As Paul mentors Timothy about the importance of developing essential Christ-like character traits and ministry competencies, he writes, “Put these things into practice, devote yourself to them, so that all may see your progress” (1 Tim. 4:15, NRSV). As we clarify our call for where we fit in Christ’s body, Romans 12:3 instructs us to “be honest in your evaluation” (NLT). This is a process of “speaking the truth in love” (Eph. 4:15) about competence and character with informal conversations during the year and completing the form in the spring.
Sequence of Feedback & Scale of Progress
In the process of discussing and debriefing feedback, we will use the following sequence:
- Student self-evaluates using this competence and character feedback form.
- Student explains process and form to congregational and pastoral mentors.
- Congregational and pastoral mentors complete and submit forms. If you are unable to fill in part of the form after asking the student about this part of the process, simply skip that statement.
- Student debriefs feedback and process with pastoral mentor. This may involve students sharing parts of a “portfolio” to show progress or readiness with experiences from related courses, coaching with mentors, equipping activities, or samples of work.
- Student debriefs with the Director of Mentored Ministry or other faculty member about the overall competence and character development during mentored ministry.
This is the scale that we will use to describe progress for skill development or the need for quality improvement.
- Very Poor, Far Below Requirements or Minimal Development
- Poor, Below Requirements or Partial Development
- Average, Meets Requirements or Typical/Usual Development
- Good, Above Average Requirements or Substantial Development
- Excellent, Far Above Requirements or Exceptional Development
- No Answer, Not Applicable or Not Observed
This process for progress is similar to the Dreyfus Model of Skill Acquisition
moving from novice to advanced beginner to competent to proficient to expert, with expertise more about excellence and maturity than mastery in ministry.
In the space below the feedback tables, mentors explain low ratings and make additional comments of affirmation or special attention for growth. If you have no observations or an area does not apply at this time, then put No Answer.
Serving-Learning Covenant Aims
Competency in Ministry Areas
Evaluate a student’s strengths and need for improvement in each competency. If you are unclear about the meaning of a specific statement or the sources behind it, then ask your student. Mentors give any additional feedback below each table, while only students comment on related courses or experiences.
1.0 Biblical Framework & Foundations
2.0 Denominational Identity & Convictions
3.0 Deeper Discipleship & Spiritual Formation
4.0 Empowering Leadership & Missional Structures
5.0 Missional Word & Deed
6.0 Preaching & Congregational Worship
7.0 Personal & Pastoral Care
8.0 Adaptability for Contextual, Missional Ministry
Character Traits of Christian Leaders, Maturity Attributes or Virtues
Evaluate the extent to which these Christ-like character traits for maturity in ministry are evident in the student. The list includes the fruit of the Spirit plus a few more biblical virtues vital for ministry. Most of the virtues and further descriptions are adapted from The Christian Life Profile Assessment Workbook: Developing Your Personal Plan to Think, Act, and Be Like Jesus, which is a recommended resource for MM students, along with other sources on developing character in ministry.
9.0 Fruit of the Spirit & Virtues