The DJK Institute Pastoral Training Model: Internship and The Applied Ministry Evaluation Report (AMER) with Theological Reflection

The “Amer” is completed for every course in seminary under pastoral supervision with theological reflection.

Applied Ministry Evaluation Report

The university model wedded to the apprenticeship model is the pathway to vocational and spiritual formation and the best predictor of sustainable vocational wholeness.

Michael A. Milton, PhD

1. The Seminary Course

2. Supervised Ministry Event

3. Evaluation

4. Vocational formation

5. Theological Reflection

6. Spiritual Formation

Erskine Theological Seminary is committed to Competency-Based Theological Education (CBTE). We believe that CBTE stands in the best tradition of ministerial training, reaching back to the Old Testament school of the prophets (1 Sam. 19:18–24;  2 Kings 2:5; 4:38–44) and into the New Testament after the example of the Apostle Paul’s mentoring of Timothy (2 Tim. 2:1-2, 15; 4:1-2).  

Our primary tool for achieving CBTE in most master’s courses, whether in-person or through Erskine Online, is through a contextualized ministry assignment called the Applied Ministry Evaluation Report (AMER). 

The Applied Ministry Evaluation Report (AMER) is an applied assignment usually presented or conducted in the student’s own ministry context. This is the first phase in the Pastoral Training Model (PTM) that consists of Internship (vocational and spiritual formation during seminary l), Residency, which is the first 12 months in a graduate’s new call or pastoral placement, Fellowship, seminary plus 5 for addressing a presenting issue in ministry with significant pastoral-scholarly focus (e.g., a DMIn program), and Lielong Learning in which the DJK Institute Fellows identify and contribute y to white paper solutions that become arched and available for pastors in need of support. See Figure 1.

(Overall, the measure of our ministry is the faithfulness and fruitfulness of those whom we serve.)

Both CBTE and the AMER responses constitute valuable student learning and formation, along with the ministry supervisor evaluation, and can be used in research through the D. James Kennedy Institute for Reformed Leadership. This Institute—a legacy of the noted Presbyterian minister, author, broadcaster, and evangelist—exists on the historic campus of Erskine Theological Seminary in Due West, South Carolina, with the mission of “shepherding shepherds who will shepherd the flock.”

APPLIED MINISTRY EVALUATION REPORT (AMER)

Course Capstone Ministry Event

This AMER report evaluates the applied ministry assignment for this course to convey the student’s competence in both the content of the course and the student’s ability to integrate the course material in the ministry setting.

Name of Student:

Title of Course:

Name of Evaluator:

Evaluator’s Title or Relationship to Student:

Ministry Location: Date of Ministry Event:

Nature of Ministry: ____Sermon ____Lesson ____Bible Study ____Other (Explain):

The Erskine Theological Seminary Institutional Goals are:

1) Concepts

Graduates will interpret the Bible and draw on the church’s theological and historical heritage as they apply the Bible’s message to faith, life, and ministry in contemporary contexts.

2) Calling

Graduates will identify, develop, and use their abilities and spiritual gifts to advance the church’s mission to worship and serve Jesus Christ.

3) Character

Graduates will serve the church with evident Christian character and integrity in their personal and professional lives.

4) Competence

Graduates will serve the church effectively using skills required for lay and para-church ministry, especially teaching, leadership and soul care.

STUDENT’S SELF-ASSESSMENT FOR THIS APPLIED MINISTRY ASSIGNMENT

After implementing your applied ministry assignment in your context, reflect upon the experience and address the following 3 prompts below.

STUDENT NAME:

COURSE:

1. The strengths of my ministry event (sermon, Bible study, etc.):

2. The weaknesses of my ministry event (sermon, Bible study, etc.):

3. My plans for improvement (vocational formation)

4. Theological reflection (spiritual formation). How did the ministry event effect your sense of calling (e.g., “The hospital visit made me fell uneasy.”)? Why was this so (“I felt inadequate to the task. I am naturally timid.”)? In what ways did you grow in grace and knowledge of Jesus Christ as a disciple, or as a ministerial candidate?

5. What is the relationship to your vocational response to your spiritual formation in Christ? Cite a Biblical passage as a guide to your response (e.g.,

EVALUATOR’S ASSESSMENT

STUDENT _______________________________

COURSE _________________________

EVALUATOR ____________________________

TITLE ____________________________

For each Goal listed below, please circle the appropriate number or “0” for “Not Applicable.”

a. The student made appropriate use of relevant (a) Bible passages and (b) confessional standards, as she/he integrated the course material to their (c) ministry context.

Disagree Agree Not Applicable

1 2 3 4 5 0

b. The student used personal abilities, gifts, and gained knowledge to strengthen the church’s worship of and service to Jesus Christ.

Disagree Agree Not Applicable

1 2 3 4 5 0

c. The student demonstrated Christ-like character through the practice of ministry.

Disagree Agree Not Applicable

1 2 3 4 5 0

d. The student applied the Bible clearly and passionately as to engage the mind and move the heart.

Disagree Agree Not Applicable

1 2 3 4 5 0

Evaluator’s Additional Comments: (We want the seminarian to see and understand your encouragement. So, the seminarian should see your comments. This is the pathway to vocational and spiritual growth.)


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