Resources - The Association for Theological Field Education | ATFE
On this page you will find a variety of different resources to help field educators in their work.
Continuing Education Webinars
Because we only gather as an association every other year, ATFE hosts webinars during the biennium to keep the learning and reflection going. And since we have had to postpone our 2021 conference, we are stepping up to offer more webinars instead until we can gather in person.
In fact, if you have developed a strategy, a project, or an approach to field education that you think others would like to learn about, consider hosting a webinar! We're especially looking to equip our members for doing field education in new and different ways during the current pandemic and beyond.
Webinars are open to any ATFE member whose dues are up to date. The best way to learn about upcoming ones is through our mailing list. If you're not receiving ATFE emails and would like to, please write to our communications director, Rachel Sanchez, at email@example.com or to the ATFE Chair, Barbara Blodgett, at firstname.lastname@example.org.
Reflective Practice Journal
Volume 40 of Reflective Practice is now available online!
Reflective Practice is the journal that ATFE supports and is supported by. The 2020 volume of Reflective Practice: Formation and Supervision in Ministry marks the fortieth anniversary of this unique journal, including its previous iteration as the Journal of Supervision and Training in Ministry. You will not want to miss this historic volume! In this volume, an esteemed and diverse set of authors explore the implications for formation, supervision and theological education in general embedded in the new forms and models of ministry that are emerging among us.
Volume 40 is now available online free - Click here to read Reflective Practice, Vol. 40
Printed copies are available for purchase through our web site: www.reflective-practice.org.
The Editorial Board of the Reflective Practice Journal would like to thank the Rev. Dr. Scott Sullender for six years of creative leadership as the editor of the Journal. He has worked tirelessly to develop engaging topics for each volume, to find a wide range of professionals to address those topics, and then to work with the written submissions to edit them for publication. Dr. Sullender’s leadership has continued the legacy of the Journal to offer critical, personal, and forward-thinking reflection on the work of supervised ministry. We are deeply indebted to Dr. Sullender for his efforts in guiding us through the preparation of the fortieth volume of the Journal and its predecessor and forward into a new era of reflection.
As Dr. Sullender steps away from the role of Editor of the Reflective Practice Journal, the Editorial Board is pleased to announce our new Co-Editors, Rev. Dr. Matthew Floding and Rev. Nancy Wood. Together, the Rev. Dr. Floding and Rev. Wood bring years of supervisor training and editing work as well as connections to a wide variety of practitioners in the field of supervised ministry. Each is excited to join the process of producing high quality writing and reflecting on this work and look forward to working together as a team to continue the creative and visionary work that the Reflective Practice Journal has offered throughout the years.
Bibliography of field ed literature
If you have just stepped into your position as a field educator, or simply want to broaden your perspective, these are the resources you should know about. This bibliography of literature on field education has been curated by one of the Excellence in Supervision project teams. They surveyed field educators for their top five publications--those books on their shelf that they would recommend as “must reads” to other field educators. And, because we cannot resist, here are ten more great books.
Sample field ed handbook(s)
Field education programs vary greatly, but often it is helpful to see the policies and practices of other programs. We’ve selected a random sample of a few handbooks for your perusal. Thanks to the institutions for their permission to share these resources. [Under construction]
Making Theology Matter
Auburn Seminary has been an ally of ATFE. At ATFE’s 2019 Biennial Consultation in Asheville, Auburn’s Vice President for Applied Research, Christian Scharen, reflected with us on Auburn’s 2018 report, Making Theology Matter: Field Education as the Practical-Prophetic Heart of Effective Ministry Preparation. This report is the culmination of a large study of field/contextual education programs across theological education.
Redevelopment of ATS Standards
At 2019 Biennial Consultation in Asheville, ATFE became a focus group for the Association of Theological School’s Commission on Accrediting, contributing to the Commission’s work of redeveloping its standards for theological education. Some of the feedback to ATS from ATFE members included:
- The need for more robust field education standards in order to maintain and elevate field education as a priority within theological education. Standards help move field education from the margins into greater equality with other theological disciplines.
- A desire that field education be integrated across the theological curriculum, along with a desire that it be referenced in the standards as the academic learning that it is.
- The recognition that field educators bring expertise, along with experience, to their institutions, and can thus take on faculty roles with voice and vote.
- The inclusion of students as stakeholders in the governance of institutions of theological education.
While not all of this feedback made it into the text of the proposed redeveloped standards, ATFE was heard. Keep up with the redevelopment here.
You can view the PowerPoint from ATS Executive Director Frank Yamada’s address to us here
Recommended Standards for field education, compliments of EATFE
At its 2018 biennial meeting, the Evangelical Caucus of ATFE adopted the following recommended standards. You can read it here 2018 Evangelical Association of Theological Field Educators (EATFE) Recommended Standards for Field Education
Legal Issues in field education
Several years ago, the Presbyterian and Reformed Caucus of ATFE produced a document on legal issues in field education. While some content may be dated, it is still a useful primer on issues to take into account. You can read it here.
As we know of positions available in field education, we list them here.
JOB TITLE: Assistant Professor of Training and Mentoring (Faculty, Full-Time, Non-Tenure Track)
REPORTS TO: Chair of Division and Provost/Dean
FLSA STATUS: Exempt
TITLE IX ROLE: Responsible Reporter
GENERAL STATEMENT OF JOB FUNCTION:
Training and Mentoring faculty in this position play an essential role in Denver Seminary’s academic mission by contributing to the Training and Mentoring curriculum, which involves whole-life learning processes that are integrative, context-based, collaborative, and student-directed within intentional mentoring relationships. A Mentoring Professor provides guidance and evaluation for students’ learning plans, relational learning, and reflective debriefing. This faculty member typically teaches the equivalent of 24 credit hours of graduate courses per academic year and is eligible for rank advancement. In the area of scholarship, TM faculty on this track are expected primarily to remain current in their discipline relevant to their area of andragogy and to advance knowledge in either public or peer-reviewed contexts which align with the faculty member’s professional goals and as outlined in the Faculty Handbook. Other duties may be assigned in place of teaching in order to make up a full load, but these non-teaching duties usually constitute no more than one-third of the faculty member’s load.
- Prepare course syllabus in a timely manner.
- Prepare and deliver teaching content, course materials and evaluate students for assigned courses
- Grade required assignments and submit final grades to Registrar in a timely manner.
- Work with students to identify appropriate, whole-life mentors for tutelage in growth in character.
- Work with students to identify mentors and experiential learning contexts in which to practice professional skills (field education).
- Maintain online course management site(s) (Moodle) for assigned students/courses.
- Function within the Training and Mentoring curriculum as an adaptive, collaborative and generous partner in academic curriculum design and fulfillment, goal creation, evaluation and improvements.
- Serve on seminary committees as assigned by the Provost/Dean.
- Remain current in scholarship of the disciplines relevant to the andragogy: mentoring, adult learning and development, germane theology and biblical studies, practical ministry, Christian formation and business/leadership.
- Graduate-level theological degree
- Committed personal relationship with Jesus Christ and a lifestyle consistent with Denver Seminary’s Community Values and Behavioral Commitments
- Agreement with Denver Seminary’s statement of faith
- Knowledge and teaching skills commensurate with working in an accredited seminary including the ability to integrate faith and practice
- Excellent collegiality and collaborative skills
- Minimum of five years full-time professional experience in church, non-profit or for-profit contexts
- Full-time professional experience in pastoral ministry a plus.
- Experience working among diverse populations
- Experience teaching students how to discern, develop, manage and reflect on learning goals focused on character and professional skill development so that they grow in becoming life-long learners
- Experience training students to successfully assess and grow in their readiness and capacity for self-directed learning
- Familiarity with the distinctives and skills needed in a variety of contexts of Christian professional work
- Personal experience in mentoring and understanding of the process and practice of mentoring
- Above average interpersonal communication skills: ability to listen, encourage, challenge, suggest creative opportunities and solutions, intervene, and manage and resolve conflict
- Proven speaking, writing and editing skills with a capacity to write for publication
- Expert administration of details, correspondence and records
- Capacity to grow in the use of databases, online learning tools, virtual classrooms, video presentations
- Willingness to support female and male students in preparation for all forms of work, including pastoral ministry (pulpit teaching, pastoral care, leadership, )
- Capacity to work with and support students from a wide variety of denominations and traditions
- Oriented to collaborative team work
Denver Seminary prepares men and women to engage the needs of the world with the redemptive power of the Gospel and the life-changing truth of Scripture. Through our educational programs and mentoring process, the Seminary challenges students to grow spiritually, intellectually, and professional in order to lead God’s people in the accomplishment of His mission in the world. The position of Teaching Faculty, regarded as a minister of the Gospel, supports this mission by:
- Meeting Student Learning Outcomes pertaining to courses taught.
- Meeting ATS and HLC standards for readings, seat time, and all other class requirements for residential, on-line or modified courses.
TYPICAL PHYSICAL DEMANDS AND WORKING CONDITIONS:
Normal office working conditions including computer usage; may require occasional standing, walking, long periods of sitting, climb stairs, balance; stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to 25 pounds.
Denver Seminary is an equal opportunity employer committed to excellence in all areas of ministry and operations.