ROLE OF THE FIELD INSTRUCTOR

 

 

A.   CHARACTERISTICS OF INSTRUCTION AND DIRECTION

 

      1.   The field component of contextual learning is a process entered into by a student and

            field instructor for the sake of enhancing the development of the student's leadership in

            ministry and for meeting program objectives of the setting.

2.  It is a programmed relationship with specific goals, clear expectations, and a definite time span.

3.  It is a mutual relationship but one with clearly defined roles. 

(a)  Students need to be given opportunities to experience leadership in ministry

      themselves so that they can reflect critically on their own ministry and not simply

      observe the ministry of others.  The field instructor makes such experiences possible

      for the student and serves as a conversation partner with the student as she/he reflects

      on the experiences and learns from them.

(b) At the same time, students must respect the greater degree of authority exercised by

     the field instructor – both in the parish as a whole as well as in the pedagogical

     relationship with the student.  The field instructor is primarily the teacher and the

     student is primarily the learner, though it is understood that the best teacher-learner

     relationships are complex and include teaching/learning, speaking/listening,

     informing/asking, and acting/reflecting by both parties.

      4.   Regular conference times should be scheduled with the student (one hour each week; see p. 10).

      Some of this time may be used for assessment of the student's performance, but the focus

      of this meeting will be theological reflection on the practice of ministry.  A review of

      progress on the student's learning goals should also be included at least once a month.

      5.  The field instructor will appoint a four or five member Leadership Advisory Group before

      the actual date of the student's entry into the life of the congregation.  By doing this, the

      group will be in place to take on an advisory and consultative role when the student

      begins her/his tasks.  (See page 5)

6.  The field instructor will complete two written evaluations for the student - one midyear

     and one at the end of the placement.  It is important that these evaluations contain no

     surprises.  (See page 6)  In other words, any problematic issues that may arise should be

     addressed in the context of the regular supervisory meetings.  The course instructor and/or

     context coordinator are available for consultation if needed.

 

B.   OBJECTIVES FOR THE FIELD INSTRUCTOR. The field instructor will:

          1.  Assist the student in determining meaningful and realistic goals for growth in ministry.

          2.  Provide significant learning occasions for the student during the year, such as:

opportunities to preach or speak publicly,

opportunities to observe or participate in funerals, weddings, etc.,                     

opportunities to lead and/or provide staffing resources for meetings.

          3.  Point out both strengths and weaknesses in a supportive and kind manner.

          4.  Help the student integrate her/his theological and conceptual learning with

                 pastoral skills, and help the student reinterpret and integrate life learning and prior

                 skills in the context of theological insight and pastoral practice.

          5. Aid the student in perceiving the dynamics of personal and professional growth and in

                making use of the joy, struggle and pain which accompany such growth.

 

C.   FIELD INSTRUCTORS CAN SHARE WITH STUDENTS:
1.   Personal commitment, vision, and theology of ministry.
2.   Helpful hints about functioning day to day in ministry – “nuts and bolts” matters.  Don’t

hesitate to be basic.  Students in the Religious Leadership, Organization, Administration,  

and Finance in Context experience may not have had the opportunity to learn these alone.

3. Constructive critique of their work.

4. Help with time management and planning techniques.

5. Help with basic leadership skills, such as:

(a)    personal planning and goal setting
(b)    working with volunteers
(c)    leading meetings
(d)    sermon and worship preparation
(e)    etc.

6. Help with personal spiritual discipline.

Students will get class instruction in these areas during their seminary experience, but
generally, the most direct learning and integration of classroom and practice will begin
to occur in their field settings.  Field instructors are teachers of ministry in the most direct and important way.

D.     CONFLICTS IN THE FIELD INSTRUCTOR/STUDENT RELATIONSHIP
Conflicts often occur in a relationship that involves programmed evaluation.  Performance
evaluation can cause anxiety for a student whose sense of self and vocation may be closely
inter-connected.  A field instructor may also be frustrated by rejection of her or his teaching
role.  Unrealistic expectations of the relationship often cause conflict.  Proper authority is
almost always an issue early in a field instructor/student relationship and, if not clarified, can
become destructive.

If conflicts arise, we urge field instructors and students to approach such instances as
opportunities for learning and growth.  Our experience suggests that the following resources
can be helpful in conflict management:

1. Regular weekly sessions are opportunities for prevention of destructive conflict.
A non-threatening dialogical environment for this meeting can build trust and honesty,
decrease conflict and enhance learning.

2. It is important for field instructors to know that from the perspective of the student,
the field instructor has an authority advantage. They are functioning in a familiar place,
know the people and the program, and have a role of significant leadership. The field
instructor is also the designated evaluator of the student's performance. Consequently,
it is very important that the field instructor help to clarify authority in the situation, help
the student to claim his or her own authority, and help the student discover what is
appropriate authority in a setting of leadership in ministry.

3. If conflict should arise, there are written resources available which can help the
occasion become a learning experience; i.e., Church Fights, by Speed Leas and
Paul Kittlaus; Leadership and Conflict, by Speed Leas; Getting to Yes, by
Roger Fisher and William Ury; or Resolving Church Conflicts, by G. Douglas Lewis.

4. Although it is also helpful for the faculty member teaching the course to be informed
of any significant conflict, we believe it is more constructive for the field instructor and
student to work through conflict when possible. If the conflict seems incapable of
resolution, however, the faculty member teaching the course should be asked to assist.