Department of Theological Studies

FIELD EDUCATION
STUDENT HANDBOOK
Bachelor of Arts (Hons) in Biblical and Pastoral
Studies [BAPS]
Graduate Diploma in Theology [Grad dip]
Master of Arts in Theology [MA]

2020/21
2
TABLE OF CONTENTS

PART ONE ............................................................................................................................... 5

INTRODUCTION ...................................................................................................................... 5
PHILOSOPHY .......................................................................................................................... 5
Core Processes of Pastoral Formation ............................................................................. 5
Theological Process - Character Formation .................................................................. 5
Methodological Process - Missional Focus ................................................................... 6
Environmental Process - Communal Relationships ...................................................... 7
Integrative Pastoral Imagination........................................................................................ 8
PART TWO .............................................................................................................................. 9
PROGRAMME ......................................................................................................................... 9
Pastoral Formation at Newbold College of Higher Education ........................................... 9
Pastoral Field Education Coordinating Committee ........................................................... 9
Objectives ......................................................................................................................... 9
Local Church Participation .............................................................................................. 10
Level Four Field Education .......................................................................................... 10
Level Five Field Education .......................................................................................... 11
Level Six Field Education ............................................................................................ 11
Graduate Diploma Field Education.............................................................................. 12
Specific Practical Requirements ..................................................................................... 12
LEVEL 4 (BAPS 1 & Certificate) .................................................................................. 12
LEVEL 5 (BAPS 2 & Diploma) ..................................................................................... 13
LEVEL 6 (BAPS 3) ...................................................................................................... 15
GRADUATE DIPLOMA ............................................................................................... 16
Personal/Professional Development Portfolio ................................................................. 17
PART THREE......................................................................................................................... 19
POLICIES AND PROCEDURES ............................................................................................ 19
Placement Procedures .................................................................................................... 19
Concurrent Placements ............................................................................................... 19
Block Placements ........................................................................................................ 20

3
 Placement Guidelines ..................................................................................................... 20
Student Reports .............................................................................................................. 21
Biweekly ...................................................................................................................... 21
Annually....................................................................................................................... 21
External Block Placement - 8 day & 7-10 day ............................................................. 22
Student File ................................................................................................................. 22
Budget ............................................................................................................................ 22
Responsibilities ............................................................................................................... 23
Director of Field Education (Newbold College of Higher Education) ........................... 23
Administrative Assistant (Newbold College of Higher Education) ............................... 24
Pastoral Supervisor ..................................................................................................... 24
Students ...................................................................................................................... 24
Complaint Procedures .................................................................................................... 25
Thanks ............................................................................................................................ 25
APPENDIX ............................................................................................................................. 27
A: Pastoral Field Education Committee ......................................................................... 27
B: Field Education Code of Practice .............................................................................. 29
C: Student Assessment ................................................................................................. 30
D: Field Education Programme ....................................................................................... 32

4
 PART ONE

INTRODUCTION
This handbook sets out to provide guidance for the Theology student in field ministry
placement. The requirements outlined are based on the precepts of the Quality Assurance
Agency’s (QAA) UK Quality Code for Higher Education: Part B: Assuring and Enhancing
Academic Quality: Chapter B3: Learning and Teaching (August 2015).1 The handbook
introduces the academic and professional processes that will enable the student to execute
competently his/her ministry tasks as a complement to their individual spiritual formation. Here
the student will discover that placement is more than ‘getting the job done’ or merely applying
learnt knowledge to ministry practice. It involves an integrated knowledge-in-action approach
where on-going self-assessment is made possible through narrative reflection.

PHILOSOPHY
‘Preaching the gospel of Jesus Christ is the highest privilege and the most fascinating
adventure ever given to human kind. “The greatest work, the noblest effort, in which men [and
women] can engage is to point sinners to the Lamb of God. True ministers are co-labourers
with the Lord in the accomplishment of His purposes.”’i

Core Processes of Pastoral Formation

Scriptural examples of pastoral training outline at least three core processes: character
formation; missional focus; and communal relationships.ii One does by being, learns by doing
and becomes by relating. As the outcomes of pastoral field placement bring these processes
into a sharper focus, these processes will provide the structure for this philosophical overview.

Theological Process - Character Formation

Each student is valued as a minister as is every member of the body of Christ. However, each
student is viewed as a pastor in the making. Pastors, as God’s ambassadors, personally know
and experience the power, presence and promises of the God they seek to represent. As they
individually respond to what God has graciously done for them, they become like Him. This
process transforms character and is a process of becoming. The Word of God applied by the

1 See Appendix B for a summary of the QAA code of practice.

5
Spirit of God to the heart and mind may facilitate this. Then one becomes more like the Son of
God.iii Self-discipline helps to allow God to be reflected in the everyday aspects of one’s life.

The effectiveness of every minister and pastor is dependent on having this integrated
and ethical character base. Without it, ministry becomes only a religious activity or business,iv
and pastors, when under great stress, sexual temptation, or depressed isolation, become
vulnerable people. Therefore, only people who have a personal and dynamic spiritual
experience should attempt to function in pastoral ministry. Thus, it is critical that this personal
character development of internalised core virtues - not just external conformity - continues to
attract top priority. Character, the foundation of principle-centred leadership,v will continue to
be the greatest need of ministry as life and society increase in complexity.

Theology students regard spiritual formation as one of the greatest needs. Traditionally,
academic rigour and busyness are blamed as the culprits for the student’s lack of spiritual
formation. However, any vacuum created by lighter academic schedules is usually filled with
work or recreation, not spiritual disciplines. Surprisingly, students also tend to resist
accountability in spiritual development,vi contributing to a reputation of theology students being
spiritually undisciplined.

At Newbold College of Higher Education, theology students are encouraged to take

charge of their personal spiritual development. They are challenged to place this as the most
important priority. This type of discipline has significant side effects on the whole of life and
ministry. Life’s challenges and ministry tasks assigned in local churches provide opportunities
for students to be challenged by critical incidents. Responses to such incidents demonstrate
and develop character.

Field placement allows students to reflect critically upon their ministry practice and
personal attitudes with a view to refinement, improvement or change. Here the student will
write philosophy statements that aim to stimulate reflection, self-awareness, and the
development and integration of interpersonal, pastoral, and evangelistic skills. Furthermore,
and periodically during the course, students will reflect on their developing spirituality in
consultation with lecturers and peers.

Methodological Process - Missional Focus

All aspects of pastoral education need to be focussed on the great commission of making
disciples of every people group dispersed throughout the whole world. With this focus, the
academic disciplines aim to develop the student with both a theological foundation for ministry

6
and practical resources with which to minister. On the other hand, the vocational disciplines,
in both theory and practice, develop the student’s professional skills for ministry in the 21st
century. The outcome of such education is the pastor/evangelist.

Pastoral development takes place in both the classroom and the various assigned field
educational experiences. In the classroom, the student learns the skills of interpersonal
relationships, listening, counselling, visiting, mediating, leadership, chairmanship, and crisis
intervention. Modules address marriage and family processes, cross-cultural ministry,
communication and preaching proficiency, stewardship and financial management, church
administration, youth ministry, health philosophy and practice, the theology and practice of
worship, etc. Pastoral field placement is meant to complement these, reinforce their
significance and contextually realise their effectiveness in praxis.

Seventh-day Adventists have an unwavering commitment to evangelism. Church

members expect this commitment to be a key feature of pastoral education. The Department
of Theological Studies demonstrate their commitment to this expectation in both the classroom
and in the field placement processes. For example, laboratory sessions in which the students
gain experience in preparing and presenting Bible studies are conducted as part of the
requirements of the Introduction to Evangelism & Church Growth.

Environmental Process - Communal Relationships

Following the example of the incarnate Christ, ministers ‘become flesh and dwell among
people.’ The student as a minister cannot be so heavenly minded that they are of no earthly
use. Student pastors then need to understand, identify with, and relate to the two environments
in which they operate - the local church and the wider community. They need to develop skills
of ministering in the world without being ‘of the world’ (in terms of its values). There can be no
compromise of their character as God’s ambassadors. Yet they need to gain the credibility
and respect of both these communities.

Consequently, as team players, they need to build community within the church and
motivate each member of the congregation to impact the wider community. They need the
ability to adapt the never-changing gospel contextually to an ever-changing world.

This incarnational ministry puts pastors in touch with a broad range of people issues
and situations. Life's experiences are the best preparation for such ministry. In this light,
Newbold College of Higher Education provides field-based activities and excursions in order
to facilitate experiential, reflexive learning. Therefore, a range of competent professionals in

7
current practice are invited as guest lecturers. The programmes also require students to take
some modules that encourage the contextual study of history, language, contemporary
European culture and religion.

In their local church, under the supervision of the pastor and church leadership team,
the student pastor is able to observe the functioning of a church from both the congregational
and pastoral perspectives. Students are expected to accept church responsibilities to
complement their previous church experience. These church experiences, unable to be
duplicated in the classroom, enhance the quality of classroom learning and the overall
development of the student in their preparation for ministry. Regular reflection with the
supervising pastor will enhance the student’s reflexive ability, ministry praxis and personal
growth.

Integrative Pastoral Imagination

For the pastoral field placement learning to be most effective, students need to integrate the
aforementioned three core processes into an integrated pastoral imagination, which captures
not only the knowledge and skills of ministry, but dynamically integrates the ‘ability to perceive,
interpret and engage the world with theological insight and practical wisdom’vii. This involves
thinking, feeling and acting like a minister in a ‘growing sense of pastoral identity and
competence’.viii This comes through an intertwining of engaging sacred texts, practising
spiritual disciplines, understanding contexts and re-enacting roles and skills. Newbold’s
pastoral and theological education is designed to do this and the placement learning
component is a vital part of this formation.

May this ministry field education better equip you to:

‘embody the character of Christ;

embrace the vision of Christ and
empower the people of Christ.’ix

8
 PART TWO

PROGRAMME

Pastoral Formation at Newbold College of Higher Education

Currently, Newbold College of Higher Education offers the Bachelor of Arts (Hons) in Biblical
and Pastoral Studies degree (BAPS), the Graduate Diploma in Theology award and MA in
Theology in partnership with the University of Wales Trinity Saint David. These courses are
recognised by the Trans-European Division (TED) of the Seventh-day Adventist Church for the
preparation of ministers to work in its territory. Alternative placement arrangements will be
made for students who do not wish to minister in the Seventh-day Adventist Church and yet
choose Newbold for their theological education.

In these courses, the curriculum combines academic and professional disciplines.

These disciplines with both their theoretical and practical components, including field-based
experience, are structured into an integrated and sequential development process of pastoral
training. Newbold College of Higher Education values its integrated approach to theological
education.

Pastoral Field Education Coordinating Committee

The field-based placement programme is monitored by the Pastoral Field Education
Coordinating Committee.x This committee represents all people involved in the process -
College Faculty, Pastoral Association Secretaries, Supervising Church Pastors and students.

Objectives
The field-based programme of professional education is designed to enable students to
demonstrate

CREDIBILITY through
• Commitment to the ongoing development of their spiritual life, character and
ethical base

• Continuing congruity between who the student is and what the student does

COMPETENCE by
• Reflecting theologically and contextually on pastoral experiences - tasks and
processes

9
 • Integrating theory with the diverse practice of ministry, enhancing the
student’s classroom learning experiences

• Completing the pre-employment requirements established by the Trans

European Division

CONFIDENCE through
• Broad exposure to and experience in the ministry of a variety of local
multicultural church communities

• The mentoring of experienced pastoral supervisors

COMPASSION by
• Entering into other people’s diverse worlds and ministering incarnationally

Local Church Participation

Pastors are leaders of local churches. Consequently, all students are expected to participate
in two phases of local church experience, with the postgraduate students in the Pastoral
Studies pathway expected to participate in a third phase of local church experience as directed
by their course modules. Because the scope and demands of ministry are increasing, students
are encouraged to gain a wide variety of experience. This breadth of experience includes a
variety of congregations, communities, supervising ministers and church organisations –
whether multicultural, generational, traditional or postmodern. Skills of flexibility and
adaptability need to be balanced with the desirability of continuity. Student pastors will enter a
covenant with their supervising pastors, agreeing upon ministry tasks essential for meeting the
requirement of the degree programme. In all church experiences, students should not take the
place of the members, but should work as and with members of the congregation, bearing in
mind that this is first his/her education. Students are under the supervision of their assigned
supervisor and are expected to co-operate with the pastor and officers of the church at all
times. Students are assigned to these churches for a minimum average of 3 Sabbaths per
month during term time.

Level Four Field Education

The purpose of the Level 4 Placement is to broaden the student’s exposure to the full scope of
local church life from a congregational perspective. Students are expected to be active
congregational participants in all aspects of church life and involved in ministry tasks, including

10
holding church office if invited. Involvement in such ministry tasks also serves to reinforce the
student’s convictions as to their call to ministry and clarify their spiritual gifts.xi

During the first semester, students will participate in three organised excursions on
Sabbaths to a variety of full-programme churches. The purpose of this is to broaden the
student’s perception of church and expose the student to various possibilities in ministry.

At the end of the semester, students will then participate in the 8-day placement external
block placement. Ideally, the student could stay with their supervisor during this placement.
Normally, the student will meet and spend a part of a given day with their supervisor. The
purpose of this educational experience is to enable students to observe, participate and reflect
on integrated pastoral practice in a church setting, including the on-call nature of ministry.
Students will write a 500-word reflection paper on this experience for formative assessment in
PDP.

Level Five Field Education

The purpose of the Level 5 Placement is to transition from the broadening of the student’s
exposure from a congregational perspective to participate more from a pastoral perspective.
The purpose of this educational experience is to enable the student to clarify the difference
between the roles of the church member and the pastor. The student is encouraged to work
with the pastor in the leadership, ministry and evangelism of this congregation. As the pastoral
assistant, the local church, where possible, is encouraged to appoint/ordain the student as an
elder of the congregation. In this experience, the student is discouraged from holding other
church office.

Level Six Field Education

The Level 6 Placement is designed to enable students to complete the pastoral/evangelistic

skill development commenced in Level 5. Students are also required to participate in a 7-10-
day External Evangelistic Block Placement. The purpose of this placement is to expose
students to the organisation and implementation of public evangelism, including its preparation
and follow-up, and where possible to be involved with the public presentation of the Seventh-
day Adventist message. Students will be required to collect a scrapbook of all available
material associated with such a programme for their PDP.

11
Graduate Diploma Field Education

The grad dip Placement is designed for postgraduate students to develop their leadership by
thinking conceptually and strategically about a new congregation with which they are
associated. It is also to encourage the art of theological reflection, ensuring that biblical
theology is systematically implemented in the tasks of ministry.

Specific Practical Requirements

Specific requirements,xii are listed as follows:

LEVEL 4 (BAPS 1 & Certificate)

• CHURCH EXCURSIONS SEMESTER 1

o Sabbath Excursions to 3 full-programme churches (see specific dates in
Module Descriptor)

• 8 DAY PLACEMENT EXTERNAL PASTORAL BLOCK WINTER BREAK

o Students are expected to stay with a pastor for an 8-day pastoral placement,
during which the student will shadow the pastor in all their pastoral activities.

o The student is then required to write a 500-word reflection paper on their

pastoral experience for formative assessment in PDP.

• MINISTRY TASKS CONCURRENT PLACEMENT SEMESTER 2

Choose and complete ONLY two (2) ministry experiences from the following six (6)
categories, to complement existing church experience agreed upon in covenant with
your supervisor.

- Administrative Experience
o Attend Church Board/Business Meetings
o Attend Church Nominating Committee
o Meet with the Treasurer to discuss Church Finance/Budgets
o Meet with the Church Clerk to discuss Church Membership Rolls &
Transfers

- Community Activities
o Involvement in a Community Services activity
o Teaching Religious Education in a public school
o Collecting on the ADRA Appeal

12
 - Evangelistic Activities
o Involvement in an Evangelistic programme
o Attending Bible Studies in consultation with the Pastoral Supervisor

- Ministry Activities
o Children’s Ministry
o Pathfinders
o Youth Ministry
o Worship & Singing
o Church Social activities

- Pastoral Activities
o Pastoral Visitation

- Preaching/teaching Activities
o Teach a Sabbath School Lesson in any Sabbath School Division
o Worship lead
o Preach a sermon

LEVEL 5 (BAPS 2 & Diploma)

• MINISTRY SKILLS CONCURRENT PLACEMENT SEMESTERS 1 & 2

The placement assessment in Introduction to Pastoral Evangelism and Church Growth
is divided into two parts.

• Two sermons – one topical and one expository sermon

• Two bible study series – one, an SDA authored series, the other a non-SDA.
o For class assessment:

• Compare two bible studies series – one SDA, one non-

SDA

o For PDP
• Observe three (3) Supervisor's Bible Study
• Have the supervisor observe one (1) Student's Bible
Study
• Plan a series of 20 Bible Studies, (one in detail) which
leads to discipleship
Please note:

13
 o Studies must be conducted with a non-Seventh-day Adventists. Students may work as a team.
o Studies should be conducted as part of a series. Occasional studies, which are not part of a
series, cannot be credited to the twenty studies.
o The student is required to present verbally the study. Social media, videos, etc, may be used
to supplement the presentation, but should not be considered as a substitute for the student’s
verbal interaction.
o If the person with whom the student is studying is baptised, studies may continue after baptism
as part of the discipleship course and credited against the required 20 studies.

The placement assessment in Pastoral Leadership will require students to write a

reflection paper on their spirituality journal.
Spirituality Journal (Pastoral Leadership)
§ Write a private weekly journal
§ Reflect on themes emergent in the journal
§ Write a 2000-word reflective paper on one of the emergent
themes for submission to the Pastoral Leadership module.

• MINISTRY TASKS CONCURRENT PLACEMENT SEMESTERS 1 & 2

Choose and complete three (3) experiences from the below six (6) categories, to
complement existing church experience gained at Level 4 and agree by covenant with
your supervisor.

- Sermons
§ Preach at least two (2) sermons in situ
§ Each sermon is to have three (3) congregational critiques
§ Video one (1) of the above sermons, review the video and
congregational critiques and write your own 500-word reflective
critique for formative assessment (PDP)

- Pastoral Visitation
§ Observe four (4) pastoral visits with your supervisor
§ Write a 500-word reflective critique on one of the above visits
for formative assessment (PDP)

- Worship Service
§ Regularly attend Sabbath worship services
§ Write a 500-word reflective critique on one of the above services
for formative assessment (PDP)

14
 - Funeral Service
§ Attend a Funeral service (including committal)
§ Write a 500-word reflective critique on the above funeral service
for formative assessment (PDP)

- Church Board Meeting

§ Attend a Church Board Meeting and write a 500-word reflective
critique on the above meeting for formative assessment (PDP)

- Church Business Meeting

o Attend a Church Business Meeting and write a 500-word
reflective critique on the above meeting for formative
assessment (PDP)

LEVEL 6 (BAPS 3)

• 7-10 DAY PLACEMENT SUMMER PERIOD AT END OF LEVEL 5; OR AS ARRANGED

o Students will participate in the preparation (planning, advertising)
presentation and follow-up of an evangelistic series.

o Students are to create a scrapbook collecting all the paperwork from

the evangelistic programme - planning meeting minutes, interest file,
budgets, advertising, staffing rosters, programme handouts, decision
cards, resumes, follow-up advertising etc. The student is then required
to write a reflection on the evangelistic experience for assessment in
their PDP.

• MINISTRY SKILLS CONCURRENT PLACEMENT SEMESTERS 1 & 2

The placement assessment in Pastoral Care & Discipleship is divided into two parts.

• Two sermons – one expository and one narrative sermon

• A reflection on a ministry experience utilising a pastoral care model

• MINISTRY TASKS CONCURRENT PLACEMENT SEMESTERS 1 & 2

Choose and complete the final three (3) experiences from the below six (6) categories,
to complement existing church experience gained at Levels 4 & 5, and agree by
covenant with your supervisor.

- Sermons
§ Preach at least two (2) sermons in situ
15
 § Each sermon is to have three (3) congregational critiques
§ Video one (1) of the above sermons, review the video and
congregational critiques and write your own 500-word reflective
critique for formative assessment (PDP)

- Pastoral Visitation
§ Observe four (4) pastoral visits with your supervisor
§ Write a 500-word reflective critique on one of the above visits
for formative assessment (PDP)

- Worship Service
§ Regularly attend Sabbath worship services
§ Write a 500-word reflective critique on one of the above services
for formative assessment (PDP)

- Funeral Service
§ Attend a Funeral service (including committal)
§ Write a 500-word reflective critique on the above funeral service
for formative assessment (PDP)

- Church Board Meeting

§ Attend a Church Board Meeting and write a 500-word reflective
critique on the above meeting for formative assessment (PDP)

- Church Business Meeting

o Attend a Church Business Meeting and write a 500-word
reflective critique on the above meeting for formative
assessment (PDP)

GRADUATE DIPLOMA

• MINISTRY TASKS CONCURRENT PLACEMENT SEMESTERS 1 & 2

Choose three (3) ministry tasks per semester from the above six (6) categories to
complement existing church experience. These must complement the pastoral studies
classes taken. These are to be agreed in covenant and completed by the end of the
semester. (See Levels 4 & 5 for details)

16
• MINISTRY SKILLS CONCURRENT PLACEMENT SEMESTERS 1 & 2
The placement assessment in Introduction to Pastoral Evangelism and Church Growth
is divided into two parts.

• Two sermons – one topical and one expository sermon

• Two bible study series – one, an SDA authored series, the other a non-SDA.
o For class assessment:

• Compare two bible studies series – one SDA, one non-

SDA
• Observe three (3) Supervisor's Bible Study
• Have the supervisor observe one (1) Student's Bible
Study
• Plan a series of 20 Bible Studies, (one in detail) which
leads to discipleship

• CHURCH LEADERSHIP CONCURRENT PLACEMENT SEMESTER 1 & 2

The emphasis of field education at this level is church leadership. Therefore, the placement
should provide the student with a contextual environment within which to analyse and
evaluate the classroom theology and theory. The supervisor will facilitate access for the
student to the necessary church leadership functions and activities. Supervisors and
students will meet together to discuss the conceptual and strategic dynamics of the church
and for theological reflection as required.

Personal/Professional Development Portfolio

During the course of the field education, students will be responsible for collating a portfolio
that documents their personal and professional development. This is a required formative
component of the BAPS (Hons) Degree. Recommended documents to be included in such a
portfolio should include:

Overall Reflection
• Reflective outline of your spiritual journey to date, including your call to
ministry (500 words)

• Reflective critique of placement education – i.e., what you learnt in your

professional, academic and personal development (500 words)

17
Continuous Reflection
• Transcript of academic performance (copy)

• Annual Placement Covenants (copy)

• Monthly Placement Reports (copy)

• Supervisor reports (copy)

• All placement reflective critiques, i.e., copies of your 8-day pastoral shadow
reflective critique from BAPS 1 (500 words), 2 reflective essays from ministry
tasks in BAPS 2 (500 words); and a copy of the Spirituality reflection paper
(2000 words) linked to the Pastoral Leadership module.

• All sermon transcripts

• 7–10 day block evangelism critique (500 words) + Scrapbook.

Curriculum Vitae
• CV, including a paragraph outlining your Philosophy of Ministry and
Philosophy of Evangelism.

Such a portfolio would provide a useful document to share with prospective employers.

18
 PART THREE

POLICIES AND PROCEDURES

Students undertake their Field Education programme within the context and supervision of the
local church. The following information outlines the policies and procedures used in this
programme.

Placement Procedures
During registration week, all students will need to complete and return to the Director of Field
Education the following forms:

• Biographical Information

• Church Experience

• Police Checks (DBS) - these forms will need to be cleared by the Director of Field
Education. Students will not be permitted to undertake their field placements without
being DBS cleared.

Concurrent Placements

During the first semester, the Director of Field Education, in consultation with the student and
the Conference Pastoral Association Secretary, will assign the student to a local church for
their placement, usually between 12-18 months. This placement is scheduled to commence
at the beginning of the second semester of the course.

In consultation with their supervisor, the student will establish their educational goals for
the year, listing them on the Supervising Covenant. The supervisor and student will sign the
covenant acknowledging each other’s responsibility in the programme. The supervisor will
meet with the student on a monthly basis, reflecting on the education of the student’s
experiences and briefing each other on progress with the field education requirements.

At the end of this initial placement, the Director of Placement, in consultation with the
Conference Pastoral Association Secretary, will usually negotiate with the student a change of
church.

19
Block Placements

8-day Placement
During the first semester of the course, students will be requested to submit their
requests for the 8-day Placement to the Director of Field Education. (S)he, in turn and
in consultation with the various Conference Pastoral Association Secretaries, will then
finalise arrangements with the supervising pastors, with whom the students would stay.

7-10-day Placement
During the fourth semester of their course, students are expected to submit their
requests for the 7-10-day External Evangelistic Block Placement to the Director of Field
Education. (S)he, in turn and in consultation with the prospective evangelism supervisor,
will then finalise arrangements.

Placement Guidelines
The following guidelines will apply when negotiating church placement.

• Students will be placed in a church, which will broaden their previous church education.
• Students may choose association with specific language (non-English) congregations
for only one of these experiences.
• In the Level 5 and Level 6 concurrent placements, students will usually associate with
churches in the South England Conference. Under special circumstances students may
apply through the Director of Field Education for association with a church in the North
England Conference or Welsh Mission.
• In the 8-day external block placement, students from the TED will usually associate with
churches in their home Union, while other students will usually be assigned to churches
in the British Union Conference. Under special circumstances students may apply
through the Director of Field Education for association with a church/supervisor outside
this area, however, the reimbursement from the travel expense pool will not exceed the
maximum paid to students otherwise allocated.
• In the 7-10-day external evangelistic block placement, students from TED will usually
associate with programmes in their home Union, while other students will usually be
assigned to programmes in the British Union Conference. Under special circumstances
students may apply through the Director of Field Education for association with a

20
 programme/supervisor outside this area, however, the reimbursement from the travel
expense pool will not exceed the maximum paid to students otherwise allocated.

Student Reports

Biweekly

Students are to submit regular biweekly reports (two times per calendar month). These reports
provide a measure of accountability and provide a basis for communication between the
student, the supervisor, the tutor and the Director of Field Education. Report forms are colour-
coded for each level of the programme. Each colour-coded form provides the opportunity to
report:

• Sabbath activities - attendance at assigned church

• Progress on placement requirements
• Supervisor/student time
• Additional activities done in their respective churches and
• Claims for reimbursement of expenses, within budget, for duties in assigned church

Students are held accountable for the reports they submit. It is expected that the reports will
be accurate and that each student will be trustworthy. Only work done specifically in the
context of the local church to which the student is affiliated should be included in reports, unless
a special prior arrangement has been made with their assigned supervisor. Students will need
to keep a separate record of activities done elsewhere, which could be included in their PDP.
The reports must be signed by your supervisor or designated personnel. Supervisors should
not be asked to sign a report when they have no knowledge of the events listed on the report.

Reports should be submitted to the DTS Secretary’s office on Mondays. Failure to do so could
mean the expense report will not be paid in time. If and when a College break or holiday
disrupts this cycle, all reports should be submitted at the earliest possible time.

Annually

Students are to submit their reflection on their participation in the local church during the year.
This is to be included in the PDP folder.

21
External Block Placement - 8 day & 7-10 day

On completion of the external field education the student will submit a report of their activities
and a reflection on their learning experience in this situation. This will form part of the formative
assessments for the module Pastoral Ministry in Context and PDP respectively.

Student File

All reports, critiques and assessments will be held in the student's file and the student's
progress entered on a master online platform. Students are encouraged to check the accuracy
of their tracking online. These materials could provide the basis for faculty/student interviews
when discussing pastoral formation. A summary of field placements and supervisors will be
given to the Denominational Interview panel upon request.

Budget
• Placement Mileage will be reimbursed at 0.25 pence per mile.
• All other travel on public transport (not taxis) will be reimbursed at cost.
• Activities eligible for reimbursement:
§ Sabbath Activities in your assigned Church:
§ Conducting your Bible Study:
(No more than once a week for 20 studies and in the area of your church)
• Other Church travel:
(Limit four per month - e.g.: board, business, departmental, or prayer
meetings)

Please note:
• Mileage will not be paid unless you clearly indicate the purpose of your trip.
• Students will only be paid for mileage in their own local church area.
• Forms need to be completed correctly including, the correct additions of claim
and signatures as appropriate. Incomplete forms will be returned and
processed the following month.
• Forms older than two (2) months may not be reimbursed.
• Money claimed can be collected on the 12th of the month from the College
cashier. Please make sure that monies are collected promptly.

22
Responsibilities

Director of Field Education (Newbold College of Higher Education)

The role of the Director of Field Education is to:

• Maintain open contact with the South England Conference, Conference Pastoral
Association Secretaries and other appropriate organisations so as to negotiate suitable
field placements.
• Negotiate placements whereby students can have opportunities to maximise their
ministry potential
• Induct and prepare students and supervisors to manage expectations, providing specific
contact information of relevant bodies, information on processes and procedures for
changing placement or working practices, legal and ethical considerations, cultural
orientations, and financial support
• Provide training for supervising pastors
• Monitor the workload of students involved in placement so as to allow adequate time for
reflection.
• Ensure students are not given responsibilities or being placed in situations that are
inappropriate to their experience and standing.
• Supply, process and evaluate student and supervisor documentation.
• Negotiate with both students and pastors the arrangements for the block placements as
and where required
• Provide knowledge of skills to assist students to maximise their field experience
• Facilitate the educational value of the placement by sharing reflections on the placement
in-group sessions
• Assess the student’s placement assignments
• Schedule regular interviews with students regarding their placements, including the
discussion of their educational development in the placement context
• Work in collaboration with other members of the Pastoral Studies team to provide
training and support for participating pastoral supervisors
• Liaise with and be accountable to the Pastoral Field Education Coordinating Committee
• Monitor and evaluate academic quality and standards, and student support and learning
opportunities

23
Administrative Assistant (Newbold College of Higher Education)

The role of the Administrative Assistant is to:

• Assist, administratively, the Director of Field Education in the running of the placement
programme.
• Supply, process and monitor student and supervisor documentation
• Collect, file and monitor student and supervisor feedback documentation
• Monitor the progress of students throughout their placement, including the feeding of
documentation to their Personal/Professional Development Portfolio (PDP)
• Assist with organising venue and refreshments for Placement meetings (e.g., Field
supervisors training seminars, BUC buffets, BUC interviews…)
• Assist with processing applications and timetabling of student interviews with Union
entities, such as BUC.
• Clear DBS checks for all students

Pastoral Supervisor

The role of the Pastoral Supervisor is to:

• Establish an open working relationship with the student and hold regular supervision
with student.
• Assist the student in the completion of the Field Placement Covenant, as they determine
their own specific goals and outcomes for the year.
• Ensure that the student is introduced as a student pastor to the leadership team and
congregation and that the church members understand his/her role and responsibilities
• Provide the student with appropriate opportunities to fulfil their course requirements and
gain as much pastoral experience as is appropriate and possible
• Be a mentor and educator in encouraging reflective practice of ministry in regularly
scheduled meetings with the student
• Complete the supervision form at the end of each semester, which overviews the
student's performance and suitability/readiness for pastoral/evangelistic ministry
• Maintain open contact with the Director of Field Education at Newbold College of Higher
Education

Students

Students will be expected to

24
 • Establish their learning goals for the year and document them on the Supervising
Covenant.
• Complete the relevant monthly report to be co-signed by their supervisor.
• Write an annual reflection paper –
§ 8-day placement for BAPS 1 (1000 words)
§ Reflection paper on Bible Studies (1500 words) and three special services
for BAPS 2 (500 words)
§ 7-10-day block evangelistic critique (500 words) for BAPS 3
§ Reflection paper (1500 words) on pastoral visits for BAPS 3

o Copies of all papers are to be included in the PDP

Complaint Procedures
Should students have any concerns or complaints about any aspect of the Placement, the
following process should be followed:
1. Discuss the concern with the Placement supervisor
2. If this discussion does not resolve the concern, refer the concern to the Director of Field
Education
3. If this discussion still does not resolve the concern, place the complaint in writing to the
Field Education Coordinating Committee for their consideration
4. If still dissatisfied with the outcome, please use the usual Appeals process outlined the
Student Handbook or on the following link, http://www.newbold.ac.uk/students/29-
about-us/128-policies.html.

Thanks
The Department of Theological Studies wishes to pay special tribute to:
• The administrations of the Trans-European Division and the South England Conference
for providing considerable financial resources to enable this programme to operate.
• The members of the Pastoral Placement Committee for their oversight and assistance in
the design and operation of the programme.
• The supervisors in the local churches for their continuing commitment to the ongoing
development of the students entrusted to them.

25
 Further questions should be directed to the Director of Field Education:

Gifford Rhamie - phone: 01344 407483 / email: grhamie@newbold.ac.uk

26
 APPENDIX

A: Pastoral Field Education Committee

Ad Hoc Committee of the Department of Theological Studies
Committee Membership
Ex Officio Members
Head of Department, DTS (Chair) Ivan Milanov
Director of Field Education, DTS (Secretary) Gifford Rhamie
Pastoral Association Secretary SEC TBA
Administrative Assistant Vanessa Špoljar
Annually Appointed Members
REPRESENTING APPOINTED BY PERSON
Church Pastor (Supervisor) Director of Field Education TBA
Church Pastor (Supervisor) Director of Field Education TBA
BAPS (Hons) senior student BAPS (Hons) students TBA

Terms of Reference Recommendation to:

• To review the learning outcomes of the Field Course Board
Education programme

• To review the ministry tasks and general Course Board

expectations of the Field Education programme

• To review the assessment processes of the Field Course Board

Education programme

• To evaluate the outcomes of the Field Education Course Board

programme

• To suggest changes to the Field Education Course Board / Director of Field

programme Education

• To monitor the budget and expenses of the Field Course Board / Director of Field
Education programme Education

• To monitor the implementation of the Field Course Board / Director of Field

Education programme Education

27
 • To review complaints and appeals regarding the Course Board / Director of Field
operation and management of the Field Education Education
programme

• To advise regarding guidelines for the placement of Course Board / Director of Field
students in the Field Education programme Education

28
B: Field Education Code of Practice2
The basis for effective learning and teaching

1. Higher Education providers will articulate and implement a strategic approach to

learning and teaching and promote a shared understanding of this approach among
their staff, students and other stakeholders.

2. Learning and teaching activities and associated resources provide every student with
an equal and effective opportunity to achieve the intended learning outcomes.

3. Learning and teaching practices are informed by reflection, evaluation of professional

practice, and subject-specific and educational scholarship.

4. Higher education providers assure themselves that everyone involved in teaching or

supporting student learning is appropriately qualified, supported and developed.

5. Higher education providers collect and analyse appropriate information to ensure the
continued effectiveness of their strategic approach to, and the enhancement of,
learning opportunities and teaching practices.

6. Higher education providers maintain physical, virtual and social learning environments
that are safe, accessible and reliable for every student, promoting dignity, courtesy
and respect in their use.

7. Every student is provided with clear and current information that specifies the learning
opportunities and support available to them.

8. Higher education providers take deliberate steps to assist every student to understand
their responsibility to engage with the learning opportunities provided and to shape
their learning experience.

9. Every student is enabled to monitor their progress and further their academic
development through the provision of regular opportunities to reflect on feedback and
engage in dialogue with staff.

2 See < http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-b> [accessed 28 August 2015] for full details

of the UK Higher Education Quality Assurance Agencies’ Code of Practice for Placement Learning.

29
 C: Student Assessment
DEPARTMENT OF THEOLOGICAL STUDIES
SEMESTER/EXTERNAL ASSESSMENT
STUDENT
COURSE
LEVEL
UNKNOWN WEAK STRONG N/A

PERSONAL QUALITIES U 1 2 3 4 N/A

Socially well adjusted
Works well in a team
Uses effective communication skills
Carries responsibilities conscientiously
Shows initiative in work responsibilities
Exhibits sound judgement
Shows maturity in outlook
Adapts to changing situations
Copes under pressure
Consistently punctual
Cooperates with leadership
Accepts counsel and advice
Regular in attendance

ATTITUDE & COMMITMENT* U 1 2 3 4 N/A

* Appropriate to employees of the Seventh-day Adventist Church
Has an active relationship with God
Enjoys leading out in spiritual activities
Identifies with the Church's evangelistic mission and purpose
Supports the church's beliefs and doctrines
Active in local church activities
Practises appropriate Sabbath activities
Practises stewardship by returning tithes and giving offerings
Practises Adventist health principles
Participates in appropriate entertainment and recreation
Exhibits an appropriate dress sense
Demonstrate appropriate behaviour
MINISTRY SKILLS U 1 2 3 4 N/A
Preaches relevant, Biblical sermons
Teaches in an informative and interactive manner

30
Leads worship services with creativity
Visits in a caring and spiritual manner

Relates across the social spectra of people

Establishes contacts in community
Secures decisions in Bible studies
Perceived by church members as a minister
Respected by church members as a leader
Competent in conducting meetings
Builds a sense of community in congregation
Empowers people to achieve their ministry potential
ZONES OF SAFETY U 1 2 3 4 N/A
Maintains appropriate boundaries in all relationships, including
relationships with children and young people
COMMENTS

SIGNED

SUPERVISOR STUDENT DATE

31
 D: Field Education Programme
YR SM PASTORAL STUDIES MODULES PLACEMENT ACTIVITIES ASSESSMENT SUPERVISION
B 1 Pastoral Ministry in Context EXPERIENCE IA 3 excursions to Observation
A churches
P Church Life
S
1
Pastoral Placement (8-day BLOCK)
2 PDP EXPERIENCE 2A 2 experiences from Block Placement 1 hr / month
each: critique
Church Life/Pastoral
Experiences ∙ Administrative 8-day placement
(CONCURRENT) experience journal
∙ Community
experience
Church placement
∙ Evangelistic
experience
∙ Ministry experience
∙ Pastoral experience
∙ Teaching
experience

B 1 Introduction to Evangelism & EXPERIENCE 2B 3 experiences from Bible Studies 1 hr / month

A Church Growth each: critique
P Church Life/Pastoral
S Experiences ∙ Administrative
2 (CONCURRENT) experience

& ∙ Community
experience
L
I ∙ Evangelistic
experience
C
E ∙ Ministry experience
N
C ∙ Pastoral experience
E ∙ Teaching
experience

2 Pastoral Leadership SKILLS 3A 3 experiences from 3 Ministry 1 hr / week

each: critiques
Pastoral Skills
(CONCURRENT) Admin/Committees
Bible Study
Pastoral Visitation
Worship
Special Services

B Evangelism Placement (7-10-day BLOCK)

A
P 1 SKILLS 3B Continue Pastoral Skill 7-10 Day Evangelistic 1 hr / week
S development critique
3 Pastoral Skills
(CONCURRENT)

2 Pastoral Care & Discipleship SKILLS 3C Admin/Committees Visitation 1 hr / week

critique
Pastoral Skills Bible Study
(CONCURRENT) ∙
PDP Pastoral Visitation
Evangelistic
Preaching scrapbook
(15-day)

32
 Worship
Special Services Course Placement
critique
Spirituality Reflection
Personal
Development Portfolio

P 1 Theology and Praxis of CONCEPTUAL 4A Theological reflection & Contextual analysis & Orientation to
G Ministry & Mission integration application church
(Concurrent)
Methods for Pastoral Strategic thinking & Periodic
Studies planning discussions
Conceptual depth

2 Pastoral Care* CONCEPTUAL 4B Theological reflection & Contextual analysis &

integration application
(Concurrent)
Strategic thinking &
Church Liturgy planning
Conceptual depth

i.Pastoral Association, Seventh-day Adventist Minister’s Handbook (Silver Spring, MD: General Conference of
Seventh-day Adventist Church, 1997), 17.

ii.Ron E. M. Clouzet, A Biblical Paradigm for Pastoral Training (Pasadena, CA: Fuller Theological Seminary
Doctor of Ministry Project, 1997), 277-315.

iii.Rowland Croucher, “Spiritual Formation,” Grid World Vision, Australia, Winter 1991, 1-2.

iv.J. Robert Clinton, The Making of a Leader (Colorado Springs, CO: NavPress, 1988), 57.

v.Stephen Covey, 7 Habits of Highly Effective People (New York, NY; Simon & Schuster, 1989), 32.

vi.Douglas Kilcher, Chairman of the Church & Ministry Department and Coordinator of Spiritual Formation,
Andrews University, as cited in Clouzet, 296.

vii.Lawrence Golemon, What Seminaries Do Well

<http://www.alban.org/conversation.aspx?q=printme&id=2860> [accessed 25 August 2008].

viii.Golemon.

ix.David McKenna, Grace to Follow, Power to Lead (Dallas, TX: Word, 1989), 194.

x.See Appendix A for the composition of, and Terms of Reference for the Pastoral Field Education Coordinating
Committee.

xi.Clinton, 77-97.

xii.See Appendix B for a summary of the Newbold College Field Education programme.

33