THE MENTOR PROGRAM

Board of Ordained Ministry

MISSION STATEMENT

          “The mission of mentoring is to promote vocational identity and effective ministry through a covenant relationship that provides support, account  ability, counsel, and growth in Christian maturity.” (General Board of Higher Education and Ministry, Division of Ordained Ministry.‘Principles and Guides for Annual Conference

Position Statement: The Value of Mentoring

                The 2000 Book of Discipline places a high priority on the ministry of supervision and

mentoring. (¶ 347). Each person called by God to ordained ministry will want to become the best person he or she can be. The goal of the mentor model is a collaborative partnership that provides a supportive relationship in which a probationary candidate (menter) for ordained ministry can grow personally, vocationally, theologically and spiritually. A mentor can make a distinct, lasting, and an invaluable impact in a mentee’s growth.

                The mentor concept of learning is not new. For the Christian, the New Testament model established by Jesus with his disciples is the exemplary model of day-to-day mentoring. Jesus mentored the 12 disciples, who in turn mentored others. Paul speaks in Acts and Galatians of Barnabas who supported him by coming alongside and encouraging him. Barnabas, the “son of encouragement,” separated from Paul so he could walk alongside John Mark. Paul then became a significant mentor to Timothy and Silas.

                “Mentoring is a nurturing process in which someone with more skill and experience in a particular area serves as a role model and teaches, sponsors, encourages, and befriends someone for the purpose of promoting the latter’s professional and personal development.”                (Eugene M. Anderson and Ann Lucasse Shannon, ‘Leadership Toward a Conceptualization of Mentoring’ Journal of Teacher Education, January-February 1988. P.41.)

                The Board of Ordained Ministry (hereafter BOM) of The United Methodist Church has two distinct uses of the word mentor. Candidacy mentors relate to persons at the district during their candidacy process. Clergy Mentors are assigned to candidates after they are Commissioned and appointed to serve a ministry as a probationary member. It is mandatory that each mentee have a mentor throughout their candidacy and probationary membership.

                The Board of Ordained Ministry understands and affirms the importance of mentoring. The mentor model used by BOM in the Western New York Conference is primarily one-to-one. However, when appropriate, the Joint Committee on Mentoring (hereafter JCOM). will encourage group mentoring assignments by having one mentor assigned to several mentees. This is especially helpful for geographical reasons and, at times, the limited availability of trained mentor leaders.

                Through the mentoring relationship,  the mentee, the mentor and the BOM will reach a common perception of the mentee’s call, gifts, fitness, readiness and effectiveness for ministry.

        This mutual discernment is at the heart of the mentoring model. While the mentor’s role is primarily one of sharing the journey of ministry and support of a mentee, BOM will exercise its role of evaluation in recommending a candidate for ordination as a deacon or elder. The goal is a collaborative partnership that celebrates growth in ministry. With few exceptions, BOM’s recommendation will be matched by the candidate’s own growing self-understanding.

Components of a Conference Mentoring Ministry

 

                The BOM, with support and cooperation of the cabinet, will implement the mentoring  program for candidates of the Western New York Conference. BOM assigns and holds  ac-countable the Joint Committee of Mentoring for the management of the mentor program. Seven components are used as a guide for considering all aspects of an effective mentoring ministry. These seven components are the context of gospel based ministry.

The Seven Components:

                A. Gifts: aptitude for mentoring by those recruited.

                B. Standards: foundation by which the mentoring is guided throughout the conference.

                C. Call and motivation: positive factors that energize those involved in the mentoring

                D. Conditions: the context in which the mentoring ministry happens.

                E. Measurement: the way in which mentoring is assessed.

    F. Feedback: communication regarding the mentoring process for the mentors and      mentees and BOM as the responsible board for the mentoring ministry.

                G. Knowledge and skill: the art and practice of doing effective mentoring.

 

Component One: Gifts - Tasks of the BOM & JCOM

                1. Receive nominations of possible mentors from the cabinet.

2. Invite as mentors those who exhibit deep faith in Christ; relate biblical images and theological understandings in their practice of ministry; listen actively and hear others; nurture others with sensitivity and empathy; communicate compassion and understanding; are personally confident, secure and willing to share appropriately; manifest joy, humor, laughter; understand the role of supervision and mentoring; able to commit time to a continuing covenant relationship;  able to exercise appropriate boundaries; model spiritual disciplines;

3. Reassess annually a person’s continued gifts for mentoring including factors of time and other demands, strains and priorities.

                4. Affirm that no clergy can mentor endlessly.

                5. Assign mentors with mentees.

                6. Review annually the mentoring assignments.

                7. Provide a process for mentees and mentors to seek a reconsideration of their assignment if necessary.            

 

Component Two: Standards - Tasks of the BOM & JCOM

 

                1. Establish standards and definitions for the mentoring ministry of the conference.

                2. State the expectations for the assignment and performance of a mentor based on the affirmed standards

    3. Review standards at least every second year providing an opportunity for input by both mentors and mentees.  

 

Component Three: Call and Motivation - Tasks of the BOM & JCOM

                1. Recognize and celebrate mentors in personal and public ways in the annual conference and local churches.

                2. State clearly the expectations for the responsibilities of the mentors and mentees.

                3. Provide reflection settings for mentors about their mentoring.

    4. Identify the learning and growth in ministry for mentors. (Design training as continuing education for clergy).

 

Component Four: Conditions - Tasks of the BOM & JCOM

1. List expectations regarding time, performance, assigning process of mentors, and reporting.

             2. Define the mentor’s relationships and responsibilities with laity, superintendent, BOM.

 

Component Five: Measurement - Tasks for the BOM & JCOM

                1. Establish specific criteria for assessment of mentoring based on the adopted standards.

                2. Implement the assessment process routinely.

                3. Review and revise the assessment process regularly.

Component Six: Feedback - Tasks of the BOM & JCOM

                1. Solicit feedback from mentors, mentees, superintendents, and appropriate laity regarding their experiences of the mentoring ministry.

                2.Share directly with each mentor about the assessment of that person’s mentoring.

                3. Use feedback in review and revision of the mentoring process of the conference.

 

Component Seven: Knowledge and skill - Tasks of the BOM & JCOM

                1. Provide training regarding mentoring ministry for new and ongoing mentors.(Design training as continuing education.) 

                2. Include training for the mentees.

    3. Establish a process of group reflection with mentors for their personal/professional growth.

 

Guidelines for Clergy Mentoring Relationships

 1. The nature of the mentoring relationship is covenantal and grows from within the  relationship.

                         2. Mentoring recognizes and responds to the presence of God in the practice of ministry.

 3. Conference leaders will under gird the trust and respect that is essential in the mentoring relationship.

 4. Laity from the local church, or other appointment sites where probationers serve, provide helpful observations and feedback.

             5. The BOM will be clear with clergy mentors regarding their role and function.

 6. Annually the BOM will ask both the mentor and the mentee for a descriptive report of  their mentoring process and its effectiveness. (See Appendix F & G).

 7. Settings and processes for reflection and learning are included as part of the support for clergy mentors.

              8. Appreciation for clergy mentors will be expressed to clergy mentors in their local churches and within the annual conference.

              9. Training and orientation may include both the clergy mentors and mentees in a  common experience.

             10. Both clergy mentors and mentees receive an annual letter or memo regarding deadlines for reports. Included will also be the names of persons to whom reporting is due and from whom help can be sought.

Responsibilties and Tasks of Clergy Mentors

 

There are six areas of responsibility for mentors:

                Area A. Covenant formations and practice.

1. Write a covenant statement with your mentee which both sign. (See Appendix B)         

2. Voice the parameters of the process.

                                                a. identify areas of trust/mistrust                                        b. delineate confidentiality

                                                c. acknowledge any contradicting motives

                                                d. clarify boundaries

3. Build covenant together

                                                a. affirm how God is in relationship

                                                b. list areas of focus for mentee

                                                c. write learning goals around the focus areas

                                                d. clarify specifics regarding the mentoring meetings

                                                e. affirm times, settings, length of meetings

                                                f. write and sign the covenant

                Area B: Preparation and presence in mentoring sessions and site visits.                    

1. Honor one another by preparing for each meeting.

                                2. Provide a climate of welcome and comfort.

                                3. Share together in a spiritual expression of covenant.

                                4. Review previous goals and assignments and what has been accomplished.

                                5. Listen actively for feeling/concerns/issues - elicit feedback with awareness

                                of cultural diversity and history if applicable.

                                6. Construct questions for exploration/searching.

        7. Affirm the work of accomplishment and searching that the two have processed together.

                                 8. Address challenges that surface which affect ministry. (Review Goals)

                                 9. Provide closure that reinforces the positive value and gifts of the persons joined together and depart with prayer.

                Area C: On-site visits.

1. Make explicit the purpose for the visit.

                        2. Speak with laity from the on-site setting.

3. Prepare for personal, spiritual openness and wholeness before and during the visit.                               

4. Prepare a mutual agenda and schedule for visit.

                         5. Arrange each Fall for the appropriate in-church interview. (See Appendix A)

                Area D: Reporting to the BOM.

1. Know and be able to communicate to the Mentee the expectations of the BOM for the reports (contents, deadlines, accessibility, file, and intended use).

2. Share issues around confidentiality, specifically as it related to the reporting issues (See Understanding Confidentiality on P 8.)

                        3. Write an annual report. Use descriptive not evaluative words.

4. Share the report for review, discussion, mutual writing, and sign off withthe mentee (See Appendix G)

                         5. Forward the report to BOM and district superintendent by February 1st.

              Area E: Institutional relationships for the clergy mentor.

                           1. Considering the invitation to be a clergy mentor (Rationale for invitation)

                                              a.  my gifts (identified by the caller)

                                               b. requirements for being a clergy mentor

                                               c. awareness of what is expected

                                               d. deadline for “yes” or “‘no”

                                2. Discern

                                                a. your gifts (as you perceive them)

                                                b. expectations of the clergy mentor program

                                                c. impact on already existing relationship

                                                d. your stewardship of time, money, workload

 

                    3. Participate in ongoing training provided by BOM or JCOM

                                4. Utilize support network of BOM, district superintendent, mentor coordinator and clergy mentor peers.

                               

                Area F: Personal preparation and training for being a clergy mentor.

 

        1. Identify your spiritual mentors. Has there been a mentor in your ministry? If yes, remember the who and what of the impact on your ministry; if no, for whom have you been a mentor and how has that felt?                                                

                                2. Read for reflections regarding mentoring.

                                3. Covenant regular meetings with other clergy mentors for accountability and encouragement.

                                4. Name the specific aspects of ministry in Western New York Conference.

                                5. Share assumptions and stereotypes regarding being a mentor.

                                6. Share positive personal testimony of being mentored.

                                7. Give and take feedback and evaluation.

 

                Area G: Termination of the formal mentoring process.

                                1. Time of reflection on covenant.

                                2. Time to embrace process and closure.

                                3. Time to rejoice.

                                                a. one-to-one

                                                b. with persons in the process from the local church

              

Understanding Supervision

 

                (Begin by referring back to page 1 to reread Position Statement, Paragraph 3)

                 Probationary members of the Western New York Annual Conference are supervised by both the Conference BOM and a district superintendent. The district superintendent oversees all the commissioned pastors in the appointive ministry. This includes routine procedures such as clergy meetings, interviews, and annual reports about the probationary member. The BOM oversees the process  toward full membership and ordination, through JCOM assigns clergy mentors, sets times for interviews, and develops expectations for effectiveness in ministry

                The following descriptions of a mentor as supervisor are taken from Dr. Kenneth Pholy’s book, Transforming the Rough Places

1. Supervision is Pastoral. It is pastoral in function as well as in office in the sense of  its shepherding nature, that is, its care giving.  This includes everyone involved - mentees and well as mentors.    

2. Supervision is a way of doing ministry. I suggest that supervision is a way of doing       ministry - - a methodology, a style, for ministry.  It provides a way for persons to       engage in the same ministry as colleagues, as co-participants.

                3. Supervision is covenantal.  It occurs within an agreement in which persons say to each   other: this is what we will do together for which we will hold one another accountable.  This is a dynamic process which allows for the covenant to be reshaped as needs change and persons grow. Its purpose is to set priorities, establish structure, provide boundaries, and identify procedures around which ministry can occur and be evaluated.  It is something mutually negotiated and binding.

                4. Supervision is reflective. Supervision occurs within a supervisory conversation in which the participants reflect critically on their ministry. While there are identifiable stages through which a conversation normally flows, the objective is to help people tell and confront their own life story in ministry as a way of making appropriate faith (action)   responses. It is reflective in that the mentors assist the mentees in seeing themselves and their ministry more accurately, clearly and creatively.

                5. Supervision is intentional. Although what happens in the supervisory conversation cannot and should not be programmed, it has intentionality. There are at least four growth-oriented purposes:

a. to help pastors understand themselves more clearly.

b. to assist in the development and refinement of ministering competencies

c. to sharpen and clarify theological understanding.

d. to deepen Christian commitment, whatever direction that may take. It is not haphazard or accidental; it has goals and occurs with regularity.

                                                    (Transforming the Rough Places: The Ministry of Supervision, P.75 )

 

Selection of Mentors

 

Mentors shall be recommended by the cabinet, selected, trained and held accountable by the BOM. (¶347).Once perspective clergy mentors are recommended by the cabinet, the BOM selects and trains the clergy mentors and holds them accountable

                Clergy mentors are trained to provide ongoing oversight and counsel with probationary members pursuing ordained ministry. All probationary members, including transfers, will be assigned a clergy mentor. ¶318.4 states that candidacy members shall be supervised by the dis-trict superintendent under whom they are appointed, and shall be assigned either a deacon or elder mentor, according to the ordination being pursued, by the JCOM in consultation with the district superintendent. A candidacy mentor may continue with a mentee who has progressed from candidacy to probationary if the pastor is trained as a clergy mentor as well.

 

                Mentoring relationships for probationary pastors appointed to extension ministries or service settings within the annual conference will be established with the same care as those for clergy appointed to local churches. In establishing the mentoring relationship, attention must be devoted to the unique and distinctive pressures of secular and institutional settings.

                When the probationary candidate is serving in an extension ministry or in a setting beyond the annual conference, the BOM may seek the assistance of the BOM in the annual conference where the candidate minister is serving. This will help to provide a meaningful mentoring experience. It is the responsibility of the probationary candidate to  maintain the connection with his or her home conference.

Understanding Confidentiality as a Mentor and Mentee

Mentoring exists to provide a relationship of confidentiality in which a mentee can grow in effective leadership as a clergy person. Early on the mentee and mentor must define the terms of confidentiality that will govern their relationship and then must adhere to them.  Violating or feeling pressured to violate the confidentiality of the mentoring process damages the entire annual conference plan.  Clarity about what is to be shared and in what context sharing is to happen is a key building block for the annual conference mentoring ministry. There are occasions in which it is appropriate to breach confidentiality; for example cases in which annual conference protocol regarding clergy misconduct or state law requires sharing pertinent information beyond the mentoring relationship. When the mentor is the subject of possible misconduct, sharing information is risky for the mentee, since it may damage the relationship - and vice versa.  In such instances the mentor and mentee should follow the complaint procedures outlined in The Book of Discipline, (¶359.)” (Clergy Mentor Tool Kit for Clergy Conference Leaders).

 

The Mentor/Mentee Cycle

                In the mentoring relationship there are stages, passages, and closure. Once the candidate is Commissioned the probationary period begins and the candidate receives a mentor to work with him or her. Due to the nature of the annual appointive system, mentoring relationships have an annual cycle even though the appointed clergy mentor is intended to remain with the candidate until he or she is ordained as deacon or elder.

                An annual renewal deserves a pause and reflection on where you are, where you have been and how you want to begin the new year. A review and revision of the covenant may be important. 

                Not every mentoring assignment works out. Sometimes the persons matched are not able to create a covenantal relationship and mentoring becomes impossible. If a concern should arise, either the mentee or the mentor may submit a written report of the concern(s) to the Chair of the JCOM. All concern(s) must be clearly and specifically stated. It will be the responsibility of the Mentor Chair in consultation with the board president and the mentee’s district superintendent to determine if the situation warrants an assignment change. If a concern is deemed serious enough to be detrimental to the mentor/mentee relationship, then a change will be made. A new mentor will be assigned according to the initial assignment procedure.

                There is closure to all mentoring relationships. Closure might be due to an appointment change, the ordination of the probationer, the probationer leaving the clergy office and seeking another vocation. Whatever the cause for closure, care of the relationship through intentional closure is encouraged.  The final session offers a time to reflect together in conversation and prayer about the experiences and gifts offered to each other.

                In tending to unfinished matters, it is appropriate that you plan a celebration of your mentoring relationship. Remember that closure does not mean that a relationship and friendship cannot continue.  It simply means that the formal, assigned dimension of the conference mentoring ministry is completed.

 

The Mentor Evaluation

 

                When the mentoring relationship concludes, the mentee will complete an evaluation of the mentor. The mentee may use as a guide both the form they have been using annually (see Appendix F) and combine this form with the one in Appendix H where a sliding scale is used for evaluation.

                The evaluation will be received and reviewed by the JCOM coordinator. If the evaluation reflects serious concerns, the mentor may be asked to attend additional training before being assigned another mentee. The BOM, upon recommendation of the Mentor Coordinator, may also dismiss a mentor from receiving an additional assignment.

A mentor, upon the completion of an assignment, may ask to be granted leave for a period of time or to have their name removed from the list of trained mentors. If permanent resignation is requested, the BOM asks that the request be submitted in writing to the Board President and  copied to the Mentor Coordinator and the mentor’s district superintendent.

The Commissioned Candidate (Mentee)

 

                Commissioning is the act of the church that publicly acknowledges God’s call and the response, training and gifts of the probationary candidate. The church invokes the Holy Spirit as the candidate is commissioned to be a faithful servant leader among the people, to lead the church in service, to proclaim the Word of God and to equip others for a ministry.

                The period of a commissioned minister is concluded when the probationary member is  ordained either deacon or elder and received into full conference membership. If a commissioned minister should withdraw from the candidacy process prior to ordination, then the probationary membership is also terminated. (¶ 316)

                All persons who are probationary candidates shall be appointed by a bishop, (¶ 430), and serve a minimum of three years as a probationary member of the annual conference. During the probationary period, arrangements shall be offered by the BOM for all probationary candidates  to be involved in a curriculum that extends theological education by using covenant groups and mentoring to support the practice and work of their ministry as servant leaders, to contemplate the grounding of ordained ministry, and to understand covenant ministry in the life of the con-ference (¶ 317)

                1. A commissioned minister planning to give their life as a deacon in full connection shall be in ministries of Word and Service the entire probationary period. A commissioned minister preparing for ordination as a deacon shall be licensed for the practice of ministry during probationary membership to perform the duties of the ministry of the deacon (¶ 391).

                2. A commissioned minister planning to give their life as an elder in full connection shall be in ministries of Service, Word, Sacrament, and Order.  A commissioned minister preparing for ordination as an elder while serving as pastor of a local church shall be licensed for pastoral ministry ( ¶ 340). 

 

Purpose of The Probationary Proces

                The expectation and purpose of Probationary membership is

                1. To assist  probationers in their transition from seminary into full-time ministry. 

                2. To develop spiritual leaders for the church.

                3. To acquire skills and maturity in the practice of ministry.

    4. To mature in the written and oral expression of theology.

                5. To provide the BOM, district superintendent, local church (or employing agency) with appropriate data concerning the candidate’s effectiveness in and suitability for ordained ministry.

    6. To build upon the knowledge and skills begun in seminary in the context of the connectional church toward the end of better equipping persons for ordained ministry.

    7. To draw upon and share spiritual resources toward the end of learning to maintain spiritual centeredness and leadership in ordained ministry

     8. To develop connectional relationships within the annual conference toward the end of  the coordinated ministry of the church.

                 9. To encourage development of skills necessary for coping with stresses of ministry.

               10. To encourage effectiveness in skills needed for ministry as a deacon or elder.

               11. To begin ministry with the support and encouragement of a clergy mentor.

               12. To practice “on the job” training with supervision and support.

               13. To initiate probationers into life in the Order of Deacons or Elders.

               

Meeting Together as Mentor and Mentee

 

A major component of the mentoring relationship is the one-to-one or group meetings that are held regularly throughout the whole mentoring experience. There are expectations, guidelines and structures from which your mentoring relationship evolves. The schedule and the style of your sessions will be defined in the covenant developed by the mentor and mentee. 

Visiting in each other’s ministry setting can add an important dimension to your discussions. Often the physical environment has a significant impact on our sense of self. Our space tells a lot about us. Seeing the interaction of clergy with persons of the parish and neighborhood gives added meaning to future conversations between the mentee and mentor.

Preparation for site visits needs to include clarity about what the purposes of the visit are.  Is it to experience the physical setting?  Perhaps your site visit is for the purpose of experiencing the other person in a leadership role in worship, at a church dinner, in a committee meeting. As mentor visiting the mentee, you are not there as a judge to score the mentee on performance points. You are there to witness ministry events as they happen.  And, as with the written ministry events, (MRR), you seek to identify and understand the issues present for the mentee’s call, roles and authority.

Each site visit should include reflection time in which the mentor and mentee discuss the visit.  Some of this review and sharing can be done during the site visit.  Most of the sharing is best covered in the next session.  Then the events of the site visit become the ministry events which are discussed in the MRR. Facts of ministry events are important as they yield clarity about feelings and meanings about the events.

The mentor/mentee one-to-one visits or group visits are to be made in the months of July/August, October, December, March, and April. All mentors and mentees meet together in the months of September, November, January, February/March and June during Annual Conference. as possible.

Understanding the Church Interviews

A. The Expectation Interview

                The first year the mentee is under appointment as a probationary member, she or he is expected to participate in an Expectation Interview. This is to be done in early Fall or as soon as possible. Mentees are faced with many expectations as they begin full-time pastoral ministry. Those expectations can be particularly confusing when there is no longer a seminary community for support. 

                The patterns that a mentee establishes in dealing with the many expectations will determine his or her effectiveness in ministry, present and future. Having a scheduled  interview will assist in helping the mentee to deal creatively with the expectations.

                The Expectation Interview is designed to bring together several important team members to work with the mentee in establishing realistic expectations. Present at the Expectation Inter-view are the mentee, the mentor, the district superintendent and the Pastor Parish Relations Team of the mentee’s church. It is convened and led by the district superintendent for the purpose of dealing constructively with expectations of the respective constituencies.

                1. Mentee - represents his/her personal and professional expectations.

                2. Pastor Parish Relations Team - represents the local church’s expectations of the pastor.

                3. District Superintendet - represents the connectional expectations.

                4. Mentor - represents the BOM expectations.

                Through dialogue concerning these expectations, an agreed upon list of goals will be developed for three areas of the candidate’s ministry. The three include (1) the pastor’s personal life, (2) the local church and (3) the pastor as professional.

                The mentor is responsible to send copies of these goals to the participants, the BOM president and Registrar. These goals may be changed as warranted through the above process. 

 

B. The In-Church Interview

                Each succeeding year that a probationary candidate is serving the same local church, an In-Church interview is conducted in the Fall. For the In-Church Interview, the mentor invites the Pastor Parish Relations Team, the district superintendent, other staff, key laity and the mentee to a designated time and date. The mentor will lead the interview following the purposes and scheduled agenda listed below.

                Purposes:               

1. To obtain information from the local church so that the BOM can supervise and the  district superintendent can evaluate the candidates effectiveness in ministry.

                2. To use the information obtained as part of a continuing process to encourage effective ministry and provide feedback about personal                  and professional development.

               

                Agenda:

    1. First Hour - all except other staff and key lay leaders meet together for everyone to celebrate and describe the ministry of the local church and the ministry of the pastor (mentee). Goals established at the Expectation Interview are reviewed and discussion is held on the progress being made in their fulfillment. The goals may be revised if deemed advisable.

                2. Second Hour - With the pastor (mentee) not present, persons from the Pastor Parish

Relations Team will discuss with the mentor and the district superintendent the mentee’s ministry in the areas listed on the In-Church Report Form. (See Appendix A).              

                3. Third Hour - With the pastor (mentee) not present, the mentor and the District Superintendent will meet with other staff, whether paid or volunteer, and with key laity  regarding the mentee’s ministry in the areas listed on the In-Church Report Form (See

                Appendix A).

    4. Final Half Hour - The mentee, mentor and District Superintendent meet together to review the overall assessment of the mentee’s ministry.  In the event of unresolved issues, suggestions and/or guidelines for renegotiating the appropriate goal(s) will be discussed.

 

 

The Joint Committee on Mentoring Coordinator

Wayne M. West, Chair

January, 2005

Revision Number 4

   

Primary Resources Quoted And/Or Referenced