the curate will have to be away e.g. at the Induction Weekend and the Pre-ordination Retreat. Thought should also be given to social and welcoming arrangements on the ordination day itself.

The curate’s schedule and diaryBecause of the need in parishes for forward planning it is inevitable that some decisions will have to be made about the curate’s schedule some time before the ordination itself. These need to be communicated clearly and sensitively so that everyone knows where they stand. Special arrangements must be

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made for the support of the curate when the incumbent is away from the parish during the first year for holidays and conferences.

Curates may arrive in the parish feeling tired after a pressured time at the end of their pre-ordination training and the demands of moving house and possibly family, as well as excited about the opportunities and challenges ahead. Arrangements should be made to discuss their holiday dates so that this subject can be broached without embarrassment at the start of their new job.

Housing provisionIt is the responsibility of the PCC and Archdeacon to ensure that the curate’s house is kept in good repair by the parish and is ready for the curate to move into in good time for the beginning of the curacy.

It is the responsibility of the occupant to ensure that the internal decoration is kept in good order and the PCC should make available a decorating allowance equivalent to what the diocese provides in respect of its houses.

For a more detailed description of duties of the housing provider and the occupant, see the Clergy Handbook pages 8-9.

Working Expenses & FeesThe page at https://www.churchofengland.org/clergy-office-holders/remuneration-and-conditions-of-service-committee/the-parochial-expenses-of-the-clergy sets out national church guidance on clergy expenses. It has a link to the full clergy expenses booklet at https://www.churchofengland.org/media/1165912/2013%206%2025%202006%20booklet%20layout%202.pdf

All minister’s fees for occasional offices go to the Diocesan Board of Finance. However, the DBF has agreed that self-supporting ministers (including curates) may keep two-thirds of the minister’s fee before it is submitted. Administration processes will vary between parishes, and the incumbent or administrator should be consulted. There is no entitlement to fees for locum services taken in other parishes.

Reimbursement of mileage costs between home and the parish boundary for clergy who live outside the parish to which they are licensed The Chelmsford Diocesan Board of Finance is willing to reimburse mileage costs between home and the parish boundary when clergy live outside the parish to which they are licensed. In this case, all mileage claims should be submitted to the PCC treasurer, with a clear indication as to how many miles fall within this category. The PCC treasurer may request reimbursement from the Diocesan Office Accounts Department two or three times a year, provided

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that an authorisation form has been signed by the Area Bishop or Archdeacon and lodged with the Accounts Department. The form may be found at www.chelmsford.anglican.org/ministers/CMD/curates.

Car InsuranceThere is no standard practice or official guidance on whether or not using a car for parish activities necessitates having insurance cover for “business” purposes. However, it appears that the HMRC agreed rate of 45p a mile is intended to cover the cost of the individual paying for this if need be. Curates should check with their insurance company. This includes self-supporting as well as stipendiary clergy.

Visas and Curates from overseasCurates from non-European Economic Area countries require a visa to reside and work in the UK. In order to apply for this visa, a Certificate of Sponsorship needs to be provided from the Diocese. In all cases, please contact Nathan Whitehead at the Diocesan Office from the outset.(01245 294412 or nwhitehead@chelmsford.anglican.org)

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Getting Going

The Incumbent has a responsibility to set the framework within which a curate will work. Here are some suggestions for the induction process in the first month in the parish. Early on there should be an introductory meeting with the Incumbent setting out parish policy and the range of work expected.

Curacy AgreementA Curacy Agreement should be drawn up. With the ordination not being until late September, it should be possible to do this in advance of the ordination. Four signed hard copies should be sent to the Area CMD Adviser; the CMD Adviser will also sign it, and forward it to the Area Bishop. The CMD Adviser will be available to offer advice on this.

A template will be found in Appendix 1 pages 52-56 of this handbook: it is not a requirement to use this format, but many will wish to. A diagrammatic process to follow may be found in a download at http://www.chelmsford.anglican.org/ministers/CMD/curates.

Documents FileIt is useful if documents relating to the parish’s Mission Action Plan and other policies and information (baptism, wedding, child protection, budget plan etc.) are given to the curate. There should be time given to study them and for questions to be asked about them.

TimetableThe weekly timetable should be agreed. Issues such as days off, staff meetings, times of offices and services, and other fixed points should have particular attention paid to them.

Liturgical trainingAs a newly ordained deacon, the new curate will need to be introduced to the liturgical functions they will be expected to perform. This will include roles at Holy Communion and other services.

Daily PrayerA rhythm of daily prayer is fundamental to the life of a parish and every Christian minister. Incumbent and curate should be committed to this, for example, in the case of those with a wholly parish focus, saying Morning and Evening Prayer together most days of the week.

SupervisionTime should be made for Incumbent and curate to meet formally (other than at a staff meeting) to engage in theological and personal reflection. This meeting should be used to review the development of the curate’s ministry, and to discuss particular issues as they arise. This is often used as a time of practical teaching too – how to do a baptism, celebrate the Eucharist etc.

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Expectations of the supervision process are set out in greater detail in pages 23-25.

Church and communityMeetings should be arranged with the churchwardens and any other staff members. Visits to key members of the congregation and leaders in the wider community should also be agreed.

Church buildingA set of church keys should be provided for the new curate on arrival (many incumbents know the difficulty of finding their way around a new bunch of keys to church buildings, so it may be necessary to give some time to this!). A tour round the church buildings is also very important. This will include cupboards, the safe and other well-kept secrets!

ParishAn initial tour of the parish(es) – with the incumbent – is strongly recommended. The aim is to familiarise the new curate with its geography, visiting residential, commercial, industrial and retail areas. Such a tour will offer the opportunity to raise and discuss important issues relating to the parish. Visits to any institutions in the parish should also be arranged.

Administration and Professional ConductThere needs to be understanding of how the parish registers are kept and how other parish information is recorded. Time needs to be set aside to discuss how personal records are best kept – of people, catechetical material, liturgical material, personal reading, and prayer requests.

Correspondence on behalf of the parish should be dealt with as soon as possible – letters answered promptly, bills paid immediately.

There should be agreement between the Incumbent and the Curate about standards of punctuality, availability, visibility (dress), loyalty and confidentiality.

The booklet Guidelines for the Professional Conduct of the Clergy will be given to the curate at the Induction Weekend in September. It is a booklet in which incumbents and curates may, at various times, find issues to discuss together. (The text in pdf form may be accessed via www.churchofengland.org)

ExpensesIt is expected that working expenses of curates will be reimbursed in full. It should be stated how and on what basis expenses will be paid including:

Travelling and transport costs Telephone Postage, stationary and other office expenses Hospitality Books/journals

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Administrative supportWhere there is a parish office, staffed by a secretary or administrator, it is important for the curate to know what his/her relationship to this person should be. For example if the secretary does administration or typing for the incumbent is it legitimate for the curate to expect this service as well? And when work peaks, who has priority of access? It is often in these detailed and mundane areas of life that pressures can surface if clear communication is not established and properly maintained.

The Annual Training and Development PlanTime needs to be arranged to complete fully the Annual Training and Development Plan, of which a copy or summary should be sent to the Area CMD Adviser by the end of September. This Training Plan will be reviewed annually. A diagrammatic process to follow may be found in a download at www.chelmsford.anglican.org/ministers/CMD/curates

Support structuresThe Bishop expects all clergy to establish their own support structure to nurture their spiritual and professional lives. At a minimum this will include having a spiritual director with whom they can talk in confidence about their ministry and their prayer. It is expected that a newly ordained curate will meet with someone to discuss his or her spiritual life from the outset.

Within curacy the principal mechanism of support is working with the training incumbent and CMD Adviser. If it is felt that some additional coaching or other support might be valuable, this should be discussed with the CMD Adviser. Generally, however, modes of support such as coaching, work consultancy and mentoring are for clergy beyond curacy.  Time given to one’s support in ministry should be seen as part of the working week, and not be seen as time off.

ConcernsIt is inevitable that concerns will arise over a host of issues, large or small. Incumbent and curate should agree that there must be an openness to share and raise such concerns as soon as they arise, rather than leaving them to grow into major problems. Additionally the Area CMD Adviser may be consulted by either curate or incumbent at any time.

Summer before the OrdinationThe change to September ordinations is intended to allow a lighter summer after the rigours of IME Phase 1. However, there is important preparatory orientation which can and should take place in this period. Stipendiary candidates licensed as Licensed Lay Workers are expected to have completed all that follows, and self-supporting candidates will find much of it worthwhile too. Prior to the ordination, it is expected that you will:

Attend the Diocesan Conference 4-6th July, if possible

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Attend Induction weekend Friday 15th – Monday 18th September (see below)

Attend the Pre-ordination Retreat 27-30th September Take two weeks’ holiday Hold orientation meeting(s) with your incumbent Meet with your Area CMD Adviser Agree a Curacy Agreement with your incumbent Draft (or at least get under way on) a Year 1 Annual Training &

Development Plan Have study and administrative arrangements in place by the time of

ordination Set up your portfolio, and start written reflections

Also use this time for orientation in the parish: Take time to walk around the parish or a substantial part of it (or in a

multi-parish benefice a combination of walking & driving). Become familiar with the main contours & landmarks. Ascertain details of and note schools, colleges, care homes, hospitals, and other significant institutions. Reflect on your initial impressions of the parish’s character and make up;

Meet key people as suggested by your incumbent (other clergy & licensed ministers, churchwardens, worship & music leaders, children’s & youth leaders, ministers of other denominations, etc.);

Look in church registers: discover the numbers of baptisms, weddings and church funerals (including services at crematoria taken by Clergy and Readers) which take place each year;

Things to begin to discover now and in the first year after ordination will be: is the congregation mainly from within the parish, or gathered? Is the congregation representative of the local community? Who are the power-brokers and people of influence in the church? and in the local community? What particular pieces of local history are significant for the corporate ‘memory’ of the church and/or local community?

From this, write a theological reflection of 1000 words on “The Local Context of Mission and Ministry

It is not expected that you will be up front leading worship or preaching ahead of ordination. However, your incumbent may invite you to have some involvement in such things as reading a lesson or leading intercessions.

The Induction Weekend 15-18th SeptemberFull details of this will be sent to you nearer the time. But it may help you to know the outline of your movements for it:

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Friday 12.00-2.00: meet at 12noon at St Peter’s Chapel, Bradwell-on-Sea, for Bishop Stephen to lead us in Midday Prayer, and then share a picnic. Spouses and partners who are not at work are welcome, as are children not in school. If the weather is wet the picnic will move to the Othona Community

Friday 17.30 onwards: arrival at Gilwell Park Conference Centre for 18.30 supper, and an evening of introductions and telling stories. Overnight at Gilwell Park or at home, as you prefer

Saturday daytime at Gilwell Park Conference Centre, with sessions from the CMD Advisers and Bishop Stephen, ending with 18.30 supper and departure

Sunday 9.30 Eucharist at Chelmsford Cathedral, followed by sessions in the Chapter House. Training Incumbents will be invited to join from 14.30. Finish at 17.00 (latest)

Monday 9.30-13.00: Safeguarding Training in the Chapter House (those in secular work who need to miss this will need to join another session held on a Saturday)

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Part 2: Curacy Processes

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The Framework of Curacy in the Diocese of Chelmsford

The Core Components1. At the outset of the curacy (or, when possible, prior to its commencement) the curate and incumbent will agree a Curacy Agreement. This complements the curate’s Statement of Particulars. It sets out greater detail with regard to working arrangements, and expresses agreed expectations of curate and incumbent. An optional template of such an agreement will be found in Appendix 1 pages 52-56.

2. A regular Supervision Meeting between curate and incumbent is essential. For stipendiary curates and others whose ministry is 100% parish-focused, this should be weekly for 60-90 minutes or fortnightly for 90-120 minutes. For those in full-time secular work with parish availability of Sundays plus one or two evenings, a monthly meeting will generally be appropriate. For those with half-time parish availability, frequency of meetings can be agreed between curate and incumbent, in liaison with the Area CMD Adviser. The initiative for making good use of that time lies principally with the curate, although the incumbent will sometimes wish to suggest particular approaches or topics too. Good preparation will make these meetings fruitful and useful. Further guidance on these meetings will be found on pages 23-25.

3. An Annual Training and Development Plan is formed, related to the Formation Criteria now in use in the Church of England for the stages of selection (see pages 28-34). Those in full-time parish ministry may also consult the “Check-list of parish-focused ministerial work” in Appendix 2 on pages 57-63. Following the Formation Criteria, on pages 35-43 is a framework which may be used to form and review the Annual Training Plan. A summary of the Annual Training and Development Plan should reach the Area CMD Adviser by 31st October in Year 1, and by 30th September in each subsequent year. In all years other than the first this should be accompanied by a summary of the progress review of the previous year’s plan.

The content of the Plan will include Ministry/Mission experiences to be gained, and the resources, timescale,

evaluation, reflection and learning entailed Intended topics to be addressed in supervision sessions (for which there

will be overlap with the ministry/mission experiences to be gained) From Year 2 onwards, a list of the diocesan IME Phase 2 days in which

curate, incumbent and CMD Adviser agree the curate will participate

4. The curate keeps a Portfolio in which is entered: (1) The Curacy Agreement between curate and incumbent (see pages 52-56);(2) The Annual Training and Development Plan agreed (see pages 35-43);(3) The curate’s record of and reflections on supervision meetings and the topics discussed therein (see pages 23-25 & 44);(4) The first, interim and final assessment reports written by the incumbent (see pages 64-66);

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(5) Any other relevant materials and evidence e.g. any piece of work and ministry which is consciously treated as a ‘parish-CMD project’(6) Any feedback, reflections or accounts from people other than the incumbent e.g. churchwardens, headteacher, warden of residential care home, minister of another denomination (see page 45);(7) Reflections and feedback from any placement undertaken (see pages 46-48);(8) Record of attendance, notes of, and reflection on diocesan IME Phase 2 training events (9) Record and notes of any other training undertaken;(10) Notes on any theological and spiritual reading (11) Any other material which the curate considers relevant and helpful.

Resource templates on several of the above will be found at www.chelmsford.anglican.org/ministers/CMD/curates.

5. Participation in the diocesan IME Phase 2 programme is expected and required by the bishops of the diocese. Incumbents and curates should seek to avoid clashes with parish commitments, but when they are unavoidable the IME Phase 2 programme takes precedence over the parish commitment. For stipendiary and other full-time parish-focused curates the expectation is clear, namely full participation. Those in full-time secular work should attend any days which are offered on a Saturday. Throughout the curacy they should attend as often as possible the sessions held on Thursday evenings specifically for curates in secular employment. Those with other varying levels of available time should discuss with their incumbent and CMD Adviser what is an appropriate level of involvement. On those few occasions for which apologies for absence have to be given, they should be made both to the CMD Adviser, and to Sue Denham, the CMD Administrator, who needs to know numbers for each day.

A separate brochure of dates will be circulated once the programme has been arranged. The first year is a foundation programme which all curates take part in unless unable to do so because of secular work. This comprises days on Funerals & Bereavement, Ministry in Schools, an EIG Financial Seminar (for stipendiary curates), a day on Ministerial Identity, and towards the end of the year a day entitled “Preparing to Preside at Holy Communion”. In subsequent years there will be a menu of days from which to select. This selection must be made together with the training incumbent and CMD Adviser. The minimum expectation will be that as well as the annual residential weekend, which is mandatory, those in full-time parish ministry take part in six days a year. A pro-rata principle can be followed in respect of those with limited parish availability. There is no maximum number of individuals wish to take part in more than that. (When this year’s brochure comes, you will see that it does not contain a menu of days. This is because those who are currently Years 2 & 3 curates will be continuing the previous arrangement under which all took part in the same days. The menu of days will appear in the next year’s brochure, your second year onwards)

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6. Curates are placed in Area Curate Groups formed of the curates in their year group in their Episcopal Area (although sometimes numbers necessitate alternative arrangements). They are facilitated by each Area CMD Adviser. These are an important expression of collegiality and fellowship as ordained minsters together, and are of the highest priority. They will be held at a time when all curates can attend, which in most cases will mean in an evening in order to include those in secular work. They meet a minimum of three or four times a year.

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Assessment in Curacy

The goal of assessment is to assist ministerial development and formation. It allows the identification and confirmation of particular gifts and strengths, and ensures competence in each area of ministry. Of course, there is much more to mission and ministry than technical competence in the exercise of ministerial tasks, and the Formation Criteria point us towards:(a) Competent exercise of ministerial skills;(b) Formation of Character: it is not sufficient that clergy do a technically competent job; rather we look for grace, love, and spiritual depth;(c) The ability to reflect – reflective practice – and self-awareness;(d) The ability to relate well to and work well with other people, both when ‘alongside’ i.e. being a team player, and when ‘in charge’ i.e. team leader: collaborative working is not one heading among others, it has to be a whole way of being and working.

Assessment PointsThe following timings have been agreed with the Diocesan and Area Bishops:

All CuratesFirst Assessment in February of Year 1, so that the Area Bishop may meet with the curate before or after Easter and recommend that a curate may proceed to be ordained to the priesthood.

Curates wishing to proceed to an incumbency-level postInterim Assessment April – May of Year 2. Final Assessment January – February of Year 3, with moderation in February, so that the Area Bishop can meet with curate in late February or March and write to the curate by the end of April (Year 3).

Curates wishing to proceed to an associate ministry postInterim Assessment May – July of Year 2.Final Assessment from September – November of Year 4, with moderation in February, so that the Area Bishop can write to the curate in March.

Stipendiary curates will follow the first timescale, while self-supporting curates will, in most cases, follow the second timescale. However, self-supporting curates with a significant parish involvement may agree with their incumbent and CMD Adviser to follow the first if appropriate.

For assessment to work well, it is essential that there is total openness and transparency in all parochial and diocesan processes and relationships from the outset. Curates and incumbents should both read all the relevant sections of this Handbook carefully, and clarify together that they understand and agree the processes to be followed. A key value and commitment must be that of total openness and honesty with one another. Certainly no curate should ever read anything in a report written by an incumbent (especially

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anything which might be perceived as negative) which had not already been shared with them verbally in a supervision meeting.

The final outcome of the process of assessment is that the Area Bishop, acting on the recommendation of the CMD Advisers, will write a letter to the curate at the end of the curacy confirming that the curate may proceed to an incumbency-level post or to an associate ministry post, as appropriate. This is coming to be known, informally but conveniently, as the “signing-off letter”. All bishops nationally follow this practice.

The Roles of CMD Adviser, Incumbent and Curate in Assessment

The Area CMD Adviser is responsible for liaising with the incumbent and curate to ensure that each assessment takes place as scheduled. He/she will contact the incumbent and curate to arrange a three-way meeting, in which to review the curacy to date, take stock of the evidence of ministerial formation development of the curate, and agree aims for the next phase or remainder of the curacy. The CMD Adviser will ask that ahead of that meeting the incumbent sends his/her written report (which may be in draft or final form), and that the curate sends any written reflections which have not already been sent. From this meeting the CMD Adviser will write a report for the Area Bishop (following such guidelines as each Area Bishop gives), which will be agreed by e-mail with all parties. At the final assessment the CMD Adviser needs to make recommendation to the Area Bishop as to the terms in which the Area Bishop might write his end-of-curacy letter to the curate. In the interests of consistency and fairness, the three CMD Advisers will meet together in a moderation meeting, with an external assessor present, to share their recommendations, and to hold one another accountable. This meeting will be in strict confidence.

The Training Incumbent will be asked for a written report at each stage of assessment. Guidelines for writing these are on pages 64-66, and two sample reports may be found at www.chelmsford.anglican.org/ministers/CMD/curates. It is in order for the incumbent to ask the curate to write a self-assessment report, using the same headings, prior to the writing of the incumbent’s own report.

The Curate is responsible for compiling evidence of his/her learning, personal growth, and ministerial development and formation in the Portfolio. The portfolio will be a record that the curate is demonstrating engagement with ministry and learning. As much as possible of this should be available to the CMD Adviser in electronic form prior to the three-way meeting.

Such processes of assessment have been introduced in all dioceses, at the request of the House of Bishops and Ministry Division. It should be stressed that the primary aim is to assist formation and development. It should also be stressed that, when terms such as ‘supervision’ and ‘assessment’ are used, they are employed in a functional way, to describe this particular working

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relationship of curate-vicar, and they should not be understood in a hierarchical sense. Many curates bring significant life experience and lay-ministry experience, and good incumbents will expect to learn a great deal from their curate, as well as assisting their curate in their journey.

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Curacy Timetable

Notes: (1) Each ‘Year’ runs from 1st October to 30th September.(2) The designations ‘stipendiary’ and ‘SSM’ are used with regard to timings. However, SSM curates with a significant parish involvement and who may, at the end of curacy, aspire to be a self-supporting priest-in-charge or house-for-duty priest may, in consultation with the Area CMD Adviser and Area Bishop, follow the ‘stipendiary’ timings.(3) Periods of sick leave, maternity and parental leave will affect these timings, since they may make it difficult to complete all the necessary ministry experience and associated supervision without extending the timings appropriately. In such instances consultation will take place between the curate, incumbent, CMD Adviser and Area Bishop.

Year 0 (= prior to ordination)When What WhoSeptember – March Curacy is arranged Area Bishops & DDOMarch Residential Conference

for training incumbentsCMD Advisers & Training Incumbents

July – September Curacy Agreement drawn up and signed

Curate & Incumbent, assisted by CMD Adviser

Year 1When What WhoJuly Year 0 – October Year 1

Year 1 Annual Training & Development Plan drawn up: summary to CMD Adviser by 30th October

Curate and incumbent

February First Assessment CMD Adviser arranges with curate and incumbent

March – May Area Bishop meets with curate (leading to recommendation to Diocesan bishop regarding ordination to the priesthood)

Area Bishop and curate

July – September Progress Review of Year 1 and drawing up of Year 2 Annual Training & Development Plan: summary of both to be sent to CMD Adviser by 30th Sept

Curate and Incumbent

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Year 2When What WhoApril – May Interim Assessment for

stipendiary curatesCMD Adviser arranges with curate and incumbent

Late May – June Area Bishop meets with stipendiary curates

Area Bishop and stipendiary curate

May – July Interim Assessment for SSM curates

CMD Adviser arranges with curate and incumbent

July – September Area Bishop meets with SSM curates

Area Bishop & SSM curate

July – September Progress Review of Year 2 and drawing up of Year 3 Annual Training & Development Plan: summary of both to be sent to CMD Adviser by 30th Sept

Curate and Incumbent

Year 3When What WhoJanuary Final Assessment for

stipendiary curatesCMD Adviser arranges with curate and incumbent

February Moderation Meeting of CMD Advisers and external assessor

CMD Advisers

February/March ‘Moving On’ Conference Curates & CMD Advisers

February – March Area Bishop meets with stipendiary curates

Area Bishop and curate

March/April Area Bishop writes formal end-of-curacy letter to stipendiary curates

Area Bishop

February – May CMD Adviser may meet with SSM curates and their incumbents (not an assessment point)

CMD Adviser arranges with curate and incumbent

July – September For SSM curates: Progress Review of Year 3 and drawing up of Year 4 Annual Training & Development Plan: summary of both to be

Curate and Incumbent

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sent to CMD Adviser by 30th September

Year 4When What WhoSeptember – November Year 4

Final Assessment for SSM curates

CMD Adviser arranges with curate and incumbent

November – January Area Bishop meets with SSM Curates

Area Bishop & SSM curate

February Moderation Meeting of CMD Advisers and external assessor

CMD Advisers

March Area Bishop writes formal end-of-curacy letter to SSM curates

Area Bishop

The Supervision Process

The relationship between incumbent and curate is the most central element in a curate’s training. It is from this relationship that the new deacon or priest will learn most, and will be most influenced in the conduct of his or her ministerial life. It is also a mutual relationship, one within which both curate and incumbent can help and support each other in their pilgrimage and ministry. When the relationship works well it is a great blessing to both. Within this, meeting together for Supervision and Reflection is a vital building block. It is important that time is made for regular, rather than haphazard reflection. Such sessions should not be confused with staff meetings and diary planning, from which they need to be quite separate.

There is much biblical precedent for support and guidance on a one-to-one basis. Examples are Jethro and Moses, Samuel and Eli, Elijah and Elisha, Isaiah and Hezekiah, Mary and Elizabeth, Paul and Timothy. There is also the example of Jesus himself who, as well as addressing large crowds, spent significant time with the twelve disciples, teaching and training them for future mission and ministry. On some occasions he worked with a sub-group of Peter, James and John, and in John 21 we see the risen Jesus spending particular time with Peter.

Supervision meetings should be fixed in the diary on a regular basis. As already stated, for stipendiary curates and others whose ministry is 100% parish-focused, this should be weekly for 60-90 minutes or fortnightly for 90-120 minutes. For those in full-time secular work with parish availability of Sundays plus one or two evenings, a monthly meeting will generally be appropriate. For those with half-time parish availability, frequency of meetings

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can be agreed between curate and incumbent, in liaison with the Area CMD Adviser.

The Supervision Meeting will be fundamental to the process of assessment: and in order to demonstrate experience and competence in a range of ministry skills and contexts, it is necessary to include within it a certain number of written theological reflections on agreed topics. The tables that follow set out a typical selection of such topics. However, it need not be adopted slavishly: curates and incumbents can decide which topics it will be helpful to discuss, and in what order. It is, however, expected that (for full-time parish curates) there will be a minimum of eight topics a year on which the curate will write a written reflection (see below).

Suggested topics for full-time parish curates:

Year 1Leading Public WorshipThe Local context of Ministry and Mission: Parish, Deanery and DioceseFunerals and BereavementPatterns of life/The Privileges & Challenges of Ordained MinistryDevelopment of Preaching/Sermon Assessment and feedbackLocal Mission and EvangelismChurch-School RelationshipsBaptismMinistry with children and young people

Year 2Personal reading, prayer and spiritualityEucharistic Presidency/Distinctive DiaconateWeddings and Marriage PreparationSupport of the Elderly and Sick: home visiting, residential homes, Pastoral ServicesPreparation for Confirmation and CommunionSmall Groups: Participation and LeadershipStyles of leadership Parish Administration: Time Management and planning strategies

Year 3Enthusing and managing volunteersConflict and ReconciliationBeyond the walls: working outside the church/with the unchurched/in the workplaceHelping adults learnModels of church and ministry – where do I fit in the future?Working with diversity/Interfaith/Ecumenism

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The Civic Roles of the ChurchChairing Meetings: making meetings work well

For self-supporting curates with limited parish availabilityFor those with limited parish time, it will be in order to write fewer written reflections, although we would still expect there to be four or five a year. The curate and incumbent can decide which topics to select for this. Typically over the course of the curacy they might include:

Leading Public WorshipDevelopment of Preaching/sermon FeedbackEucharistic Presidency/distinctive DiaconatePatterns of life/The Privileges & Challenges of Ordained MinistryBaptismPersonal Prayer and SpiritualitySmall Groups: Participation and LeadershipPastoral CareMission and EvangelismWorking outside the Church/Workplace IssuesEnthusing and managing volunteers Models of church and ministry – where do I fit in the future?

An intended list of topics to be written up in a theological reflection and discussed in supervision should be agreed between curate and incumbent at the start of the curacy, and should feature in the Year 1 Annual Training & Development Plan. This can, of course, be varied in the light of how the curacy unfolds.

Beyond these, there will be other supervision sessions in which written theological reflections do not feature. These may still be planned ahead to discuss particular topics; and it will be important to allow time for conversations that are reactive to what is going on in ministry.

Written Theological ReflectionsFor each supervision meeting on the topics agreed, the curate will prepare a written theological reflection of about 300-500 words/one or two sides of A4. This will aim to show, using particular ministerial activities or incidents wherever possible:(1) The curate’s competence in this area;(2) What reflection and learning is taking/took place;(3) What theological principles and questions relate to this?(4) How this area of ministry fits into the work of the Missio Dei (this could be done by describing which of the Five Marks of Mission encompasses it).(5) The collaborative working entailed: who did the curate work with? How was prior preparation undertaken? What was good or bad in the working relationship(s)?

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This written reflection may be brought to the meeting or, better, e-mailed to the incumbent in advance. In the light of the conversation within the supervision session, the incumbent will then write a brief reflection in response to what they have read and heard. Incumbents may also choose also to write something ahead of the Supervision Meeting, if they wish.

Both the curate’s reflection and the incumbent’s response are then filed in the curate’s Personal Development Portfolio.

While the pages above specify minimum expectations of the number of such written theological reflections to be produced, there is no objection to more being done by those who wish to. Other supervision sessions may centre on a piece of work (for example a sermon) but should also involve opportunity for wider exchange and reflection, when the curate and incumbent can share perceptions about progress being made, both in general terms and in terms of the Annual Training and Development Plan.

Primary and Secondary SupervisionSometimes people additional to the training incumbent (the primary supervisor) may have a role in the supervision process. This may arise, for example, if it is decided that the curate should spend a period of time in a different church within the MMU. Each situation will be different, but there will always need to be agreement and clarity about roles in such situations, and the CMD Adviser should be consulted as a matter of course.

Supervision during a vacancyIt is the normal practice to require Training Incumbents to commit themselves to staying in the benefice for at least the first year of a curacy, and hopefully for most of it. Training Incumbents are not normally permitted to take Extended Study Leave in the first eighteen months of the curacy.

Particular difficulties arise when a Training Incumbent leaves the parish during the curate’s training or is absent for a period of time for reasons such as illness. In this event it is important to ensure that continuing support and parish training are made available. On such occasions it is the responsibility of the Curate to inform the Area CMD Officer, and of the Incumbent to inform the Area Bishop. Following consultation with the Area CMD Officer, the Area Bishop will delegate supervision to an Interim Supervisor.

The Annual Training and Development Plan Process

This plan requires especially careful preparation, since it contains the substance of the work to be delivered by both parties in the training relationship. It must be drawn up after close consideration of:

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1. The Formation Criteria, which are printed in the following pages; and for those whose ministry is full-time parish, the checklist of parish ministry work on pages 57-63.

2. The curate’s previous experience within the last five years which is relevant to ministry formation.

Additionally, it will be important to note what Diocesan or Area IME Phase 2 days are being provided.

From this exercise it will be possible to form a three year Training and Development Plan of which particular areas need working on in each year. Naturally, this may be adapted in the light of experience, but it will be important to have a ‘map’ there in the first place.

The headings of the Formation Criteria are:

A. Christian faith, tradition and lifeB. Mission, evangelism and discipleshipC. Spirituality and worshipD. RelationshipsE. Personality and characterF. Leadership, collaboration and communityG. Vocation and ministry within the Church of England

Using these or other suitable headings, it will be possible to identify in each case:

Areas in which experience and competency has already been gainedAreas to include in Year 1Areas to include in Year 2Areas to include in Year 3Areas of on-going developmentAreas in which this particular curate will not need to gain experience and competency.

The Annual Training & Development Plan should also include the intended list of topics to be discussed in supervision sessions, noting those for which the curate will prepare a written reflection, and from Year 2 onwards the IME Phase 2 days which the curate will attend.

You can then use the forms on pages 36-38 to form an Annual and Development Training Plan. You may wish to do an outline for three years at

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the start of the curacy: at the Annual Review it will then be a case of updating and altering Years 2 and 3 as necessary. Alternatively you may wish to do one year plan at a time.

Having formed your Annual Training and Development Plan, it to your Area CMD Adviser by the end of September each year (or if need be by the end of October in Year 1).

At the end of each year of curacy, you will wish to review progress over the previous year, and set the Plan for the forthcoming year. The Questions on pages 41-43 may be used for this purpose, and these should be sent to the Area CMD Adviser by the end of September, together with the Summary of the Annual Training Plan for the year ahead.

Summary

At the beginning of the Curacy an Annual Training Plan for Year 1 is formed.

At the end of Year 1/beginning of Year 2 progress on the Year 1 plan is reviewed, and a Year 2 plan is formed.

At the end of Year 2/beginning of Year 3 progress on the Year 2 plan is reviewed, and a Year 3 plan is formed.

For self-supporting curates, at the end of Year 3/beginning of Year 4 progress on the Year 3 plan is reviewed, and a Year 4 plan is formed.

A diagrammatic process to follow may be found in a download at www.chelmsford.anglican.org/ministers/CMD/curates

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FORMATION CRITERIA for ORDAINED MINISTRY: IME Phase 2

The Formation Criteria are organised under seven headings:

A. Christian faith, tradition and lifeB. Mission, evangelism and discipleshipC. Spirituality and worshipD. RelationshipsE. Personality and characterF. Leadership, collaboration and communityG. Vocation and ministry within the Church of England

Within each of these headings, the Formation Criteria are organised in clusters that aredisposition-led [in bold] and emphasise the primacy and inseparability of character fromunderstanding and skills:

Dispositions: These are related to formational learning and character development. They represent the most important criteria: knowledge, understanding and skills are secondary to Christ-like character. However, disposition is not easy to assess: sometimes evidence may be more anecdotal and narrative than systematic. Dispositions are often discerned relationally and developed through a combination of learning, experience, reflection and prayer.

Understanding: These are related in subject matter to the dispositions, but are not an elaboration of them. They are aspirational in that knowledge and understanding is never complete: ordinands and priests will gain greater depth and breadth of understanding as they continue to pursue and reflect on lifelong learning.

Skills: Again, related to the first two categories, but not an elaboration of them. While skills and abilities reflect competence, they, too are aspirational: greater fluency will be achieved over time through the experience of exercising ordained ministry in a reflective mode.

The majority of Formation Criteria are for all curates.

There are additional formation criteria for those who will be proceeding to a post of incumbency-level responsibility: these are printed in italics for easy reference.

Further formation criteria apply for ordained pioneer ministry: please contact the Area CMD Adviser or the IME Phase 2 coordinator Graham Hamborg for these.

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The Formation Criteria categories are used from the point of selection onwards. What follows is solely the framing of them as they relate to IME Phase 2. To see the Formation Criteria laid out in tabular form from selection to the end of curacy, go to www.chelmsford.anglican.org/ministers/CMD/curates

Using the formation criteriaThe Formation Criteria are fundamentally aspirational: they are goals to work and develop towards rather than criteria that can be ‘fully met’. This means that they should be used as a vocational tool:

1. by curates – to provide a framework for reflection on their development in ministry against the Church’s expectations through the curacy training process.

2. by training incumbents and diocesan colleagues – to discern areas of and for growth and development during curacy and to provide the grounds on which to affirm the readiness of ministers to take up assistant minister, ordained pioneer minister or incumbent status posts in the Church of England.

3. by bishops – as a framework to enable them to confirm candidates’ readiness to take up ministerial posts as priests of the Church of England at the completion of IME Phase 2.

THE FORMATION CRITERIA

A. CHRISTIAN TRADITION, FAITH AND LIFE

Ordained ministers sustain their public ministry and personal faith in Christ through study and reflection that is open to new insights. They …

(a) understand the Bible as text and as holy Scripture for the church and the world through regular critical engagement with Old and New Testament texts and issues relating to their interpretation.

(b) are able to interpret Scripture in a wide range of settings, using their exegetical and hermeneutical skills to communicate clearly and accurately in ways that enable others to learn and explore.

(c) are able to engage in independent study of Christian beliefs and practices and communicate their findings in diverse settings.

Ordained ministers work with and value the breadth and diversity of belief and practice within the Church of England. They …

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(d) are able to engage in independent study of how Christian beliefs and practices shape the moral life of individuals and communities.

(e) are able to reflect critically on how Christian doctrine and ethics relate to discipleship, church and society, communicating this appropriately inside and outside the church.

Incumbents replenish their leadership through a life of disciplined study and reflection that is open to new insights. They …

(f) are able to exercise theological leadership for the church in mission.

B. MISSION, EVANGELISM AND DISCIPLESHIP

Ordained ministers have a deep and prayerful enthusiasm for mission and evangelism that is nourished by Christ’s love for the world and lived out in acts of mercy, service, justice and reconciliation. They …

(a) are able to discern God’s mission in a specific context by reflective and empathetic engagement with it in light of its cultural, historical, economic, social, political and religious characteristics.

(b) are able to engage courageously in mission, evangelism and apologetics in a range of contexts and particularly in local communities and churches.

(c) are able to communicate the gospel confidently and effectively using a variety of media indiverse situations, both inside and outside the church.

(d) are able to lead and inspire others in mission and evangelism in the local church.

Ordained ministers are committed to Christian education, promoting good practice, both inside and outside the church. They …

(e) are able to nurture others in their faith development, including those with little previousknowledge of the faith, through catechesis, teaching and preaching, including preparation forbaptism and confirmation.

(f) understand the importance of the Church of England’s engagement with schools for thecommon good and for the mission and ministry of the church.

Incumbents …

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(g) lead, enable and release missional vision and faithful witness in and among those for whom they have responsibility.

(h) enable others to articulate the gospel and participate in its proclamation.

(i) are able to foster and lead mission-shaped churches.

C. SPIRITUALITY AND WORSHIP

Ordained ministers are sustained by disciplined personal and corporate prayer shaped by the responsibilities of public ministry and corporate worship in the tradition of the Church of England. They …

(a) are able to relate different approaches to, and traditions of, personal and corporate prayer to sustain and develop their own prayer life and those of others of all ages, backgrounds and in a range of life circumstances.

Ordained ministers …

(b) are able to demonstrate good reflective practice in preaching and in leading – and whereappropriate, presiding at – public worship, including pastoral services, using appropriate formsof liturgy in a variety of settings.

Ordained ministers are growing in the love of God and in Christ-likeness as members of the body of Christ and can testify to the grace of the Holy Spirit in their lives and ministries. They …

(c) are able to relate spiritual traditions to corporate and individual practices that sustain anddevelop their own spirituality, and those of others of all ages, backgrounds and in a range of life circumstances.

Ordained ministers’ spirituality permeates their perceptions of and interactions with others inside and outside the church. They …

(d) are able to help others discern God’s presence and activity in their relationships and in thewider world.

Incumbents are sustained in the strains and joys of leadership by a life of prayer.

D. PERSONALITY AND CHARACTER

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Ordained ministers show insight, resilience, maturity and integrity in the pressure and change entailed in public ministry. They …

(a) are able to balance appropriate care of self with the care of others by developing sustainable patterns of life and work, and effective support networks in the context of public ministry.

Ordained ministers are growing in self-knowledge and commitment to Christ within the roles and expectations of ordained ministry. They …

(b) are able to approach the sacrificial impact of ordained ministry on the whole of life with wisdom and discernment.

(c) are able to reflect with insight and humility on personal strengths, weaknesses, failures, gifts and vulnerability in response to a new context of public ministry.

Incumbents …

(d) encourage and enable colleagues to balance appropriate care of self with care of others.

Incumbents personify an integration and integrity of authority and obedience, leadership and service. They …

(e) engage with others to reflect with insight on their style of leadership, its strengths andweaknesses in context, and demonstrate appropriate development.E. RELATIONSHIPS

Ordained ministers …

(a) are able to form and sustain healthy relationships with peers in the mixed economy of fresh and more traditional expressions of church.

(b) are able to handle and help resolve conflicts and disagreements, enabling growth through them.

(c) understand human flourishing in relationships and Christian pastoral care in a range of lifecircumstances and contexts.

(d) demonstrate good reflective practice in a wide range of pastoral and professional relationships.

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Ordained ministers are people who respect others, demonstrate empathy and honesty in their relationships, learning from them. They …

(e) are able to live within the House of Bishops’ Guidelines: Issues in Human Sexuality and engage positively with those with whom they differ.

(f) are able to establish and evaluate appropriate professional boundaries in their ministerialpractice and personal lives.

(g) understand policies and best practice in safeguarding and their application in a variety ofcontexts.

Incumbents …

(h) show skill and sensitivity in resolving issues of conflict within the church community.

(i) are able to supervise others in the conduct of pastoral relationships.

F. LEADERSHIP, COLLABORATION AND COMMUNITY

Ordained ministers seek to model their servant leadership on the person of Christ. They …

(a) are able to participate in and lead communities, reflecting on, and being alert to, the use and abuse of power.

(b) are able to lead collaboratively and competently, working as a member of a team within acommunity, as an ordained person.

Ordained ministers share leadership by actively looking for, recognising and nurturing the gifts of others. They …

(c) are able to use authority appropriately in ways that release, equip, enable and empower others, including colleagues, to fulfil their calling to mission and ministry from within a Christian community.

(d) are able to supervise and mentor others in a limited range of roles and responsibilities inmission and ministry.

Incumbents …

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(e) show skill and sensitivity in enabling the formation and flourishing of corporate life in thepresence of diversity.

(f) are able to lead teams collaboratively in a variety of settings, including multi-parish benefices.

(g) are able to facilitate change creatively and sensitively, exercising leadership with anentrepreneurial and forward looking approach.

(h) are able to supervise lay and ordained people in positions of responsibility in formal andinformal settings of training and practice.

G. VOCATION AND MINISTRY WITHIN THE CHURCH OF ENGLAND

Ordained ministers are firmly convinced of their calling to ordained ministry, realistic about its challenges, and continue to ask important questions about their role as deacon or priest in the church of God. They …

(a) are able to articulate their calling to discipleship and to ordained ministry as a deacon or priest within the Church of England.

(b) understand the sacrificial and corporate nature of their role in ministry and mission as a deacon or priest within the breadth and diversity of a mixed economy of traditional and freshexpressions of church.

Ordained ministers are rooted in the traditions and practices of the Church of England and share in the spiritual life of the communities they serve. They …

(c) are able to represent the church in public life and engage in partnerships across wider groups of parishes, including, where possible, working with churches of different denominations and traditions and other faith communities and their leaders.

Ordained ministers are accountable and obedient in exercising ordained ministry as a deacon or priest within the Church of England. They …

(d) understand the legal, canonical and administrative responsibilities of those in public ministry within a mixed economy of church.

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(e) show developed skills as theologically reflective and reflexive practitioners in relativelyunsupervised settings, exercising wise and discerning judgment.

Incumbents are ready for, and open to, exercising a ministry of oversight and vision as priests in the church of God. They …

(f) take a lead role in working with partners, representing the church in public life, including, where possible, working with other faith leaders.

Incumbents exercise appropriate accountability and responsibility in faithfully and loyally receiving the authority of others, consistent with a position of responsibility. They …

(g) know and understand the legal, canonical and administrative responsibilities of those having oversight and responsibility.

(h) show sophisticated skills as reflective and reflexive practitioners and the capacity to develop these further to energise creative, theologically informed practice.

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Preparation of the Annual Training and

Development PlanIn the light of the Formation Criteria above (and if fully parish-based, also the check-list for parish ministry work in Appendix 2), it will be possible to reflect on, articulate and record answers to questions such as:

What experiences of mission and ministry is it essential that the curate gains in Year 1? Where and how will these experiences be gained?

What experiences of mission and ministry need to be gained during the curacy, but can wait until Year 2 onwards?

What areas of mission and ministry will need to be on-going throughout the curacy?

What are the available resources which will enable growth and achievement in each area? Over what timescale will this be addressed? What will be the means of evaluation of progress?

What prior experience or expertise does the curate bring? Where there is a prior expertise, is there a need for reflection on how this is different in an ordained role?

In the case of part-time SSM curates, are there areas of ministry which it will be less essential for the curate to gain for their envisaged future ministry?

From this preparatory work, it will be possible to use the form on the next page 36, or some equivalent. When this form is separated from this handbook

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it may be easier to work in landscape. An example of the table part of a completed form may be found on pages 39-40.

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Annual Training and Development Plan(Please copy or print this form, deleting in the paragraph below as necessary)

Name: .............................................................................................................

Parish: ...........................................................................................Year...........

In Year 1/2/3, in addition to those areas of experience which are on-going, particular experiences of mission and ministry will be:

Ministry/Mission Experience

Resources Available

Timescale Means of Evaluation

Formation Criteria

1.

2.

3.

4.

5.

6.

7.

8.

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(Note: electronically this page may work better if changed to landscape)

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We shall discuss the following topics in supervision sessions:

1.

2.

3.

4.

5.

6.

7.

8.

The following IME Phase 2 days will be attended during Year 1/2/3:

1.

2.

3.

4.

5.

6.

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Other features of this yeare.g. any placement or experience in other churches

Curate

Incumbent

Date

This Annual Training and Development Plan should be sent to the Area CMD Officer by the end of September (or if need be in October of Year 1)

At the beginning of Years 2 and 3 it can be sent together with the Annual Review of Training at the end of Years 1 and 2 (pages 41-43)

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Sample Year 1 Annual Training Plan Table

Name Curate Annual Training Plan Year 1(note: curate = CU, incumbent = TI)

In Year 1, in addition to those areas of experience which are on-going, particular experiences of mission and ministry will be:

Ministry/Mission Experience

Resources Available

Timescale Means of Evaluation

Formation Criteria

1.Leading funerals ReadingObservation / Engagement Visit crematoriumIME day

After 4th service to begin to take a lead in the service.

ObservationReflection in supervision.

A (d), C.(b), E (c),(d)

2. Baptism Reading, ObservationEngagement

Begin with observation and involvement, with a look to take a lead after 4th service.

Observation Reflection in supervision

A (d), B (e)C (b)E (c), (d)

3. Leading public worship

Liturgical resources available in the church.ReadingStaff team

Immediately leading familiar services. BCP services - leading within 3 months

Observation - clergy and laityReflection in supervision

C (a), (b), (c)E (a), (d)F (a), (b), (c), (d)G (b)

4.Church/schoolRelationships

St Mary’s C of E JuniorsAnytown County PrimaryEssex governors trainingDiocesan training.

To being as a governor at St Mary’s from SeptemberVisit school weekly and engagement with assemblies, lunch time visiting and staff.

Feedback from Head teacher.Feedback from children.Observations of assemblies.

B (f)F (b), (c)G (c)

5. Local mission and evangelism

Local churches together ministers and members.Wider agenciesStaff team

Committee membership from beginning of curacy.Involvement in mission weekend in September.Other activities throughout the year.

Reflection in supervision.Minutes from churches together meetings.Observations and reflections at Fraternal meetings.

A (b), (c), (d), (e), (f)B (a), (b), (c), (d), (e)C (d)E (a), (c), (d), (e)F (a), (b), (c)G (a), (c)

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6. Developing a pattern of life for ministry

Daily prayerSpiritual directorStaff teamConferences and external inputPersonal retreat

Throughout the year.

Periodically meeting with spiritual director.Reflection in supervisionStaff away days

A (f)C (a),(c)D (a), (b), (c)E (a), (b), (d), (e), (f), (g)F (a), (b), (c)G (a), (b), (d), (e)

7. Mission and ministry across the diocese, deanery, parish

Deanery synodChapterPCC Diocesan publications

Throughout the year.

Reflection in supervision

A (b), (c),(d), (e), (f)B (a), (b), (c), (e)C (d)E (a), (c), (d), (e), (g)F (a), (b), (c), (d)G (a), (b), (c)

8. Ministry with children and young people

Messy ChurchNew initatives

Messy Church – Throughout the yearEaster – new initiatives

Feedback from parents / Messy Church coordinator

A (b), B (c), (d), (e), (f)E (a)F (c), (d)

9. Preaching ReadingStaff team / bible studyFeedback from laity

2 assessed sermons a term - one in each church.

Assessment sheets from IME bookReflection from supervision.

A (a), (b), (c)B (a), (b), (c)C (b), (d)E (d)G (a), (b)

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Annual Training and Development Plan Review

At the end of each year of the curacy it will be important to review progress on the previous year’s Annual Training Plan. The process described here, or something similar, should be followed.

It is suggested that curate and incumbent initially complete the following individually, and then meet to discuss what they have written.

1. What experiences of mission and ministry have there been for the curate over the last year?

2. Which of these have gone well and been positive for the curate?

3. Which have gone less well and been less positive?

4. What has been challenging and stretching for the curate?

5. How has the curate developed as a person and as a deacon/priest?

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6. What particular gifts, strengths, and enthusiasms has the curate displayed?

7. What areas of weakness or further development can be identified?

8. How well has the curate worked in collaborative or team settings?

9. In what ways is the working relationship between curate and incumbent a good one? In what ways less so? How could it be improved?

10. Has the curate developed an appropriate pattern of prayer and a spiritual discipline?

11. How have boundaries been established and maintained, and time balanced, between parish and home (and, where appropriate, the workplace)?

12. Has the Curacy Agreement proved realistic? Does it need updating?

13. Which IME Phase 2 and/or other training has been particularly valuable? And which less so?

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14. What priorities would you like to agree for the coming year?

15. What other comments do you wish to make?

Signed:

Curate……………………………………………………………..

Incumbent…………………………………………………………

Date……………………………………………………………….

Once completed this Review of the Annual Training and Development Plan should be sent to the CMD Officer. Copies should also be kept by both

signatories.

At the end of Years 1 and 2 it can be sent together with the Annual Training & Development Plan for

Years 2 and 3 (pages 36-38)

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The Portfolio

On pages 17-18 you will find listed the kinds of entries to be made in the portfolio. This page may be used to record what was discussed in supervision meetings with your incumbent. Additional useful templates will be found at www.chelmsford.anglican.org/ministers/CMD/curates

Record of Supervision Meetings with IncumbentDates of Meetings

Topic(s) Discussed Formal Record?

Year 1123456789

Dates of Meetings

Topic(s) Discussed Formal Record?

Year 2123456789

Dates of Meetings Topic(s) Discussed Formal Record?Year 3

123456789(Rows should be added, and a Year 4 table produced if necessary)

Contents Page

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Before the third-year review meeting the Portfolio will need a Table of Contents, or ‘Front page’ which shows at a glance the list of portfolio reflections for each year, either with their dates, or in the order done. A way of doing this is at www.chelmsford.anglican.org/ministers/CMD/curates

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Obtaining Feedback, Reflections, and Accounts from Others

e.g. churchwardens, leaders of church children’s work, headteachers, wardens of care homes.

It is good for curates to seek and receive feedback and comments from others about how their presence and ministry is perceived. Often this will be a verbal process, but it is helpful if sometimes it is in written form: it enables a more thoughtful and considered response.

Examples of opportunities might be: Asking a churchwarden or church member to comment on a particular

sermon; Asking a headteacher to comment on how the curate conducts

assemblies, or participates in other aspects of school life; Asking the warden of a residential care home about the curate’s

presence and activity when visiting residents and/or conducting services.

A good way of gaining feedback is to give (or e-mail) someone a paper with a few questions.

For example, following a school assembly

Assembly in Local CE Primary School by Revd Bright Curate 14th February

1. Do you have any comments about the content? Was it pitched appropriately for the age-range present?

2. Do you have any comments on my style of presentation?

3. What was good about my assembly?

4. What could have been done differently – perhaps better? What specific advice and guidance can you offer me for my next assembly?

5. Do you have any other comments about the assembly, or about my presence in school?

Thank you.

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Sermon Feedback FormsTwo different Sermon Feedback Forms may be found at www.chelmsford.anglican.org/ministers/CMD/curates. These could be used by the incumbent, or by others being invited to comment.

(and why not by the curate on an incumbent’s sermon…..?)

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Placements during Curacy

The primary context of development and learning during curacy is the parish to which a curate is licensed. However, there can be value, in some instances, of a placement elsewhere. The kinds of reasons for which a placement in another parish might be helpful are:

To give experience of ministry in a different sociological context (e.g. a curate in an urban curacy undertaking a rural placement, or vice-versa);

To give experience of a parish of different ecclesiastical tradition (it is especially important that those who are likely to become stipendiary incumbents exercising oversight of ministry in several churches can work across a range of traditions);

To compare ministry in a team ministry with ministry in a ‘one church, one priest’ context.

Additionally, there may sometimes be value in a placement in a chaplaincy or sector ministry if a curate is considering such a ministry in the future.

Sometimes a particular curacy will lack certain specific ministry opportunities e.g. some parishes have very few weddings. In such instances, a placement will not be necessary, but it will be important for the curate to gain the relevant experience within the deanery or other neighbouring parishes.

Arrangements for Placements(1) Each placement needs to be tailored to the needs of the individual. However, it will rarely be useful for a parish placement to be for less than six weeks, and it will be rare for a parish placement to go beyond twelve weeks. The later part of Year 2 or the autumn of Year 3 are often suitable points in the curacy. A placement in a chaplaincy can be of similar length, or can be undertaken on the basis of a day or half-day a week over an extended period.

(2) The Area CMD Adviser should be consulted from the outset in exploring the possibility of setting up a placement. There should be agreement between the CMD Adviser, curate and training incumbent that a placement is in order and would be beneficial. The Area Bishop needs to give approval before arrangements are finalised.

(3) At an early stage the curate should write a paper (which need not be long – one side of A4 will generally suffice) setting out

Their reasons for wishing to undertake a placement; What development and learning they hope will take place; What processes of conversation and supervision they are hoping for

within the placement; How they will evaluate and show the development and learning that

takes place (often this may be through the commitment to write-up the placement as it comes to an end).

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This paper should be discussed with the CMD Adviser, with whom there will also be a de-brief at the end of the placement.

With increasing numbers of parishes being part of an MMU, it may be that some of the reasons for which a placement has been undertaken in the past may now be addressed by a period of time spent ministering at a different church within the MMU – effectively a placement within the MMU. The same procedure should be followed, or adapted as necessary.

ExpensesIt will always be important, in setting up a placement, that all parties agree who is paying for what, and that there is clarity in this respect.(1) It is hoped that, in most cases, the placement parish will pay any working expenses relating to ministry during the placement e.g. mileage within the placement, stationary, etc.

(2) It is hoped that the home parish will continue to pay fixed expenses costs such as telephone and internet rental, as part of their commitment to the curate.

(3) The CMD budget will pay mileage expenses from the curate’s home to the parish boundary of the placement parish (subject to a limit agreed in advance for each placement). This should be claimed from the CMD Administrator by the PCC treasurer of the parish in which the placement takes place, from whom the curate should claim this and other expenses. The following form should be used to authorise this.

If the placement is within an established MMU, the nature of the relationship between the parishes comprising the MMU may affect the process by which working expenses are paid.

Placement Expenses for curates who incur mileage costs in the undertaking of a placement.

Name of Curate:

Address:

Home Parish:

Placement Parish:

Because Xxx lives outside the parish the PCC may reclaim the cost of his/her travel from home to the parish boundary from the Diocesan Board of Finance at the standard mileage rate. This will be on the basis of an anticipated ***round trips of *** miles each, per working week, a total of ***miles each working week.

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Authorised by Area Bishop or IME Phase 2 Coordinator:

Signed__________________________________________ Dated_______

Bishop/IME Phase 2 Coordinator

Notes:(1) The IME Phase 2 Coordinator may authorise expenses for a placement of up to three months. For longer placements the authorisation of the Area Bishop or Archdeacon is required.

(2) A signed copy of this page should be sent to the Accounts Department of the Diocesan Office, and a copy should also be lodged with the PCC treasurer.

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Church School Placement

Following the Chadwick report on church schools, Chelmsford Diocese has agreed to be a pilot diocese in which to set up school placements for curates. All stipendiary curates will undertake such a placement, unless previous or current experience would appear to render it superfluous (in which case this must be discussed with the Area CMD Adviser). All self-supporting curates who wish to undertake such a placement may do so; however, it is not a requirement for them.

The focus is specifically on church schools. Placements will be a block week spent in a school. In a small primary school there may just be one curate on placement, or at most two, while in a secondary school it could be two or three (however the primary intention is to focus on primary schools). Headteachers will give some supervision, and will write a short report at the end of the placement. The diocesan Department of Education will arrange a group pre-placement meeting about a month ahead, and a post-placement plenary follow-up and reflection evening. If there is not a meeting of the Governing Body in the relevant week, a meeting should be attended subsequently.

The objectives of such a placement are for a curate to get under the skin of a school and understand the priorities and

pressures to see what a good Church school looks and feels like and how the

Christian foundation is expressed in the day to day life of the staff and students

to begin to develop skills needed for devising and leading worship in schools

to begin to develop an ecclesiology and missiology with schools as key components

for individuals to see their own learning needs with regard to schools

Schools designated as Training Schools should be able to offer high quality parish school engagement good RE excellent worship strong foundation governors

(we recognise that not all designated schools will necessarily have all of these, but anticipate that most will be present in good measure)

It is likely that these placements will take place in the term between Christmas and Easter of Year 2. However, we are dependent on the arrangements made by the staff of the Education Department of the diocese, who in turn depend on the schools concerned to make clear what timing suits them. While it is unlikely to be possible to arrange all curate placements to be

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in the same week, it is intended that they take place within the same general period.

These placements will be set up and overseen by the diocesan Department of Education. The Director of Education, Revd Canon Tim Elbourne, or one of the Schools Advisers, will make arrangements for them, and will liaise with the IME Phase 2 Coordinator in contacting curates.

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The IME Phase 2 Programme and the Role of the Area CMD Advisers

While the incumbent-curate relationship is the primary context of training, the diocesan CMD Advisers provide opportunities for curates to come together to explore particular issues.

Year Group Residential ConferenceIn each of the first three years there is an annual residential weekend. The Bishops consider that attendance at the annual residential conference is mandatory, and reasons for not attending and apologies should be given to them.

Training DaysThe IME Phase 2 Coordinator arranges a programme of training days. In Year 1 there is a fixed foundation year, in which all curates (other than those in secular work) participate. Some will be open to Licensed Lay Ministers/Readers as well as to curates. From September 2018 onwards, days for Years 2 & 3 curates will be on the basis of choosing from a menu of days. A booklet giving dates and details of days planned for the year will be issued before the summer holidays.

Additionally, five or six times a year there is an IME Phase 2 evening for those who are in full-time secular work, who will be unable to attend many of the midweek days provided. These are held on a Thursday evening, beginning at 6.30 with supper in Chelmsford Cathedral alongside students of St Mellitus College (North Thames Ministerial Training Course). They finish at 8.30pm.

While these days and evenings are primarily for curates, training incumbents are welcome to attend any particular days of interest to them, free of charge, and should contact the CMD Administrator Sue Denham in advance if they wish to do so.

The Area CMD AdvisersIn order to develop and maintain a sense of collegiality and mutual belonging among those ordained together as deacons and then priests, the three Area CMD Advisers arrange to meet at least once a ‘term’ with the curates within their Episcopal Area as a group. It is up to each Area CMD Officer to choose whether this is by separate year groups, or across year groups, and up to them to use these gatherings as they see fit.

Additionally, as already described, they are responsible for making an annual visit to curate and incumbent together. This forms part of the initial, interim, and final assessments.

The Area CMD Advisers are here to support both curate and training incumbent, and if any difficulties arise, please contact them early on – it is

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always much easier to help sort a small problem than it is when it has been left to grow into a large problem.

CMD grantsFunding is available for all clergy to attend appropriate courses, conferences and other training events. The use of the CMD grant is not restricted to organised courses and conferences but can be used to fund a ‘package’ which an individual puts together themselves. The aim is to facilitate the broadening and deepening of ministry. The grant may not be used to buy books. Area CMD advisers should be consulted about whether a particular event or idea will qualify for the use of grant funds. Sue Denham, the CMD Administrator, can also advise on what level of funding you have available. Requests to use personal CMD grants must be made on the application form available on the CMD pages of the diocesan website at www.chelmsford.anglican.org/ministers/CMD/grants. The completed form should be sent to the CMD Administrator for courses costing up to £50, and to the Area CMD Adviser for courses costing more than £50.

The diocese has an ‘Advanced Study Grants’ fund, to which application may be made towards the cost of further study such as an MA: successful applicants generally receive up to half the course fees. This is administered by Revd Canon Dr Graham Hamborg, on the form available on the CMD pages of the diocesan website. However, Chelmsford Diocese does not have historic funds, and is unable to help with funding beyond this. Priority in applications for Advanced Study Grants is given to incumbents. It is not usually considered appropriate to consider such demanding courses until after ordination to priesthood, and generally it is preferable to wait until after curacy. In any event, the Area CMD Adviser should be consulted and kept informed. The demands of doctoral research are such that it cannot be combined with undertaking a curacy unless the curacy is a part-time one.

Other Diocesan StaffThe CMD Team are part of the department of Mission and Ministry, which is led by the diocesan Director for Mission and Ministry:

The Diocesan Director for Mission and MinistryRevd Canon Dr Roger Matthews, Diocesan Office, 53 New Street, Chelmsford CM1 1AT, 01245 294455, rmatthews@chelmsford.anglican.org

Women clergy may, at any time, consult the

Bishop’s Adviser for Women’s MinistryRevd Canon Jenny Tomlinson, 17 Borough Lane, Saffron Walden, CB11 4AG, 01799 500757, jtomlinson@chelmsford.anglican.org

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Jenny will also be able to give the names and contact details of Advisers for Women’s Ministry in each of the Episcopal Areas.

For other officers of the Diocese of Chelmsford please refer to the Diocese of Chelmsford Directory

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ResourcesIn addition to the resources in the pages following, you will

find the following at www.chelmsford.anglican.org/ministers/CMD/curates:

Diagrammatic Process of forming an Annual Training & Development Plan is at

Diagrammatic Process for forming a Curacy Agreement is at

Formation Criteria from Selection to Incumbency

Mileage Parish Boundary Form

Two Sample Written Theological Reflections

Template for Record of Supervision Meetings with Incumbent

Template for Record of Parish Project

Template for Record of IME Phase 2 and other training

Template in which to record notes of books read

Two Specimen Incumbent Reports

Sermon Assessment Form (1)

Sermon Assessment Form (2)

Sample Portfolio Contents Page

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Appendix 1: Template for a Curacy Agreement

Note: You will need to change sections or delete sentences as necessary

DIOCESE OF CHELMSFORDCuracy Agreement

between Revd Xxx (curate) and Revd Yyy (incumbent)

I. IntroductionThis Agreement is not intended to be a legally binding agreement but it ensures that the curate and incumbent have discussed, understood, and accepted the mutual expectations of the training post. It is complementary to, and assumes acceptance of

Statements of Particulars The Clergy Handbook (available on the diocesan website

www.chelmsford.anglican.org) Guidelines for the Professional Conduct of the Clergy (available on the

Church of England website www.churchofengland.org)

The agreement shall apply for the period of the training post as detailed in the Statement of Particulars of Office. The agreement should be reviewed regularly and at least once a year.

2. Focus of MinistryXxx’s focus of ministry will be within the parish(es) of Zzzz.

For SSM only: insert details of any position which an SSM may hold in their secular employment which bears directly on their ordained status; or add: Xxx holds no official ministerial position in his/her secular employment which bears directly on his/her ordained status.

3. Working ArrangementsFor full-time parish curates:a) Xxx will work full-time. This will include time for prayer, reading, preparation, personal reading and study, retreats and CMD training.

(Note: it will sometimes be desirable to mention such other time off as is appropriate for a particular curate’s circumstances e.g. family responsibilities, or a single person’s need for a varied pattern of time off. There is no agreed definition of or policy regarding what is a clergy working week, but the comments of the Society of Mary and Martha report Affirmation and Accountability [2002] on ‘Healthy Hours’ are helpful: “Consider 50 hours per week to be a reasonable upper limit, and 38 hours per week a reasonable lower limit, for clergy working hours”)

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For SSM part-time parish curates:a) Xxx will be able to give Sundays and ??? days/evenings/hours to parochial work. This will include time for prayer, reading, preparation, personal reading and study, retreats and CMD training.

For all curates:b) Xxx’s uninterrupted rest period of 24 hours will be ??????. For SSM curates: Xxx’s one Sunday a month off from parochial duties will usually be the ?th Sunday of the month.

c) It is expected that after his/her ordination as priest Xxx will provide cover when Yyy is away from the parish.

d) Should an interregnum arise, the degree to which Xxx might reasonably be expected to bear the ministry load will be discussed and agreed with the Area Dean, Churchwardens and CMD Officer.

Optional additional statements be that:

Since Xxx has family commitments, additional time off may be taken on Saturdays when there are not weddings, meetings or other relevant parish events.

4. Worshipa) Xxx will usually attend two/one/three services on a Sunday.

b) It is expected that Xxx will not prepare more than one/two new sermon(s) a month for the first year/ six months.

c) It is expected that Xxx will share in the leading of worship at most services at which he/she is present. (The role of the deacon in worship will be acknowledged and used as a constructive way of two ordained ministers sharing the celebration of the Eucharist).

d) It is expected that Xxx will wear robes in accordance with the customary practice of the church(es).

e) After being ordained as a priest, it is anticipated that Yyy and Xxx will share presidency at the Eucharist on an equal basis (or:…..)

5. Mutual Expectationsa) Xxx and Yyy have discussed the purpose of ministry in the parish/benefice and how the incumbent sees his/her role in relation to the congregation and community. A note of this discussion has been made and is attached to this agreement. It covers the following points:

What the incumbent can expect of the curate; What the curate can expect of the incumbent;

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What prior experience and particular gifts the curate brings, and whether and how these will be used in the curacy;

Parameters of authority and confidentiality (in accordance with paragraphs 12.7 – 12.9 of Guidelines for the Professional Conduct of the Clergy, 2015 edition)

b) It is agreed that there will be consideration of Xxx’s specific training needs relating to their personal development and IME Phase 2, and that a pathway will be agreed through the Annual Training & Development Plan process. It is the joint responsibility of Yyy and Xxx to identify opportunities for training in the parish which will allow the Annual Training & Development Plan to be put into practice.c) It is the responsibility of the curate to participate in identifying their personal training needs; to co-operate with the incumbent, and other colleagues and lay leaders; to attend and take a full part in training programmes provided by the diocese; and to keep an appropriate record of their development in their portfolio over the period of the training post.

6. Supervisory and Working ArrangementsCMD staff will have explained the respective roles of the curate, incumbent, and CMD Adviser to training incumbents at the residential conference for training incumbents, and to curates at the New Deacons Day. If attendance has not been possible at either of these, it is the responsibility of the curate/incumbent to contact the CMD Adviser in order to be given relevant information and explanation.

a) Yyy and Xxx will meet weekly/fortnightly/monthly on a ????? morning/evening for Supervision meetings. (these should be weekly or fortnightly for full-time parish curates)b) Xxx/Yyy will be responsible (or: Xxx and Yyy will share responsibility) for arranging these meetings and agreeing the agenda for supervision meetings, in accordance with the Annual Training & Development Plan.c) In relation to the topics specified in the Handbook for Curates and Training Incumbents, Xxx will be responsible for preparing a written reflection or other material ahead of the supervision meeting, and for revising it after the meeting as necessary.d) In relation to the topics specified in the Handbook for Curates and Training Incumbents, Yyy will be responsible for writing a short reflection on the curate’s progression in relation to the topic under consideration.(Note: it could be agreed that: ‘The final 15 minutes of supervision meetings will be used for both Xxx and Yyy to write reflections and/or summaries of the meeting’).e) Yyy will ensure that the Xxx is advised of appropriate diocesan policy and procedures and policies. The student agrees to observe these requirements.

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f) Yyy will give guidance about the nature of work to be carried out and the standards expected.g) Yyy is responsible for writing reports for the initial, interim and final assessments which are conducted by the CMD Adviser.h) Yyy and Xxx will meet weekly/fortnightly (along with other members of the team) on a ???? morning/evening for ‘Staff Meeting’, including planning, and diary management.i) Yyy and Xxx will meet to share the Daily Office/Prayer on ???? mornings (along with other members of the parish/team).

7. Assessment a) Yyy will ensure that Xxx is aware of all procedures relating to Assessment at the End of the Curacy, including procedure for supervision sessions, the keeping of the portfolio, the writing of reports, and the initial, interim and final reviews. Xxx and Yyy will agree deadlines for the completion of tasks and submission of work/written reflections.b) Yyy will ensure that Xxx is made aware of any inadequacy in his/her progress or standards of work below that generally expected, if necessary confirming this in writing to the student and arranging any supportive action necessary.c) Yyy will bring to the attention of Xxx and of the Area CMD Adviser any circumstances which might require the learning pathway to be modified or for the training to be extended, suspended or withdrawn.

8. Allocation of TimeYyy and Xxx will monitor how much time Xxx gives to the various aspects of mission and ministry, and will seek to ensure an appropriate balance of time between them. Such aspects of ministry include:Worship:

Time spent in attendance Conduct of public worship Developing, leading and creating liturgy Time spent preaching

Spirituality and personal development : A regular pattern of private prayer and daily worship Provision of spiritual direction/companionship and time off to

receive Annual Retreat Spiritual reading and reflection

Structured learning and reflection (no less than 15 % of ministerial time; for full-time posts this is equivalent to one day per week):

In Supervision meetings, with preparation and follow-on work In project work In the diocesan IME Phase 2 programme

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Team Working: Staff and Team meetings PCC, Deanery, Deanery Synod and Chapter meetings

Pastoral Responsibilities: Supervision and development of Lay ministry Conduct of occasional offices Engaging in the community and relative institutions Developing an area of pastoral ministry

Administration and Finance: Time/diary management Organising the office Correspondence Managing parish finance – fees and expenses Familiarisation with church law and regulations

9. MediationIn the event of difficulties arising over personal relations or working arrangements which cannot be settled between them either Xxx or Yyy may consult with the Area CMD Adviser who may advise personally, or if appropriate, will refer the situation to the Area Bishop.Less formally, if either has a concern about their role or relationship, they should feel free to discuss it on a confidential basis with the Area CMD Adviser.

10. DurationThis agreement shall apply for the duration of the curacy. It will be updated as necessary on an annual basis. In the first instance hard copies must be signed by curate, incumbent, CMD Adviser and Area Bishop. Subsequently minor alterations may be agreed by e-mail with the CMD Adviser (major re-workings, however, would need to be signed afresh).

Signed__________________________________________ Dated_________

Curate

Signed__________________________________________ Dated_________

Incumbent

Signed__________________________________________ Dated________

CMD Officer

Signed__________________________________________ Dated_______73

Bishop

A diagrammatic process to follow in drawing up this Curacy Agreement may be found in a download at www.chelmsford.anglican.org/ministers/CMD/curates.

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Appendix 2: Check-list of Parish Ministry Work(for use by those whose ministry is fully parish-focused)

Indicate the level of experience that has been gained in relation to the listed skills by marking the relevant point on the scale (low to high). Give a priority rating to the further development of those skills marked in the lower end of the scale where 10 = a high priority and 0 = not a priority.(Note: this is a list which emanated from the Church of England back in 1998: while some particular statements are less relevant, and there are a few omissions for today’s context, overall it wears well)

Level of experience Priority Rating forgained to date future development

Personal Development Low High

Spirituality and prayer life l.....l.....l.....l.....l.....l .............................

Daily Office/Prayer Time l.....l.....l.....l.....l.....l .............................

Meditation/Quiet Time l.....l.....l.....l.....l.....l .............................

Retreat l.....l.....l.....l.....l.....l .............................

Different prayer styles, l.....l.....l.....l.....l.....l .............................

Spiritual director/Confessor/Soul friend l.....l.....l.....l.....l.....l .............................

Biblical studies l.....l.....l.....l.....l.....l .............................

Reflection on role(s) and work l.....l.....l.....l.....l.....l .............................

Reflection on life journey l.....l.....l.....l.....l.....l .............................

Continuing theological reflection/making connections l.....l.....l.....l.....l.....l .............................

Development of appropriate working rhythmincluding time off, retreats etc. l.....l.....l.....l.....l.....l .............................

Awareness of sexual dynamicsin working relationships l.....l.....l.....l.....l.....l .............................

Development of understandingof partnership in ministry l.....l.....l.....l.....l.....l .............................

Development of creative supportnetworks l.....l.....l.....l.....l.....l .............................

Hobbies and non-church interests l.....l.....l.....l.....l.....l .............................

Understanding of confidentiality l.....l.....l.....l.....l.....l .............................

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Exercising a leadership role/awareness of own leadership style l.....l.....l.....l.....l.....l .............................

Level of experience Priority Rating forgained to date future development

Conduct of Worship Low High

Requirements of Canon Lawregarding worship l.....l.....l.....l.....l.....l .............................

1662 Holy Communion/CW Order 2 l.....l.....l.....l.....l.....l .............................

1662 Morning or Evening Prayer (said/sung) l.....l.....l.....l.....l.....l .............................

Common Worship – Order 1 l.....l.....l.....l.....l.....l .............................

CW Morning & Evening Prayer (full) l.....l.....l.....l.....l.....l .............................

Baptisms in different contexts l.....l.....l.....l.....l.....l .............................

Weddings - CW/BCP/Nuptial Eucharist l.....l.....l.....l.....l.....l .............................

Blessing after civil marriage l.....l.....l.....l.....l.....l .............................

Funerals (Church/Crematorium/Requiem) l.....l.....l.....l.....l.....l .............................

Holy Week in more than one context l.....l.....l.....l.....l.....l .............................

Worship not following a prescribed form l.....l.....l.....l.....l.....l .............................

All-age worship l.....l.....l.....l.....l.....l .............................

Familiarity with newly authorisedforms of worship l.....l.....l.....l.....l.....l .............................

Writing and planning special services l.....l.....l.....l.....l.....l .............................

Choosing music & liaison with musicians l.....l.....l.....l.....l.....l .............................

Reading, speaking & singing in church l.....l.....l.....l.....l.....l .............................

Leading intercessions l.....l.....l.....l.....l.....l .............................

Preparing the church & books for worship l.....l.....l.....l.....l.....l .............................

Preparing/cleansing communion vessels l.....l.....l.....l.....l.....l .............................

Use of oils in initiation services/ministry to sick 1.....l.....l.....l.....l.....l .............................

Practical awareness of traditions other thanown (e.g. use of vestments, incense, North Endcelebration) l.....l.....l.....l.....l.....l .............................

Choreography of worship l.....l.....l.....l.....l.....l .............................

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Planning and Leading Ecumenical Services l.....l.....l.....l.....l.....l .............................

Level of experience Priority Rating forgained to date future development

Preaching Low High

Parish Eucharist l.....l.....l.....l.....l.....l .............................

All-age worship l.....l.....l.....l.....l.....l .............................

Preparation of audio/visual materials l.....l.....l.....l.....l.....l .............................

Youth Services l.....l.....l.....l.....l.....l .............................

Weddings l.....l.....l.....l.....l.....l .............................

Funerals l.....l.....l.....l.....l.....l .............................

To non-regular churchgoers(e.g. civic occasions) l.....l.....l.....l.....l.....l .............................

School Services l.....l.....l.....l.....l.....l .............................

Evangelistic/Guest Services l.....l.....l.....l.....l.....l .............................

Mission and Evangelism Low High

Awareness of local context, in particularthe social profile l.....l.....l.....l.....l.....l .............................

Developed theology, understanding andpractice of mission (including the Five Marks of Mission) l.....l.....l.....l.....l.....l .............................

Ability to present the Gospel message tothose with little or no church background l.....l.....l.....l.....l.....l .............................

Experience of using one of the evangelismresources, e.g. Alpha, Emmaus etc. l.....l.....l.....l.....l.....l .............................

Awareness of diocesan and nationalstrategies of mission l.....l.....l.....l.....l.....l .............................

Awareness of Church Planting andFresh Expressions of Church l.....l.....l.....l.....l.....l .............................

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Level of experience Priority Rating forgained to date future development

Pastoral and Educational Low High

Knowledge of how adults learn l.....l.....l.....l.....l.....l .............................

Awareness of current issues insociety, e.g. racial, gender, sexuality etc. l.....l.....l.....l.....l.....l .............................

Baptism preparation: as an individual l.....l.....l.....l.....l.....l .............................

in a team l.....l.....l.....l.....l.....l .............................

Children’s Groups/Messy Church l.....l.....l.....l.....l.....l .............................

School Assemblies: church school l.....l.....l.....l.....l.....l .............................

non-church school l.....l.....l.....l.....l.....l .............................

Confirmation - children and young people l.....l.....l.....l.....l.....l .............................

Confirmation instruction - adults l.....l.....l.....l.....l.....l .............................

Preparation for Communion before Confirmation l.....l.....l.....l.....l.....l .............................

Involvement in a church youth group l.....l.....l.....l.....l.....l .............................

Marriage preparation l.....l.....l.....l.....l.....l .............................

Banns l.....l.....l.....l.....l.....l .............................

Special licences/Archbishop’s licence l.....l.....l.....l.....l.....l .............................

Marriage Requests where one is divorced and has partner still living l.....l.....l.....l.....l.....l .............................

Funeral visiting l.....l.....l.....l.....l.....l .............................

Teaching about prayer l.....l.....l.....l.....l.....l .............................

Home Group leadership l.....l.....l.....l.....l.....l .............................

Bible study leadership l.....l.....l.....l.....l.....l .............................

Training Group Leaders l.....l.....l.....l.....l.....l .............................

Pastoral visiting l.....l.....l.....l.....l.....l .............................

Visiting the sick at home l.....l.....l.....l.....l.....l .............................

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Visiting the sick in hospital l.....l.....l.....l.....l.....l .............................Level of experience Priority Rating forgained to date future development

Ministry to sick and dying:in hospital l.....l.....l.....l.....l.....l .............................

in hospice l.....l.....l.....l.....l.....l .............................

at home l.....l.....l.....l.....l.....l ............................

Healing services l.....l.....l.....l.....l.....l .............................

Ministry in an institutional settinge.g. prison, old people’s home l.....l.....l.....l.....l.....l .............................

Working with volunteers & pastoralmanagement l.....l.....l.....l.....l.....l .............................

Counselling / listening skills andawareness of own limitations l.....l.....l.....l.....l.....l .............................

Parish Organisation Skills Low High

Preparation for & chairing of meetings l.....l.....l.....l.....l.....l .............................

Legalities of lay officers, PCC & APCM l.....l.....l.....l.....l.....l .............................

Paper management l.....l.....l.....l.....l.....l .............................

Time management l....l.....l.....l.....l.....l .............................

Presentation skills & parish publicity l.....l.....l.....l.....l.....l .............................

Managing parish finances, fees & expenses l.....l.....l.....l.....l.....l ............................

Church registers l.....l.....l.....l.....l.....l .............................

Churchyards, DAC & Faculties l.....l.....l.....l.....l.....l .............................

Legalities of worship including interfaith& ecumenical worship l.....l.....l.....l.....l.....l .............................

The keeping of records l.....l.....l.....l.....l.....l .............................

Simple accounting & budgeting l.....l.....l.....l.....l.....l .............................

Long term planning & development l.....l.....l.....l.....l.....l .............................

Goal/objective setting & evaluation l.....l.....l.....l.....l.....l .............................

Writing magazine articles l.....l.....l.....l.....l.....l .............................

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Working with the media l.....l.....l.....l.....l.....l .............................Level of experience Priority Rating forgained to date future development

Legal requirements for youth workersand other employed staff l.....l.....l.....l.....l.....l .............................

Personal safety awareness l.....l.....l.....l.....l.....l .............................

Additional Skills Low High

Emergency baptism in hospital l.....l.....l.....l.....l.....l .............................

Local incident emergency plans l.....l.....l.....l.....l.....l .............................

Blessing of objects, homes & people l.....l.....l.....l.....l.....l .............................

Encountering the mentally ill l.....l.....l.....l.....l.....l .............................

Anointing the sick/dying l.....l.....l.....l.....l.....l .............................

Thanksgiving for birth of a child / thechurching of women l.....l.....l.....l.....l.....l .............................

Death of babies - including stillbirth,abortion, miscarriage l.....l.....l.....l.....l.....l .............................

Sudden death e.g. accident, suicide,major incident l.....l.....l.....l.....l.....l .............................

Dealing with conflict l.....l.....l.....l.....l.....l .............................

Confession and absolution in formal &informal settings l.....l.....l.....l.....l.....l .............................

Deliverance ministry l.....l.....l.....l.....l.....l .............................

Hearing of Confessions l.....l.....l.....l.....l.....l .............................

Areas of expertise Low High

Schools - primary and secondarye.g. school governor l.....l.....l.....l.....l.....l .............................

People with mental illness l.....l.....l.....l.....l.....l .............................

People with disabilities of various kinds l.....l.....l.....l.....l.....l .............................

Work amongst deaf people l.....l.....l.....l.....l.....l .............................

Supporting laity in church life l.....l.....l.....l.....l.....l .............................80

Level of experience Priority Rating forgained to date future development

Supporting laity in secular life - workand community involvement l.....l.....l.....l.....l.....l .............................

Community development l.....l.....l.....l.....l.....l .............................

Interfaith dialogue l.....l.....l.....l.....l.....l .............................

Effective teaching of the Christian faithwithin a changing culture l.....l.....l.....l.....l.....l .............................

Equal opportunities l.....l.....l.....l.....l.....l .............................

Media skills l.....l.....l.....l.....l.....l .............................

Chaplaincy work - industrial, hospital,school, prison, community groups l.....l.....l.....l.....l.....l .............................

Tourism and use of church buildings l.....l.....l.....l.....l.....l .............................

Rural ministry l.....l.....l.....l.....l.....l .............................

Urban and inner city ministry l.....l.....l.....l.....l.....l .............................

Suburban ministry l.....l.....l.....l.....l.....l .............................

Spiritual direction / counselling l.....l.....l.....l.....l.....l .............................

Links with the wider Church Low High

Awareness of diocesan resources andstrategy for mission l.....l.....l.....l.....l.....l .............................

Involvement in local chapter l.....l.....l.....l.....l.....l .............................

Awareness of national church structures l.....l.....l.....l.....l.....l .............................

Awareness of world-wide Church l.....l.....l.....l.....l.....l .............................

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Appendix 3: Assessment of Curates: Guidance for Incumbents’ Reports

IntroductionTraining incumbents will need to provide a written report on their curate at each of the first, interim and final assessment points. These should address each of the Formation Criteria:

A. Christian faith, tradition and lifeB. Mission, evangelism and discipleshipC. Spirituality and worshipD. RelationshipsE. Personality and characterF. Leadership, collaboration and communityG. Vocation and ministry within the Church of England

Within each heading should be addressed, as appropriate, issues of the curate’s ability and competence, theological abilities, reflective practice and learning, and ability to form and sustain good relationships with others.

The report may also refer to levels of competence in specific areas of ministry. With regard to particular areas of ministry, is the curate (a) learning; (b) developing; (c) maturing; (d) accomplished; (e) expert/has an expertise? The incumbent will wish to bear in mind prior life-experience and lay ministry experience which many curates bring with them into ordained ministry.

Reports may, therefore, have a structure such as:

Introduction Description of the curacy context. Description of how the curate and incumbent have been working together; of pattern of shared prayer, staff meetings, supervision/reflection meetings. Be specific about exactly how many supervision meetings have been held, and how long they are.

Christian faith, tradition and life How is the curate’s rootedness in Christian faith, tradition and life evident? How does the curate handle Scripture? Is there evidence of ongoing study of and reflection on the Bible and Christian teaching? How does learning from the Bible and tradition link to learning from life and experience? How is the curate continuing to grow as a disciple and as an ordained minister?

Mission, evangelism and discipleship How does the curate communicate the gospel, in church and in settings outside the church? What awareness of contemporary culture does the curate display? and how engaged with it are they? What models of mission does the

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curate work with? How do they minister in new forms of church? How do they nurture others in discipleship?

Spirituality and worship What patterns and disciplines of prayer does the curate adhere to? Does the curate’s prayer life appear to be real and sustaining? Do they have a Spiritual Director, or belong to a Cell Group, or some equivalent? Does their spirituality flow out into loving service of others? Do they respond to promptings of the Spirit, and seek to grow the fruits of the Spirit in their lives? Do they take opportunities to worship other than when they are leading or preaching?

Relationships How do they work in relationship with others? in small groups? in one-to-one conversations? with the vulnerable and weak? Do they display grace, good humour, perseverance? What relationships have they developed with others outside the church family e.g. ecumenical partners, leaders of other faith-groups, school teachers, wardens of care homes? Are they aware of their own weaknesses? How do they handle conflict?

Personality and Character How would you describe them in terms of character? What evidence is there of holiness, grace, compassion, good nature? Can they laugh at themselves? Do they set an example of Christian living and morality?

Leadership, Collaboration and Community How do they work with lay leaders in the parish? How have they demonstrated collaborative working with others? What is their style of leadership, and how is it developing? Do they display the ability to bring change? How do they respond to situations of conflict? Are they aware of relevant issues of power in relationships? Can they guide and supervise others? Have they ministered in any oversight capacity, and, if so, how effectively? Do they lead in a way which empowers and enables others?

Vocation and ministry within the Church of England How has the curate described their developing sense of vocation? In what range of contexts is that vocation being exercised? How has the curate’s sense of vocation and ministerial practice developed thus far? How has their leading of worship and preaching developed? How do they maintain boundaries? Are they well organised administratively? How is their understanding of the legal and canonical framework of ministry within the Church of England growing? Do they demonstrate awareness of accountabilities as determined within the Church of England?

Comments on Specific Areas of Ministry e.g. preaching; leading worship; all-age worship; pastoral skills; working with children, working with young people, working with the elderly and frail; occasional offices; schools ministry; evangelism; parish administration. It will not be possible or necessary to comment meaningfully on all of these, but

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particular areas of expertise, or areas in which development is needed, may be noted.

Conclusion Summary of strengths, gifts and proven experience; and of weaknesses, areas for development, and mission and ministry experiences yet to be gained.

The report at initial assessment will need to include a recommendation (or not) that the deacon proceed to ordination to the priesthood. The report at interim assessment will need to identify any significant developmental work to be done in the coming months. The report at final assessment will need to include a recommendation that the curate is ready to proceed to a post of incumbency-level responsibility, or to an associate ministry post, or to neither.

It is suggested that the first and interim reports will be 700-1000 words, up to two sides of A4. Final reports may be of similar length, or longer when appropriate. Reports should not exceed 2000 words.

Within reports, as within supervision meetings, when statements are being made either of praise or of criticism, they should, as far as possible, refer to actions or specific behaviour, and not to the person. It is also the case, however, that such reports need to attempt to address some of the less tangible issues of character, depth of faith, holiness, passion for Christ and the gospel.

These reports will be written as part of an open process, and will, therefore, be seen (and preferably agreed) by the curate. It is, therefore, important, that there has been openness and honesty in the working relationship from the outset, and that this has been evident in supervision/reflection meetings. No curate should ever read anything in a report written by an incumbent which has not already been shared with them verbally in a supervision meeting. It may be that incumbents will wish to ask their curates to write a self-assessment report, based on the same headings, to be discussed before the incumbent writes a report in response.

These reports will be shared with the Area CMD Officer, and may be revised in the light of comments from him/her. They will also be sent to the Area Bishop. They will be confidential beyond that. Incumbents should retain a copy of each report until the end of the curacy, but they should be deleted and/or shredded at the end of the curacy.

The Area CMD Advisers may be consulted if assistance would be welcomed in writing reports.

Electronic Naming of FilesIt is sometimes confusing for Area CMD Advisers to receive files named generically with names such as ‘Incumbent_Report’ or ‘Year_1_Report’.

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We ask, therefore, that the file name includes the name of the curate, the word ‘Incumbent’, and whether it is a First Assessment, Interim Assessment, or Final Assessment. Thus, specifically:

Susan_Somebody_Incumbent_Report_First_Assessment_January_2015

or

Joe_Someone_Incumbent_Report_Final_Assessment_February_2017

Thank you.

Two sample incumbent reports may be found at www.chelmsford.anglican.org/ministers/CMD/curates

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Appendix 4: Learning StylesEveryone has their preferred way of learning, and what suits one may not be helpful to another. In a learning relationship such as that between a curate and an incumbent an understanding of preferences and instinctive ways of communicating and working are essential. If, for example, an incumbent who likes to learn by doing and experiencing asks a curate to conduct a pram service for the first time with two days notice there is likely to be a disaster if the curate is someone who needs to learn by thorough investigation, research and preparation. (Though it must be said that allocating a task with two days notice is not an example of good practice in any case!)

You will probably be familiar with some version of the ‘Learning Cycle’ or ‘Pastoral Cycle’ which suggests that learning happens through engagement with a process of:

experiencing reflecting on what happened considering what it means planning a future experience

In the case of a pram service, the process (which can start at any point) would look something like this:

taking responsibility for organising and leading a pram service reflecting on what the experience was like for all those involved asking how the service relates to wider issues of theology, mission

strategy, pastoral policy asking what would work in the future and planning ‘next time’

Key questions at each point would be:

can I have a go and do it? what are my thoughts, feelings, observations and reflections? how does this fit in with our strategy and theology? what works well? how can I be effective? what shall we do now?

Different learning styles have been identified:

Activist Reflector Theorist Pragmatist

Most people will feel particularly comfortable with one, perhaps two of these approaches, and find that others come less naturally. These styles roughly correspond with the points on the learning cycle and different questions will be asked at different times:

The activist says ‘can I do it now?’The reflector wants to observe and ask questions, think about how it feels.

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The theorist wants to know what it means, how it relates to other systems.The pragmatist wants to know what will work best.

You may have done a questionnaire which gives you an indication of your preferences, or you may have an instinctive knowledge for what works best for you.

In the learning relationship it is important to experience: learning in comfortable, preferred and non-threatening ways being expected to learn in ways which are challenging

The following notes outline the characteristics of each style, and ways in which those who are not comfortable with that style as a preferred way of working might seek to develop their skills and effectiveness in that area. We will not be very effective if we can only learn in one way, and sometimes life does not arrange itself to suit our preferences and personality types!

If you are an activist

You will learn best from activities where:

there are new experiences/problems/opportunities from which to learn you can engross yourself in short ‘here and now’ activities there is excitement/drama/crisis and diverse activities you have visibility, chair meetings, lead discussion, give presentations you are allowed to generate ideas without constraints of policy or

structure or feasibility you are thrown in at the deep end with a difficult task, such as a

challenge with apparently inadequate resources and adverse conditions you are involved with other people, bouncing ideas off them, problem

solving as a team you can ‘have a go’

You will learn least, or react against activities where:

you have a passive role, listening to lectures, monologues, explanations, reading, watching

you are asked to stand back and not be involved you are required to assimilate, analyse and interpret lots of ‘messy’ data you are required to engage in solitary work such as reading, writing,

thinking on your own you are asked to assess beforehand what you will learn and appraise

afterwards you are offered statements you see as ‘theoretical’ explanations of

cause or background you are asked to repeat essentially the same activity over and over

again you have precise instructions to follow and little room for manoeuvre

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you are asked to be thorough and detailed, tie up loose ends, dot i’s and cross t’s

Key Questions for you will be:

Shall I learn something new that I did not know or could not do before?Will there be a wide variety of different activities? (I don’t want to sit and listen for more than an hour at a stretch)Will it be ok to have a go/let my hair down/make mistakes/have fun?Shall I encounter some tough problems and challenges?Will there be other like-minded people to mix with?Will I have the opportunity to do something?If you are a reflector

You will learn best from activities where:

you are allowed or encouraged to watch/think/chew over activities you are able to stand back from events and listen/observe, i.e. taking a

back seat in a meeting, watch a film or video you can think before acting, assimilate before commenting, have time to

prepare, read in advance, have background information you can carry out painstaking research, investigate, assemble

information, get to the bottom of things you have the opportunity to review what has happened and what you

have learnt you are asked to produce carefully considered analyses and reports you are helped to exchange views with others without danger i.e. by

prior arrangement or within a structured learning experience you can reach a decision in your own time without pressure and tight

deadlines

You will learn least from, or react against activities where:

you are forced into the limelight, act as chair or leader, role play in front of others

you are involved in situations which require action without planning you are pitched into doing something without warning, to produce an

instant reaction or top-of-the head idea you have insufficient data on which to base a conclusion you are given cut and dried instructions on how things should be done you are worried by time pressure or rushed from one activity to another in the interests of expedience you have to make short cuts or do a

superficial job

Key Questions for you will be:

Shall I be given adequate time to consider, assimilate and prepare?Will there be opportunities/facilities to assemble relevant information?

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Will there be opportunities to listen to other people’s points of view, preferably a wide cross section of people with a variety of views?Will I have adequate time to prepare and not be under pressure to extemporise?Will there be useful opportunities to watch other people in action?

If you are a theorist

You will learn best from activities where:

what is being offered is part of a system, model , concept or theory you have the chance to question the basic methodology, assumptions or

logic behind something you are intellectually stretched, by analysing a complex situation, tested

in tutorial situation, working with high calibre people who ask searching questions

you are in structured situations with a clear purpose you can listen to or read about ideas and concepts that emphasis

rationality or logic and are well argued/elegant you can analyse and then generalise the reasons for success or failure you are offered interesting ideas and concepts even though they are not

immediately relevant you are required to understand and participate in complex situations

You will learn least from, or react against activities where:

you are pitchforked into doing something without a context or apparent purpose

you have to participate in situations emphasising emotions and feelings you are involved in unstructured activities where ambiguity and

uncertainty are high i.e. with open ended problems you are asked to act or decide without a basis in policy, principle or

concept you are faced with alternative/contradictory techniques/methods

without exploring any in depth i.e. as in a very superficial and general course

you doubt that the subject matter is methodically sound i.e. questionnaires not validated, or statistics not available to support an argument

you find the subject matter platitudinous, shallow or gimmicky you feel out of tune with other participants, i.e. lots of activists or people

of lower intellectual calibre

Key Questions for you will be:

Will there be lots of opportunities to question?

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Do the objectives and programme of events indicate a clear structure and purpose?Shall I encounter complex ideas and concepts that are likely to stretch me?Are the approaches to be used and concepts to be explored sound and valid?Shall I be with people of similar calibre to myself?Will this experience give me the chance to develop a general view or model?

If you are a pragmatist

You will learn best from activities where:

there is an obvious link between the subject matter and a problem or opportunity on the job

you are shown techniques for doing things with obvious practical advantages i.e. how to save time, make an impression, deal with awkward people

you are exposed to a model you can emulate and practise techniques with coaching and feedback from someone with credibility and experience

you are given techniques currently applicable to your own job you are given immediate opportunities to implement what you have

learnt there is high face value in the learning activity i.e. ‘real’

problems/situations you can concentrate on practical issues, i.e. action plans with obvious

end results

You will learn least from, or react against activities where:

the learning is not related to an immediate need or benefit you recognise

organisers of the learning seem distant from reality, all theory, ivory towered

there is no practice or clear guidelines on how to do it you feel that people are going round in circles and not getting anywhere there are political, managerial or personal obstacles to implementation you can’t see sufficient reward from the learning activity i.e. better

competence, shorter meetings, increased effectiveness

Key Questions for you will be:

Will there be ample opportunities to practise and experiment?Will there be lots of practical tips and techniques?Shall we be addressing real problems and will it result in action plans to tackle some of my current problems?Shall we be exposed to experts who know how to/can do it themselves?

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Will this really contribute to the immediate performance of myself and my colleagues?

Developing your ‘activist’

If this is not your preferred style , you may be inhibited from being more of an activist by:

fear of failure and making mistakes fear of ridicule anxiety about trying new or unfamiliar things self-doubt, lacking self confidence taking life very seriously, very earnestly

Consider:

Doing something new, something you have never done before, once each week. Visit a part of your organisation you are unfamiliar with, go jogging at lunchtime, read an unfamiliar newspaper, change the layout of your furniture in your office.

Practise initiating conversations with strangers. At conferences and large gatherings force yourself to initiate and sustain conversations with everyone present.

Deliberately fragment your day by changing activities each half hour. Make the change diverse, from cerebral activity to something routine and mechanical. If you have been talking, keep quiet; if sitting, then move about.

Force yourself into the limelight. Volunteer to chair meetings or give presentations. Determine to contribute to a meeting within the first ten minutes.

Practise thinking aloud and on your feet. Think of a problem and bounce ideas off a colleague, engage in games with a group such as speaking impromptu for five minutes on a given subject.

Developing your ‘reflector’

If this is not your preferred style, you may be inhibited from being more of a reflective by:

being short of time to plan or think preferring to move quickly from one activity to another being impatient for action

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a reluctance to listen carefully and analytically a reluctance to write things down

Consider:

Practise observing, especially at meetings with agenda items that do not directly involve you. Study people’s behaviour. Keep records about who does the most talking, who interrupts whom, what triggers disagreements, how often the chairman summarises and so on. Study non-verbal behaviour. When do people lean forward or back? How do they emphasise a point with a gesture? Notice people looking at watches, folding arms, chewing a pencil etc.

Keep a diary and each evening write an account of the day. Reflect on the events of the day and any conclusions you draw from them.

Practise reviewing after a meeting or an event. Go back over the sequence of events identifying what went well and what could have gone better. Perhaps tape conversations or meetings and play back, reviewing the details of the interaction. List observations, lessons learnt or conclusions drawn.

Give yourself something to research, which requires painstaking gathering of data from different sources. Find information from libraries or talk to people about their knowledge or experience.

Practise producing highly polished pieces of writing. Give yourselves essays to write on various topics (which you may have researched). Write a report or paper about something. Draft a policy document, or other statements about agreements and procedures. Volunteer to do the writing up for these types of tasks. Review what you have written and find ways of improving the clarity of information or style.

Practise drawing up lists for and against a particular course of action. Take a contentious issue and produce balanced arguments from both points of view. When you are with people who want to rush into action, caution them to consider options and anticipate consequences.

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

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Consider:

Read something ‘heavy’ 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 vague 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 ended rather than committing to specific action believing that someone else’s ideas will not work in your situation

Consider:

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Collect techniques, i.e. practical ways of doing things. They can be about anything useful to you and the tasks you regularly undertake. They might be time saving techniques, ways of being efficient or effective or personal techniques to improve your memory, cope with stress or lower your blood pressure.

In meetings and discussions of any kind concentrate on producing action plans. Make it a rule never to emerge from a meeting without a list of actions for yourself or others or both. The actions should be specific and include a deadline.

Make opportunities to experiment with newfound techniques. Tell other people you are experimenting. Avoid situations where a lot is at stake. Experiment in routine settings with people whose support or aid you can enlist.

Study techniques other people use and model yourself on them. Pick up techniques from colleagues.

Subject yourself to scrutiny from ‘experts’ so that they can observe your techniques and methods, offer feedback and coach you.

Tackle a do it yourself project – renovate a piece of furniture or put up a shelf. Calculate your own statistics. Learn to type or word process or a new computer skill. Learn or teach yourself a foreign language.

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