Agenda Volume 3 - Methodist Conference

57. The Fruitful Field Project
used in practice. Written submissions
are relatively easy to administrate
and assess, but the ability to write
should not be equated too closely
with the ability to think theologically,
preach and lead worship. A new
form of assessment will focus on a
portfolio model, making substantial
use of preaching and worship
leading materials, service reports
and reflections, and will rely less on
essay-style questions. This will enable
assessment to focus more closely
on preaching and worship leading
skills, reflection and understanding,
rather than writing skills. By being
attentive to individuals’ personal
discipleship and their knowledge of
the story of the faith, to their skills
as preachers or leaders of worship,
and to their attitude as individuals
who help others to grow as disciples
and to share in God’s mission, this
new form of assessment will also be
both more holistic and more flexible
than Faith & Worship, for example,
allows. It will not be too closely tied
to specific modules, thereby making
it possible to incorporate a range of
study routes and to take account of
prior experience and learning, valuing
the skills and understanding which
learners already have. It will also
clearly recognise that preparation
for becoming a Local Preacher or a
Worship Leader requires formation
as well as study. Supporting Circuits
as they exercise their responsibility in
overseeing those who are preparing
to become Local Preachers and
Worship Leaders will need to include
guidance on their role in deciding
whether a person is suitable, ready
and formed. Portfolio assessment
can become very unwieldy and
burdensome to both learners and
assessors if attempts to ensure
parity of assessment lead to rigidly
defined expectations. Care will need
to be taken to find the right balance.
140 Another key element is the
rebalancing of initial formation and
training and continuing development.
As noted in paragraphs 105 and 109
above, the present heavy emphasis
on initial formation and training can
result in feelings of alienation among
learners, and can be a disincentive
for following a call to preach. It can
also implicitly lead to a diminished
emphasis on continuing development.
An emphasis on accessible and
shared initial formation and training
needs to be accompanied by a
complementary emphasis on, and the
enabling of, continuing development.
Reducing the demands of initial
formation and training and increasing
the expectation for continuing
development need not be a lowering
of standards when seen within the
context of a Network which explicitly
values and resources continuing
(as well as initial) formation for a
wide range of ministries, and the
development of the whole of a
person’s ministry.
141 A final key element is the web of roles
which will be required to support
these redeveloped pathways. Within
the Circuit or the Local Church, a
Preaching or Worship Leading Mentor
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