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General Policies of the Supervised Field Education ProgramIntroduction to Field Education at Harvard Divinity SchoolThe Office of Ministry Studies (OMS) offers substantial resources and personnel to help students as they proceed through the master of divinity (MDiv) degree. Field education at Harvard Divinity School fits into this broader context of the OMS, which provides a coordinating center for the MDiv program and its relation to professional ministry. The Field Education Program coordinates its work with all of the ministry studies faculty, the denominational counselors, and others who also guide and support students as they complete the degree requirements and plan for ministry engagements following graduation. The goal of field education is to offer guided learning experiences under qualified supervision, which will develop professional attitudes and competencies for the work of ministry. Practical experience, reflection upon that experience, and the integration of it with the student's course work are required dimensions of an authentic exploration of the meaning of ministry. Intellectual, ministerial, and personal growth are expected and encouraged in field education. The policies for the Field Education Program at HDS are delineated in the following pages. Master of divinity candidates, and all participating students, and supervisors are responsible for knowing and following these policies. The intention of these policies is to help build dynamic learning partnerships among all parties. Selecting the Site Location and SupervisorSite Fair and Placement InterviewsAt Harvard Divinity School, we are committed to supporting learner-directed education. Therefore, at HDS, students select their own sites. To aid in this process, every September, the Office of Ministry Studies hosts a site fair for field education settings. At this fair students may take the opportunity to meet supervisors who represent accredited sites. Students additionally are encouraged to arrange on-site interviews at the beginning of the field education placement process. However, students do not need to wait for the site fair to make contact with the accredited sites and supervisors listed in the Field Education Handbook or on the OMS Field Education website. Accredited SitesHarvard Divinity School has developed over 200 approved sites for field education placements. These include churches, synagogues, schools, hospitals, social justice agencies, and many other types of ministry settings. A complete list of approved sites is included at the end of this handbook, and full site descriptions are available online, on the OMS Field Education website. These sites have agreed to our policies, and also have an on-site supervisor who has attended a year-long training course in supervision. Students should begin their placement process by carefully studying the descriptions of potential offerings on the OMS Field Education website. Student-Initiated PlacementsThe purpose of student-initiated placements is to allow students with special educational goals not readily met in our current accredited sites to seek out and propose their own placements. Student-initiated placements must meet the criteria for learning and for supervision for all field education placements as outlined in the Field Education Handbook. NOTE: Approved student-initiated sites and supervisors do not need to be previously accredited by Harvard Divinity School. A student interested in proposing a student-initiated placement should meet with one of the deans of ministry studies or the assistant director of field education to discuss the proposal. If the placement appears to meet the criteria for field education placements, a written student-initiated application (PDF) must be submitted to the OMS by the published deadline. The application for the placement is then reviewed by the OMS for approval. If the placement is approved, the standard field education procedures are followed, including the filing of a placement contract (PDF), learning agreement, mid-year evaluation (not required for summer placements), and final evaluation. The student-initiated placement application does not replace the placement contract or learning agreement. Students should begin the student-initiated application process early enough in order to meet all requisite deadlines. In student-initiated placements, the setting must provide the student's pay, either in full or the employer's portion of federal work-study funding. Because the OMS works more closely with its permanently accredited sites and certified supervisors to form a partnership in education for ministry, only rarely may a student fulfill both required units of field education by student-initiated placements. This requires special approval by the OMS. Boston Theological InstituteStudents pursuing theological education in the Boston area have an additional resource beyond their own schools. If a student is unable to find a suitable field education placement with an HDS accredited site, the student may pursue a Boston Theological Institute (BTI) placement, in consultation with the director of field education. Each school within the BTI welcomes students from other schools to engage in field education at one of their sites, when the site is not filled by one of their own students. All approved field education placements must meet standards of competent supervision, including one-on-one weekly supervision meetings. Supervisors must be available for regular consultation and meet the requirements and deadlines for learning agreements and evaluations. The student must adhere to all BTI policies and coordinate fully with the sponsoring school. In order to receive full credit, the student must submit copies of all field education paperwork to the sponsoring school and HDS. Establishing a Plan for LearningAt Harvard Divinity School, students are responsible for creating their own plan for learning. This includes selecting their own placements and articulating their field education learning goals and selecting the arts of ministry that best fit their course of study. The Office of Ministry Studies helps with this by providing the structure necessary for students to navigate the different stages of the process. At each stage, students and supervisors are expected to adhere to all deadlines and to follow the procedures for submitting paperwork for field education. Paperwork should not be submitted to the OMS unless it is complete, with signatures and all required written detail. All forms can be found outside Andover 112, or on the Field Education Forms page. Please note that members of the ministry studies faculty will read all paperwork submitted. Placement ContractOnce a student and a supervisor agree to do a field education unit together, the student is responsible for notifying the OMS by filing a field education placement contract (PDF) by the published deadline. If a student does not readily find an acceptable placement, she or he should contact the OMS deans or assistant director of field education immediately for consultation and the suggestion of possible sites. Learning AgreementThe first supervisory sessions should be scheduled as soon as possible in order to begin the negotiation of the learning agreement (PDF). The learning agreement should be submitted by the student within three weeks of the beginning of the placement and no later than the published deadline. The student and the supervisor must negotiate and complete the learning agreement using the forms provided. The learning agreement establishes and delimits goals, objectives, tasks, resources, and the supervision process. Serious consideration of this document sets up the learning relationship that is so crucial in field education. In ministry vocations, professionals need to bring special attention to the negotiation of expectations and commitments to attain clarity, accountability, and appropriate limits. Often, it is necessary to refer back to the learning agreement in order to clarify what specifically was meant and what was implied in the original conversations. Participating in the Evaluative DynamicEvaluation is a critical part of capturing and interpreting the learning that has been part of the field education experience. Students and supervisors fill out mid-year evaluations (for academic, year-long placements) and final evaluations (for all placements). These are to be discussed together before the student submits them to the Office of Ministry Studies. Mid-year Evaluation: Goal RevisionIn late December and January, students and supervisors are expected to prepare a joint mid-year evaluation (PDF). At this time, each party should negotiate any revisions to the original learning agreement and prepare a plan for learning for the second semester. Students and supervisors are expected to meet together to discuss their evaluations before the student submits them to the OMS on or before the published deadline. Final EvaluationDuring the month preceding the end of the placement, the student and supervisor work together to prepare a joint final evaluation (PDF) of the student's work at the site. Evaluation is an ongoing process, but the written evaluation is intended to identify and crystallize the strengths and weaknesses of the year-long learning experience. The final evaluation should focus on the observable behaviors and competencies demonstrated by the student at the site. Supervisors are encouraged to share insights about possible directions of vocational promise in the student's future. Just as was true for the mid-year evaluation, students and supervisors must share their evaluations with each other before the student submits them to the OMS on or before the published deadline. Completion RequirementsStudents in the master of divinity program are required to complete a minimum of two units of supervised field education. Each unit requires 350 to 400 hours of field experience, which includes one hour of weekly supervision, worship participation, travel to and from the site, and preparation (such as time taken to prepare to teach classes or preach sermons). Most students complete more than the required minimum of two field education placements, and students are encouraged to do so. At least one field education unit must be fulfilled concurrently with the academic year, at 12 to 15 hours per week for a total of 350 to 400 hours. If the second unit is fulfilled during the summer, the student will work 35 to 40 hours per week for approximately 10 weeks. Alternatively, both units may be fulfilled concurrently with the academic year over a two-year period. MDiv students who are participating in their first concurrent placement are required to register for and complete HDS 2933 or HDS 2944: "Meaning Making: Thinking Theologically About the Ministry Experience." Master of theological studies students are welcome to participate fully in every aspect of the Field Education Program, although such participation is not a requirement of the MTS program. Completion OptionsSummer Field Education UnitsA student may seek out and earn a unit of field education credit through a summer placement. A summer unit, like the concurrent unit, comprises 350 to 400 hours of supervised ministry experience, including travel, preparation, and supervision, and it meets the stated criteria for field education placements. The student normally works full-time (35 to 40 hours per week) for a period of 10 weeks or more. Learning agreements for summer placements are due within two weeks of the beginning of the placement and no later than the published deadline, and final evaluations are due at the end of the placement. Please see the field education calendar for all deadlines. For summer units, mid-year evaluations are not required. If the planned summer placement is not at an HDS-accredited site with an HDS certified supervisor, or a BTI site, then students must follow procedures for the student-initiated placement and fill out an application. Internships for Field Education CreditOccasionally, students choose to spend a full academic year, at full-time, in a field education internship. One example would be when a student serves as a full-time college chaplain, away from Harvard Divinity School. Ordinarily, a student may earn only one unit of field education in such a full-time internship. If the planned internship is not at an HDS-accredited site with an HDS certified supervisor, an application for a student-initiated placement is required. An internship shall cover at minimum one academic term at 30 hours per week. If the internship is also completing a denominational requirement, the student should confer with the Office of Ministry Studies, the appropriate denominational counselor, and judicatory personnel to be certain it meets all requisites. A placement contract, learning agreement, mid-year evaluation, and final evaluation must be submitted to the OMS in accordance with a mutually agreed upon schedule. Where possible, that schedule should conform to the normal field education calendar. Students planning internships should consult with the registrar regarding their enrollment as an HDS student during their time away from campus. International PlacementsA student may seek out an international placement, usually for the summer. International placements follow the same policies and procedures of other placements, except that they are never eligible for work-study funding. Since work-study funding is not available for international placements, the Office of Ministry Studies urges students contemplating international placements to explore other funding possibilities on their own. The OMS will provide a limited number of grants for students in summer international placements who have been unable to secure other funding. Students must be eligible for financial aid to receive such funding. Each spring, the OMS will review applications (PDF) from interested students and will fund a limited number of students. Clinical Pastoral Education for Field Education CreditA student may also earn field education credit for units of Clinical Pastoral Education (CPE) approved by the Association for Clinical Pastoral Education (ACPE). Students may normally earn CPE credit through intensive (either summer or academic year) or extended extensive (extended quarter, concurrent with some or all of an academic year) units. Generally, the Office of Ministry Studies recognizes one unit of CPE as one unit of field education and does not require a student-initiated application. To earn this credit, the student must submit a placement contract to the OMS before the unit begins and by the published deadline. Upon its conclusion, the student must submit copies of his or her own final evaluation and that written by the CPE supervisor to the OMS. Students wishing to apply for CPE summer units in the Boston area are advised to begin the process no later than the November before the summer in which they anticipate enrolling in CPE. A number of summer and extended quarter options are available in the Boston area. See the ACPE Directory, also in the OMS, Andover 112, for possible placements. Integrating Field Education With the MDiv ProgramFor master of divinity students, field education is an ideal location for praxis, the dynamic combination of theory and practice. Students have multiple opportunities to integrate their learning, by bringing insights and questions from field experience into the classroom. The cycle of learning is made complete when students also bring the materials from the classroom to bear in ministry situations. Praxis depends on mutual critical engagement of theory and practice. The many learning partnerships are an important aspect of building integrative learning, and depends upon cooperation among students, Harvard Divinity School, field education supervisors, and their ministry settings. Each party helps to foster a student's development in the arts of ministry and the cultivation of leadership strengths. Another avenue for strengthening integrative learning are the section groups of the "Introduction to Ministry Studies" course. Students may find that these groups provide a forum to initiate reflection upon their ministry experiences and goals. Students will continue this reflection with their supervisors and in the required theological reflection course or module (HDS 2933 or HDS 2944). Theological SupervisionThe two-way flow of theological conversation between experiences in ministry settings and the classroom allows each to be informed by the other. This idea counters the outdated view that what you learn in the classroom does not teach you what you need to know to be successful in a professional ministerial setting. Supervised field education encourages students to develop technical skills and to reflect theologically on their practice and the experiences related to them. Thus students become reflective practitioners by integrating theoretical knowledge and experience in the field. One important way in which students build reflective skills is by relating to a supervisor. Students meet one-on-one with their supervisors for a minimum of one hour per week to reflect on their experiences through their unique theological perspective. The student may bring a case or incident to discuss, and to ask questions of God's presence or absence in such a situation. Additionally, these conversations may address a student's sense of call, reflections on vocational discernment, and pastoral and leadership style. Through these weekly sessions and regular on-site feedback, field education supervisors are expected to encourage students not only to develop technical skills, but to explore the artistry of ministry and what it takes to lead complex institutions. Students are expected to bring concepts and theories explored at Harvard Divinity School to their conversations on ministry. And in the same way, Harvard Divinity School values ministry experiences as integral to the theological enterprise, and thus encourages students to use them in the classroom to test, challenge, and formulate analysis. The partnerships among students, field education supervisors and their settings, and Harvard Divinity School support this integrative view of ministry, which fosters a comprehensive approach to pastoral preparation. Meaning Making: A Theological Reflection CourseMDiv students who are in their first concurrent placement are required to register for and complete HDS 2933 or HDS 2944: "Meaning Making: Thinking Theologically About the Ministry Experience." A student may either register for HDS 2933, the biweekly half course that runs throughout the year, or for HDS 2944, the module course which requires completion of three modules that are offered throughout the fall and spring semesters. The introductory session in the fall semester is required of all HDS 2933 and HDS 2944 course participants (see the field education and Meaning Making calendars for dates). To fulfill completion requirements, students must submit a final integrative 7- to 10-page paper no later than the last day of the spring semester reading period. Participation in one of these courses is encouraged, but not required, of non-MDiv students who are in field education. NOTE: HDS 2944 and 2933 may not be taken for arts of ministry credit. Arts of Ministry CompetenciesDuring the course of study for their degree, MDiv students are required to demonstrate proficiency in at least three of the six arts of ministry through a combination of coursework and field education learning goals. Harvard Divinity School provides coursework (including courses in other departments and Schools of Harvard University) and field placements leading to competence in the following arts of ministry: Preaching and Worship; Pastoral Care and Counseling; Religious Education and Spiritual Development; Administration and Program Development; Public Leadership, Community Organizing and Planning; and Denominational Polity. In each of the three arts of ministry selected, satisfactory completion of one half course focusing directly on the area of competence, combined with evidence of basic competence attested to in the field education evaluation, will normally serve to satisfy the degree requirement. The arts of ministry in which competence can be demonstrated are as follows: Preaching and WorshipThe ability to prepare and deliver effective sermons, and to plan and lead various forms of worship. One can choose to separate preaching and worship, selecting one or the other as the focus of basic competence, or one can combine the two, as might those students from denominations and traditions in which they are seen as closely integrated. Those who select preaching or worship as a separate area of competence must choose two other areas from within the remaining five (that is, a student may not choose preaching, worship, and one other as the three areas). Pastoral Care and CounselingThe ability to provide counsel with attention to the spiritual dimensions, faith issues, and social contexts of people's lives. Religious Education and Spiritual DevelopmentThe ability to recognize the importance of nurturing religious faith and knowledge in all aspects of ministry, and to design and lead learning programs for the development of personal and community faith and life. Administration and Program DevelopmentThe ability to take responsibility in directing a variety of aspects of institutional ministry (policy, planning, staff, plant, financial concerns, etc.), and to develop and implement programs related to the stated goals of an institution or community of faith. Public Leadership, Community Organizing and PlanningThe ability to relate a significant social policy issue (at local, community, national, or international levels) to one's ministry, to provide leadership in planning and analysis in the public sphere regarding that issue, and to engage the resources of a community of faith in addressing that issue. Work in this area focuses on and allows examination of contemporary social systems, institutions, and problems, strengthening the minister's ability to connect religious symbols and meaning with the dynamics of contemporary public life. Denominational PolityThe ability to appropriate and interpret critically the history, theology, and polity of a denominational tradition, to relate these to significant contemporary issues raised within or outside the denominational church, and to participate in shaping the changing experience of a denominational religious community. In order to receive arts of ministry credit in a course, students must formally register for the art of ministry on their study cards at the beginning of the semester and then complete the arts of ministry components of the course to the satisfaction of the instructor. In order to receive arts of ministry credit for a course for which the particular art of ministry is not noted in the course description, the student and the faculty member must, in addition, complete the Art of Ministry Special Faculty Agreement form and return it to the Registrar's Office. In order to receive arts of ministry credit for a cross-registered course in the BTI or another Harvard School (except in the case where the art of ministry is evident, e.g., a course titled "Pastoral Care and Counseling"), the student must submit a one-page statement to the Office of Ministry Studies that describes the ways in which the student understands him- or herself to have met the arts of ministry requirements in the course. A single half course may not serve to fulfill more than one art of ministry. A single field education placement may serve to fulfill one or more arts of ministry. In order to receive arts of ministry credit in any field education placement, the student must formally declare that art of ministry on the field education learning agreement at the beginning of the placement and complete that art of ministry component of the experience to the satisfaction of the field education supervisor, who will indicate successful completion of the art of ministry on the final evaluation form. In order to meet arts of ministry requirements and develop satisfactory vocational preparation, students should work closely with their academic advisers and the OMS faculty to coordinate their field education placements and their courses. Field education enables integrative work around the student's chosen arts of ministry. This integrative work occurs when students take coursework and also work in ministry settings to gain mastery of crucial arts of ministry. To fulfill the requisites for each art of ministry, students must:
Professional FormationStudents have opportunities throughout field education experiences to develop and demonstrate their professional competence. One part of this is the way students demonstrate respect for the requirements and deadlines the Office of Ministry Studies sets for paperwork and compensation reporting. The Field Education Program offers rich learning experiences under qualified supervision, which enables students to develop professional attitudes and competencies for the work of ministry. Consequently, students are expected to adhere to the standards of professionalism and to maintain professional boundaries outlined by the OMS and the field education site supervisors. This includes discussing expectations that are not necessarily outlined in the learning agreement, such as reporting time and compensation, dress code, policies about absences and tardiness, and best ways to communicate while on or off site. Students are reminded that reading and exam periods are not automatically times away from field education. Part of the purpose of concurrent field education units is to require students to use careful negotiation and planning to manage several competing demands on their time. It is crucial that students and supervisors discuss together and in advance when and for how much time students might be away from the placement setting. Failure to work with and relate to the structure of the Field Education Program, including meeting all stated deadlines, may result in the loss of field education credit and/or funding for the student. It may also result in the loss of accreditation and certification for the site and the supervisor. DeadlinesStudents and site supervisors are responsible for meeting all program deadlines. Each year, the Office of Ministry Studies publishes deadlines for all paperwork in the Field Education Handbook and in the online field education calendar found on the OMS Field Education website. Students are expected to make appointments with their supervisors to discuss the learning agreement and mid-year and final evaluations, leaving ample time for revisions prior to the deadline. If the student or supervisor has made arrangements to be away during the time just prior to a deadline, it is their mutual responsibility to schedule time for preparing the work early. ExtensionsIf a deadline cannot be met due to unforeseeable circumstances, the student must complete and file an extension request form (PDF) with the Office of Ministry Studies no later than two days before the deadline. If an extension is granted, the negotiated due date must be met. CompensationThere are two ways in which students may earn the $4,000 for a unit of field education. Some sites will pay students directly to perform the required 350 to 400 hours and should discuss the terms of time reporting and payment when signing the placement contract. Other sites may qualify for participation in the Federal Work-Study Program to help provide the required compensation for hours worked. The Office of Financial Aid at Harvard Divinity School assumes that students will hold a job to contribute toward their expenses. However, if a student is involved in the Field Education Program, the student should not also work another job. Because we believe all persons performing professional ministry should receive compensation, we expect student wages to meet the earning expectation of $4,000. Where travel constitutes a significant expense to the student, the expense should be reimbursed by the site at the rate the IRS currently allows for professional mileage. All salaries paid to students are subject to taxation and follow the same laws of reporting as any taxable income. Federal Work-Study FundingStudents whose field education placement will be funded by the Federal Work-Study Program through the Office of Ministry Studies are required to attend a training session which takes place in the fall and again in the late spring for summer field education placements. The location and time is published in the Field Education Handbook and on the OMS Field Education website each year. Information provided at this meeting is necessary for proper enrollment in and navigation of the payroll system. If a site meets federal work-study eligibility requirements and hires a work-study eligible student, the site is required to pay 25 percent of the student’s wage. Harvard Divinity School's associate director of admission and financial aid determines a student’s eligibility for the Federal Work-Study Program. Most students are eligible to earn $4,000 through this program, depending on their total eligibility. This means that in most cases the corresponding employer's co-pay is $1,000. The Office of Ministry Studies will send out a bill to the site each March unless the site requests other arrangements. If the site cannot pay the entire employer's percentage for a student, the OMS may, in a limited number of cases, provide some, or all, of the employer’s portion. However, the OMS will underwrite no more than one employer’s contribution per student per fiscal-year period. That is, if a student does two field education placements, one in the summer and then one in the following academic year, the student may receive an OMS subsidy for only one of the placements. In order for a field education site to be eligible to have the student salary covered through the work-study program, the accredited site must ordinarily be a nonprofit organization, and the work it performs must not be for sectarian or partisan political purposes. However, in some cases, a student may work for a for-profit organization and be eligible for federal work-study funds. In such cases the student must consult with the director of field education and articulate why none of the existing accredited sites are sufficient. The site and/or student is then responsible for a 50 percent co-pay. Whether a student is placed with a nonprofit or for-profit organization, the work must be for the benefit of the citizenry and for all citizens regardless of their religious beliefs or practices, their race, color, sex, ability, or place of birth. To the extent that the field placement work directly improves the condition of any religious institution or institutions, the student may not receive federal funds for that work. For example, if a student works for a council of churches doing nothing specifically "religious," or is teaching church school or participating in any meditation or liturgical practice, the student’s work may be determined to be ineligible to receive federal work-study funding. To the extent that a student's work benefits the community (e.g., responsibility for a hot meal program in a church basement; a youth center in the church open to all youth in the neighborhood; a church-operated counseling referral program open to anyone; a church-operated homeless shelter), the student may receive federal work-study funds administered by the OMS. In some cases, a portion of a student's work may be eligible for federal work-study, while some of it is not. On the back of the field education placement contract the student should accurately estimate the number of work-study eligible hours. Students must follow all policies and procedures of the Field Education Program, including working all of the contracted hours and reporting their hours in PeopleSoft each week, in order to be paid. Reporting Time for Compensation Through Work-Study FundingThe OMS provides extensive support so that eligible students can receive work-study funding if they serve work-study eligible sites. When students enter into such a work-study arrangement, they must adhere to Harvard University standards for reporting their time for compensation. If the student and site are participating in the Federal Work-Study Program, the student is responsible for following all of the guidelines communicated by the OMS. This includes:
When the supervisor receives each week's email, he or she must check to verify that the hours reported match the hours worked. If the hours are reported accurately, no action is needed. If there is a problem with the hours that are reported, the supervisor must immediately contact the OMS to discuss the discrepancy. The student will not be paid if she or he fails to report the hours worked by the deadline each week. This process must be followed by the student each week in order for the student to receive a paycheck. Under federal and Massachusetts law, Harvard Divinity School has a legal obligation to pay students, and all of our workers, on time, every week. Outdated time cannot be accepted in this system. Direct Pay From SitesIf the student will be paid directly by the site, the terms of the salary should be discussed when the placement contract is signed. The site is expected to fulfill these terms. If a site experiences financial hardship during the placement, the supervisor should call the director of field education for consultation. If the site fails to meet its financial obligation to a student, this may result in the loss of accreditation and certification for the site and the supervisor. Student-Initiated Placement CompensationAll student-initiated placement sites are required to pay the student in full directly, or pay the full federal work-study employer's portion of the student salary. If the site cannot pay the employer's co-pay, then the student is required to cover the employer's portion of their earnings. This can be done through grant writing, denominational funds, scholarships from local congregations, or donations from family and friends. However, the payment cannot be made by the student directly. The student is responsible for communicating with the Office of Ministry Studies about who should receive the co-pay bill. Compensation for International StudentsInternational students are not eligible for federal work-study funds and are usually not allowed to work off-campus jobs because of their visa status. The Office of Ministry Studies will fund a limited number of international students in their field education placements, with the following limitations:
General PoliciesAffirmation of Diversity and InclusivenessHarvard Divinity School places a high value on affirming diversity. We welcome students of many nationalities, races, ethnic origins, religious traditions, abilities, and sexual orientations. Our understanding of ministry and theological education requires that as a matter of policy this diversity be affirmed by those who host HDS students as a part of field education, and we ask that each student be treated with respect in every facet of education for ministry. Therefore, all sites and supervisors who choose to enter the HDS Field Education Program, by doing so, agree to this policy of affirmation of each student’s ethnicity, nationality, race, religious tradition, ability, and sexual orientation. Grievance and Due ProcessWherever people work closely together, there is likely to be some conflict, and this is true in field education, where the power dynamics in the supervisory process are varied and complex. Consequently, profound disagreements or differences may arise between and among persons participating in the process of field education. In some cases, formal processes and charges may be appropriate. Students and supervisors should immediately contact the director of field education if differences about an evaluation, interpersonal conflict around an issue of/in ministry, concerns about personal integrity, and sexual abuse or harassment are present in the supervisory relationship. The Office of Ministry Studies is committed to upholding standards of professional conduct in field education placements. Supervisors are subject to Harvard Divinity School staff policies. Those policies are available in the Office of Ministry Studies. Students, by virtue of their enrollment, are subject to HDS grievance policies and procedures, which are found in the HDS Handbook for Students. Please note that these policies apply to students fully, both on and off campus. As a matter of professional practice, most grievances should be addressed directly among the parties involved. Should this be impossible, or efforts fail to resolve the grievance, the associate and assistant deans for ministry studies or the associate dean for faculty and academic affairs (Jane I. Smith; 617.496.1950) should be contacted for advice or to file a formal grievance according to Harvard Divinity School policies. Grievances Involving Complaints of Sexual Harassment or Sexual AbuseIf a student is charged with, involved in, or alleged to be involved in sexual abuse or harassment against persons or in situations associated with the field education placement, the supervisor must inform the associate and assistant dean for ministry studies or associate dean for faculty and academic affairs (Jane I. Smith; 617.496.1950) immediately. Harvard Divinity School reserves the right to place the student on leave from the placement immediately. Similarly, HDS reserves the right to suspend the supervisory relationship. If a student or other parties charge that a student is or has been the victim of sexually harassing or abusive behavior perpetrated by anyone associated with the field education site, one of the above-mentioned deans must be informed immediately. Again, HDS reserves the right to immediately terminate the placement. Because of the power inherent in the supervisory role, sexual or romantic relationships between supervisors and students are strictly prohibited and are considered to be cases of sexual abuse on the part of the supervisor, whether or not there is the appearance of consent. All instances of sexual or romantic relationships between a supervisor and a student will be treated as sexual abuse on the part of the supervisor, and grievance procedures will be carried out on that basis. If the alleged perpetrator is someone other than the supervisor and is not officially connected to Harvard University, the site will follow its own procedures for addressing the incident. Harvard Divinity School retains full authority to terminate sites and supervisors. Early TerminationFrom time to time it is necessary for a field education experience to be terminated prior to the time given in the learning agreement. In order for this to be as intentional and non-blaming as possible, the Office of Ministry Studies has devised the following process. It is normally required that all HDS certified supervisors and students complete this process before embarking on another unit of field education. Instructions: Both supervisor and student should respond to the following three questions separately and send the completed written reflection to the OMS. Then we ask both to meet with a dean from the OMS to share and discuss the responses, to facilitate learning from the process of premature termination.
Termination of Affiliation of Site or SupervisorThe Office of Ministry Studies holds full authority to terminate a site or supervisor, at will. While such termination is rare, it is important for the OMS, sites, and supervisors each to take every initiative possible to maintain healthy relationships among sites, students, and Harvard Divinity School. Every effort will be made to hold an in-person meeting with a member of the OMS faculty preceding any such termination. Student FilesThe file of each student is open only to that student and the Office of Ministry Studies, as it contains confidential records and evaluations of field education experiences. In order for evaluations to be sent to denominational officials or any other person, the OMS must receive a written request from the student to release the evaluation to a specific person and address. Policies for Sites and SupervisorsSupervisionSupervision includes at least one regularly scheduled hour per week of one-on-one reflective supervision. This meeting should not be combined with a regular staff meeting or a meeting to follow up on projects or tasks the student is working on. In supervision, the student is to reflect theologically with the supervisor on a variety of topics, e.g., critical incidents in the setting, his or her developing role as a person in ministry, the tasks of ministry, and the dynamics of interpersonal relationships. Within the setting and the supervisory process, critical reflection around the issues of inclusiveness and social justice, such as gender, ethnicity, class, culture, age, and sexual orientation, is encouraged. Site Accreditation OverviewAccording to the Boston Theological Institute's (BTI) policy, field education sites are accredited by and directly relate to only one of the BTI schools. This does not prevent students from other BTI schools, or interns from schools outside the area, from serving the site. (Procedures are found under the BTI Policy.) However, it does mean that sites and supervisors are responsible for relating to the school with which they are affiliated, for maintaining the required contact, for meeting the school's criteria for field education, for adhering to its policies, and for following its timetables. An organization that desires to become an accredited, exclusively Harvard Divinity School-related field education site partners with the Office of Ministry Studies and HDS faculty in education for ministry. In doing so, the site provides an opportunity for a student to engage in ministry for 12 to 15 hours per week during the academic year or 35 to 40 hours per week during the summer for a total of 350 to 400 hours per unit of supervised ministry experiences to the student. The following are included in these hours: one hour per week of one-on-one theological supervision, travel time, on- or off-site preparation, participation in worship, and tasks. The opportunities for ministry education should be direct and concrete, and they should address the general goals of field education as well as the goals of individual students. They should involve the student in both challenging and collegial interpersonal relationships. They should empower the student to function in roles of ministry appropriate to the site and the student's experience, goals, objectives, and available time. We also require that the site provides a competent, appropriately trained and certified supervisor. A satisfactory supervisory candidate is a person on site, whose own work is fully integrated with the structure of the institution through which ministry is provided. This person must have been in his or her current position for at least one year, and should be able to devote the necessary time to supervise a student. The supervisor must commit to providing guidance on the tasks of the student's role, and also to weekly one-on-one theological reflection meetings. Site Accreditation ProcessIn order for a parish, institution, or agency to be considered for accreditation, it must complete the following process:
Retention of Site AccreditationTo retain accreditation, the site must maintain regular contact with the Office of Ministry Studies. This contact includes, but is not limited to: attendance at the site fair in the fall to meet prospective field education students; timely response to requests for updated site descriptions each year; the maintenance of proper supervisory certification; and the timely submission of learning agreements and evaluations. A site may retain accreditation and yet be unavailable to students for up to two years. For example, a site may choose to put its status with the OMS on hold because of a change in leadership or for other organizational reasons. After two years, if the site is still unable to accept Harvard Divinity School students for placement, the site will be removed from the list of HDS field education sites. Once a site is removed from the listing, it must go through the Site Accreditation Application process to be reaccredited. Supervisor CertificationThe Office of Ministry Studies certifies those persons who supervise Harvard Divinity School students in accredited field education settings. A prospective supervisor must have been at the site in her or his current role for a minimum of one year before becoming eligible to be certified or to supervise students. In order to be certified, the prospective supervisor must fill out the Application for Supervisor Certification. The application is then reviewed by the director of field education, and a recommendation is made as to whether or not the supervisor should enroll in the Supervisor Training Class. If the prospective supervisor's application is approved, the supervisor is then required to enroll in the Supervisor Training Class at the time when he or she agrees to supervise his or her first field education student. Course requirements for the Supervisor Training Class include attending all scheduled meeting times, being prepared for class, and participating in class discussions. Upon successful completion of the class, supervisors will receive a certificate of completion and full status as an HDS field education supervisor. Supervisor BenefitsThe Office of Ministry Studies recognizes that it requires substantial effort and responsibility from its supervisors. We believe these are necessary for the intended partnership in ministry education to occur, and for our students to receive the supervised training that ministry demands. In acknowledgment of and appreciation for the important work our supervisors do, they receive a package of benefits which includes:
Registration for all courses, including those taken at other Harvard Schools, is through the Registrar's Office at HDS. The director of field education acts as the supervisor's academic adviser and must sign the study card. The Registrar's Office maintains all course records and will issue records upon request. Maintenance of CertificationTo remain in good standing, the supervisor must attend at least one of the in-service offerings each year. There are several from which to choose, and supervisors should regularly check the OMS Field Education website for up-to-date information on eligible offerings. Supervisors may retain certification while unavailable to supervise students for up to two years, so long as they continue to meet the requirements for good standing. After two years of unavailability to supervise students, supervisors will be removed from standing and will be required to go through the application process to be recertified, should they wish to participate again in the Field Education Program.
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