Montana Synod LPA Mentoring Program
LPA Progress Report:
(To be completed by the Mentor & LPA Candidate).
Handbook for LPAs, LPA Students, & LPA Mentors
This is a great resource to keep on hand. It details the ins/outs of the Montana Synod LPA Program from training through completion, including licensing of LPAs and working with your mentor.
Being a Mentor for a Lay Pastoral Associate Candidate (LPA)
By Pastor Peter Erickson
So you’ve been asked to be a mentor for a new student in the Montana Synod Lay Pastoral Associate Preparation program? You may be wondering, “Ok, what do we do now? What’s involved in mentoring an LPA candidate?”
The student that I am mentoring and I have wondered the same thing. We’ve decided to put together some suggestions of things that have worked from our time together in this mentoring relationship. Here’s my perspective as the pastor/mentor:
Mentors need to provide for learning in four specific areas: planning and leading bible study, preparation for preaching, visitation/prayer and care of the souls, and teaching the catechism. In the middle of the congregation’s week-in, week-out activity is a great place to learn. We’re always on the lookout for people to lead and participate in different areas of ministry, right? So this is a great way to make that happen. Over the LPA candidate’s two years, simply be deliberate about asking him/her to lead occasionally or often in these areas. Going away on vacation? Ask him/her to preach. Need some variety in your Sunday morning Adult Education program? Ask him/her to lead a six week Bible study either by developing his/her own study or by using one already made. We all do hospital and nursing home visits; so invite the candidate to go along with you for a few times, and then (pretending you are a CPE supervisor) turn ‘em loose to do a few visits on their own. What about teaching the catechism? Just remember they asked for it; feed them to the confirmation class! A few experiences in each area ought to be enough to give the candidate a taste of what they will be experience as an actual LPA. And among their hometown peers they will develop some confidence as well. Don’t forget to offer feedback—the candidate will be eager to hear how they did and what you think. This kind of support is crucial for their encouragement, confidence, and identity-development as a ministry leader.
But beyond facilitating those hands-on experiences what can you do as a mentor to help out? We have found it important and helpful to have regular meetings to discuss how the program is going for the candidate. You may want to meet at least every two months. A one hour meeting ought to suffice. This is a time for feedback, constructive criticism, and encouragement in regards to the areas of the learning mentioned above. Just as important, this can be a time to check in on how the process is going. Taking on leadership roles in the congregational setting can be a dynamic process. The candidate may have doubts about her/his ability. She/he may not be sure about how to handle the authority and power that comes along with the tasks LPA’s are certified to carry-out. So, this regular time of checking-in will be helpful to get a read on how the candidate is handling the process both inwardly and outwardly. I’ve found it best to ask just a few questions and then sit back and listen.
Also in these meeting times I think it is important to discuss how the learning is going. Many students will be coming into contact with new forms of biblical criticism. And most of this learning is done on a regular basis through videos, so there is not the opportunity to ask the professor “What in the world are you talking about?” You will be needed to answer questions, help make sense of the various forms of criticism, help the candidate understand the purpose of reading the Bible in these various ways, and to encourage them to keep an open mind about what they are being taught. Of course this should be done in a “mentoring sort of way.” That is, it is important for us to respect the integrity of the candidate’s growth and learning process, understanding that most likely they are becoming very different and distinct ministry leaders than you or I are.
Most importantly, just try things. It seems this mentor/candidate relationship can develop in a variety of ways. The only way it shouldn’t develop is as no relationship at all. Other than that, do whatever works to nurture the growth and experience of the candidate.
And one more thing: Make sure your congregation understands what the LPA learning program is all about, so that they can be supportive to the candidate. The congregation, after all, is the one sponsoring this man or woman to be a leader in our Synod’s ministry to congregations temporarily in need of pastoral leadership.
Pr. Peter Erickson,
Pr. @ Our Savior’s Lutheran Church; Columbia Falls, MT
(406) 892-3784 [email protected]
By Pastor Peter Erickson
So you’ve been asked to be a mentor for a new student in the Montana Synod Lay Pastoral Associate Preparation program? You may be wondering, “Ok, what do we do now? What’s involved in mentoring an LPA candidate?”
The student that I am mentoring and I have wondered the same thing. We’ve decided to put together some suggestions of things that have worked from our time together in this mentoring relationship. Here’s my perspective as the pastor/mentor:
Mentors need to provide for learning in four specific areas: planning and leading bible study, preparation for preaching, visitation/prayer and care of the souls, and teaching the catechism. In the middle of the congregation’s week-in, week-out activity is a great place to learn. We’re always on the lookout for people to lead and participate in different areas of ministry, right? So this is a great way to make that happen. Over the LPA candidate’s two years, simply be deliberate about asking him/her to lead occasionally or often in these areas. Going away on vacation? Ask him/her to preach. Need some variety in your Sunday morning Adult Education program? Ask him/her to lead a six week Bible study either by developing his/her own study or by using one already made. We all do hospital and nursing home visits; so invite the candidate to go along with you for a few times, and then (pretending you are a CPE supervisor) turn ‘em loose to do a few visits on their own. What about teaching the catechism? Just remember they asked for it; feed them to the confirmation class! A few experiences in each area ought to be enough to give the candidate a taste of what they will be experience as an actual LPA. And among their hometown peers they will develop some confidence as well. Don’t forget to offer feedback—the candidate will be eager to hear how they did and what you think. This kind of support is crucial for their encouragement, confidence, and identity-development as a ministry leader.
But beyond facilitating those hands-on experiences what can you do as a mentor to help out? We have found it important and helpful to have regular meetings to discuss how the program is going for the candidate. You may want to meet at least every two months. A one hour meeting ought to suffice. This is a time for feedback, constructive criticism, and encouragement in regards to the areas of the learning mentioned above. Just as important, this can be a time to check in on how the process is going. Taking on leadership roles in the congregational setting can be a dynamic process. The candidate may have doubts about her/his ability. She/he may not be sure about how to handle the authority and power that comes along with the tasks LPA’s are certified to carry-out. So, this regular time of checking-in will be helpful to get a read on how the candidate is handling the process both inwardly and outwardly. I’ve found it best to ask just a few questions and then sit back and listen.
Also in these meeting times I think it is important to discuss how the learning is going. Many students will be coming into contact with new forms of biblical criticism. And most of this learning is done on a regular basis through videos, so there is not the opportunity to ask the professor “What in the world are you talking about?” You will be needed to answer questions, help make sense of the various forms of criticism, help the candidate understand the purpose of reading the Bible in these various ways, and to encourage them to keep an open mind about what they are being taught. Of course this should be done in a “mentoring sort of way.” That is, it is important for us to respect the integrity of the candidate’s growth and learning process, understanding that most likely they are becoming very different and distinct ministry leaders than you or I are.
Most importantly, just try things. It seems this mentor/candidate relationship can develop in a variety of ways. The only way it shouldn’t develop is as no relationship at all. Other than that, do whatever works to nurture the growth and experience of the candidate.
And one more thing: Make sure your congregation understands what the LPA learning program is all about, so that they can be supportive to the candidate. The congregation, after all, is the one sponsoring this man or woman to be a leader in our Synod’s ministry to congregations temporarily in need of pastoral leadership.
Pr. Peter Erickson,
Pr. @ Our Savior’s Lutheran Church; Columbia Falls, MT
(406) 892-3784 [email protected]
LPA Mentoring Program
By Pr. Janet Young
Regular (at least monthly) meetings with mentor: This is the opportunity to address questions that come up in the everyday context of serving a congregation, i.e. worship planning for regular Sunday services and special services (including funerals), sermon preparation and resources, theological questions, ministry of sacrament questions, working with the church council, visitation and care of souls, challenges in congregational life, personal spiritual practice that nourishes and sustains your ability to pastor, personal boundaries with others in pasturing, and more.
Sharing Resources: The mentoring pastor can be tremendously helpful by sharing resources from his or her own library or their church’s library and other resources.
Inviting to worship planning meetings, classes, etc.: Invite the LPA candidate to attend various meetings and classes at mentor’s church in order to learn and get exposure to various ideas and ways of teaching, planning, and carrying out the work of the church.
Introducing LPA to clergy in the area: Facilitating the establishment of relationships with area-wide clergy helps give the LPA a network of support, and an opening to work together with other congregations in ministering to the community.
Inviting and encouraging LPA to participate in clergy activities: This would include cluster meetings, classes and workshops offered by NRIT, other workshops and trainings and retreats, installations and ordinations, pastor’s retreat, etc. Facilitating the introduction of the LPA to ordained clergy is helpful because many are not familiar with the LPA program yet.
By Pr. Janet Young
Regular (at least monthly) meetings with mentor: This is the opportunity to address questions that come up in the everyday context of serving a congregation, i.e. worship planning for regular Sunday services and special services (including funerals), sermon preparation and resources, theological questions, ministry of sacrament questions, working with the church council, visitation and care of souls, challenges in congregational life, personal spiritual practice that nourishes and sustains your ability to pastor, personal boundaries with others in pasturing, and more.
Sharing Resources: The mentoring pastor can be tremendously helpful by sharing resources from his or her own library or their church’s library and other resources.
Inviting to worship planning meetings, classes, etc.: Invite the LPA candidate to attend various meetings and classes at mentor’s church in order to learn and get exposure to various ideas and ways of teaching, planning, and carrying out the work of the church.
Introducing LPA to clergy in the area: Facilitating the establishment of relationships with area-wide clergy helps give the LPA a network of support, and an opening to work together with other congregations in ministering to the community.
Inviting and encouraging LPA to participate in clergy activities: This would include cluster meetings, classes and workshops offered by NRIT, other workshops and trainings and retreats, installations and ordinations, pastor’s retreat, etc. Facilitating the introduction of the LPA to ordained clergy is helpful because many are not familiar with the LPA program yet.