TL551 Manual

PASTOR/SUPERVISOR MANUAL

TL551 Formation Internship

Professional Internship Expectations

TL551 Student's Manual

TL551 Supervisor's Manual

The purpose of the TL551 internship is to provide a variety of experiences and opportunities for interaction that will prepare the student for the professional internship, TL102. The student is expected to engage in six to ten hours of ministry per week for approximately five months (200 hours). The supervisor and student are expected to spend ten sessions discussing various aspects of the ministry, particularly those that are of interest to the student. The student is to turn in an Internship Agreement and two papers to the Supervised Ministry Department.

The key element of this internship is the Internship Agreement outline and Learning Covenant, which is to be negotiated between the student, the Pastor/Supervisor, and the Supervised Ministry office. This statement of agreement is designed to delineate the areas in which the student desires to become more proficient in her/his ministry and explain the expectations of the supervisor and the requirements of the student.  (See "Internship Agreement.")

Bethel Seminary is committed to the local church as the foundational resource for all Christian ministries. Therefore, all Bethel students, whatever their career goals, are expected to be actively involved in the life of the local congregation throughout their seminary training. In addition, since those who hold a M.Div. or a M.A.C.E. degree are often expected to fulfill ministerial functions in the local church, these graduates are to demonstrate familiarity with and competence in the major elements of church life, such as preaching, teaching, program supervision, counseling, and visitation before they receive their degree.

Supervisor Evaluation

The pastor/supervisor's evaluation is due in the Supervised Ministry office at the close of the internship period.  (See "Supervisor Evaluation.") This evaluation is to be shared with the student. All of us benefit from an objective evaluation where the truth is spoken in love. In most cases, the evaluation will confirm a call to the ministry. Where students have not demonstrated suitability for ministry, it is important that they know this and the specific reasons early in their seminary career. In this way all of us together help the student to grow.

Involvement of the Spouse

For married students, Supervised Ministry placement often has implications for the spouse and children. While there may be some disruption of former church ties, and new expectations placed on the family, the Supervised Ministry assignments can become a time of learning for the spouse.

Most ministerial vocations will involve certain expectations of the minister's spouse and family, such as relationships with church members, home entertainment, informal counseling, living in the "goldfish bowl," understanding theological concepts, etc. Students' spouses are encouraged to participate in some of the interaction sessions with the Pastor/Supervisor, and to participate in the ministry when possible. 

Disabilities

Any student who because of a disability may require some special arrangements to meet course requirements should contact the instructor or the Access Coordinator for the Bethel Office of Disability Services by the second class period to discuss reasonable accommodations.   Please see the Student Handbook , p. 22

Field Education-Supervised Ministry

The Field Education-Supervised Ministry component of seminary education continues to develop and expand. Students increasingly understand the importance of readiness for ministry not only through academic study but also through the development of practical ministerial skills. Expectations are for persons qualified to serve in increasingly complex and difficult cultures as well as changing church structures and programs. Training for ministry certainly necessitates that the church and seminary cooperate together in the preparation of ministers.

The over all goal of Supervised Ministry is to provide a comprehensive experience in ministry with regular supervision of the task, and reflection on its meaning. Aiming towards a professional standard of performance, it brings together astute use of classroom learning, discernment of the gifts of the Spirit, vital self-awareness, and reflection relying on the integration of theological, cultural, and experiential data.

The following is a list of possible specific goals for Supervised Ministry in the order of priority as recommended by ATFE (Association for Theological Field Education) respondents:

1. To assist students to integrate their academic and ministry perspectives.

2. To assist students to develop a pastoral identity and an appropriate sense of pastoral authority.

3.  To assist students to develop skills for the work of ministry.

4.  To assist students to integrate what they know with their personhood, their life in the Spirit, and their professional skills.

5.  To assist students to learn to do theology in ministry.

6.  To assist students to develop a theology of ministry.

7.  To assist students to grow in interpersonal skills.

8.  To assist students to identify and enjoin personal growth areas.

9.  To assist students to develop life in the spirit, a spirituality, a sense of the holy.

10.  To assist students to develop abilities to work with colleagues in the work.

11.  To assist students in developing a global and cross-cultural consciousness.

12.  To assist students to develop social change.

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