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09 Nazarene Identity AD201

Course Description

The course teaches practical administration of the local church. How to bring people into membership with an emphasis on using the Covenants and Articles of Faith, how a local church is organized, how ministry is facilitated, and the accountability structures that assist us to maintain integrity. The course includes how to use correct accounting procedures, making budgets, fund raising and designated income and expenses. A brief history of the Church of the Nazarene will be included, including the history of the church in the student’s own country. The course will cover the Local, District and General structures nature and purpose as well as how they are funded. The students will role-play practice the various boards and positions found in our Nazarene government at the three levels (with a strong focus on the local level structures). The student will also role-play practice training others to take over various administrative tasks. The structures of the Church of the Nazarene will be compared with other church structures currently used around the world.

Course Rational

Administration is a weekly experience for pastors. They may write a research paper a few times during their ministry but they will turn in expenses, run meetings, count members and turn in reports every week, month and year for their whole ministry.   Many pastors prefer to teach and preach but the Church of the Nazarene places the administrative burden directly on the pastor. Most small churches only have the pastor as a staff member. They are often the most highly educated member of their congregation. Members expect them to be able to handle administration with integrity and skill.   The way a pastor handles administration often sets the trust level of a congregation in other areas as well. Many local church conflicts can be avoided by using well-run transparent systems. This course may if necessary take two semesters or two weeks of module courses for students to properly master the skills necessary.

Program Outcomes

(Asia Pacific Regional Sourcebook)

Content
CN-10 Ability to describe Nazarene history in terms of events, personalities, and theology.
CN-11 Ability to describe the events, personalities and theology in the history of the Church of the Nazarene in Asia-Pacific and other indigenous churches.
CN-12 Ability to explain the structure and mission of the Church of the Nazarene from both historical and current perspectives.
CN-13 Ability to explain the Nazarene position on speaking in tongues.

Competency
CP-21 Ability to love God with all one’s heart, soul, mind, and strength, and to live out the experience of entire sanctification.

Character
CH-5 Ability to demonstrate oneself consistently in public Christian ethics, in decision making, and in conducting oneself as a Christian in a pagan society.

Context
CX-4 Basic ability to analyze and describe community and church dynamics.

 

Activity Outcomes

Accountability
ACC-1 Explain and demonstrate how the Christian life of accountability is shown in relational integrity, leadership integrity, and financial integrity, toward God, church leaders and in other relationships.

Administration
ADM-1 Explain and demonstrate how a pastor leads in love while balancing the demands of administration, leading with vision, following those in authority, and the shepherding concerns of the church.
ADM-3 Tell the story of the history of the Church of the Nazarene and consider the mission, message, and governance of the Church of the Nazarene and its place in the larger Christian story.
ADM-4 Demonstrate how to teach and equip the members of the congregation with the knowledge and tools needed to fulfill the mission of the Church using the resources of all levels and auxiliaries with good stewardship. (Reference church board and reporting procedures)

Disciple
DIS-3 To use the reading of God’s Word to foster one’s spiritual growth for personal devotions.
DIS-13 Teach others the Nazarene Articles of Faith. Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the Nazarene Articles of Faith.

Discipline Personal and Family
DPF-1 Develop an activity that prioritizes discipling the whole family.   The student (if married) will have family devotions, and plan for their family to be involved in ministry activities. The student will develop and demonstrate an effective system for personal spiritual development, holistic personal care and articulate the importance of accountability for these.

Personal Spiritual Development (Holiness)
HOL-2 Develop a yearly Sunday School lesson and yearly preaching plan about the character traits a pastor and/or a church must have (love, forgiveness, humility, courage, etc). Teach the developed lessons to at least one age-group. Develop a system that focuses on the development of spiritual character of the leaders of the church. Utilize existing ministry forms or adopt new ones (such as Sunday school administration and oversight, teacher education, curriculum planning and assessment, small group facilitation and training and family nurture and formation, etc.) by which individuals, families, and congregations may be formed into Christlikeness.

Leadership
LEA-5 Demonstrate the ability to conceive and articulate purpose, mission, and vision, and to develop strategic plans in a local church.
LEA-9 Identify and explain the essence of effective communication, variety of ways our communication can be misunderstood and how this impairs good communication, currently and historically, and the impact of emotion on communication.

Ministry
MIN-5 Demonstrate how to equip at least one person to implement the gifting God has given them in both the local congregation and their daily life context.

Prayer
PRA-1 The student should have a strong passion for a life of prayer, and willing to devote himself/herself into prayer, and can demonstrate a life of prayer by keeping a prayer journal including a list of lost people God has made them responsible for.

Ritual
RIT-1 Explain and Demonstrate several techniques for administration of various rituals. (Weddings, Funerals, Baptisms, and Communion must be included) including theological, cultural essence; and legal implications and demonstrate public reading or memorized scripture quotation during a ritual.

Content 29%
Competency 35%
Character 23%
Context 13%

Core principles of this curriculum

Prayer

Prayer is an essential activity for every Christian, pastor, teacher and layperson. We must include prayer as a constant and vital part of our teaching. We must include prayer in the classroom, not just as an introduction to the session, but as an active part of the activities, teamwork, and discussions.   We should study prayer historically, explore different types, encourage silence, shouting, and read prayers.   Teams should pray together. They should learn how to pray short prayers, and be given assignments that included long hours spent in prayer.   The student should interact with God during the class, not just examine Him at a distance.

Activity Focus

Students will engage in some of these pastoral activities in each class.

Accountability; Administration; Continuing Education; Counsel – Listen; Dealing Biblically with the Spirit World; Discipline – Personal and Family; Disciple; Evangelize; Fasting, Impact Community; Leadership, Ministry; Personal Spiritual Development (Holiness); Preach; Prayer; Ritual; Sabbath; Small groups.

We will engage the student in these pastoral activities while in the classroom and use those activities as bridge points or opportunities to learn content. For example, the theology of preaching is discussed as the student preaches. Communication theory is taught while evaluating the student’s sermon. Sociology and learner focus pedagogy are discussed while the student is developing lesson plans. Major projects are typically outside the classroom environment and done in teams.

Congregational Focus

The role of the pastor strongly influences activities needed in the classroom. In Ephesians Paul lays out five different types of ministers; apostles, evangelists, prophets, shepherds and teachers. Each of these has a different set of activities, types of ministries and a bit different focus but the main point of each of their ministry is the SAME; equipping of the Body of Christ for the work of ministry.

We aim to equip the pastor to teach and train others for ministry! THEIR work of service.   The teacher needs to see the students demonstrate that ability – often – during their classes. We need to build the expectation into the students that equipping is their role, and help them gain the confidence to equip others.

We want a student to consider the ordinary problems that believers face as they minister to their family, co-workers and community. This is why there are four engagements in every class.   People in a local church should be able to apply what the student is learning.

Four Engagements

We want our students to engage in four ways in every single class. The form this takes will vary greatly from class to class, but some form of all these four must be included in every class.

1) With themselves
2) With other students
3) With a worshipping community
4) With the larger non-Christian community.

Lets look at these more closely.

With themselves. The student needs to grow in, character, understanding, confidence, and skill. Each class should help the student see clear evidence of their own growth as they fulfill the outcomes for that class. This will show them that their understanding is growing, their skill level is growing, and give them confidence in their continued ministry.

With other students. Learning to function in teams and to lead teams is a crucial skill for pastors. Teams will normally be cohorts structured so that the leadership constantly rotates. Often a team will be a cohort but not always. In fact at times it will be helpful to put the students in new groups to help them understand the dynamics of changing personnel. Leadership skills, teamwork skills, issues of hard work, integrity, timelines, trust, roles (and others) will be dealt with over and over within each of the classes. This way, a student’s faults and shortcomings will be constantly addressed. They will have many opportunities to improve on weaknesses and to identify and build strengths. By practicing these skills in every class and having some form of feedback on their progress, students will have the opportunity to grow well in areas of teamwork and leadership. It is important that every teacher briefly remind students why they are being formed into teams and what they are expected to learn from the team process.

With a worshipping community. The student must be a part of a worshiping Christian community to properly develop as a pastor. Projects assigned in the class must be accomplished within a local church / congregation / church plant.   This means that the students will need to work with their pastor to have steady opportunities to minister in their local congregation. If the student is a pastor they can work with their local church board.   At times the student themselves must develop a ministry, outreach or opportunity with the encouragement and support of their local congregation. Members of the congregation should be aware of the student’s study and be willing to encourage and help the student progress and develop. The student will develop the crucial skill of engaging others in ministry and working within a congregational structure to develop ministries. This skill will be important for the long term success of their ministry. They will need to develop healthy attitudes toward criticism and input. They will need to learn to look past the emotional content of criticism and find ways to improve themselves. They will also need to learn how to deal with destructive people who may try to manipulate, embarrass, or demean them in the presence of others. It is impossible to encounter the wide possible range of attitudes in one or two times of ministry with a congregation. It is crucial that a student is engaging with the congregation in every class so that they deal with a wide range of both opportunities and obstacles.

With the larger non-Christian community. Community engagement is a crucial skill for pastors. The ability to meet people in poverty and distress, business people, community leaders, government officials, wealthy individuals and people without a title but with strong influence in the community, sick and prisoners and other ordinary individuals will enable the pastor to preach the gospel to the whole community. Each class will have some project for the student in the community. They will engage people from different social and economic backgrounds. This builds the student’s confidence as they move into new ministry settings and begin to understand how the whole community functions. They will begin to understand how influential people in a community can help make (or oppose) good changes. They will also begin to develop the skills of community assessment and development.

Cohort and Mentor

Cohort. Students will be formed into small groups of 3 or 4 to study together both in class and if possible outside of class. We call this type of group a cohort.   If possible the student will stay with their cohort for the whole time they are in the Course of Study. In some cases they will be assigned a new cohort each time they attend a class.

This cohort will function in several ways.

  1. As a study group.   Students will meet before class and make sure that each of them has been able to complete the pre-class assignments.
  2. As an accountability group. Students will pray for each other and function as a spiritual growth and accountability group.
  3. As a classroom team.   When teams are formed in the classroom, the cohort will be the primary team structure.   At times, the teachers will want to mix members of teams so that other perspectives and personal interactions can be experienced.
  4. As a discussion group.   One of the keys to a quality education is the ability to ask questions and discuss issues and ideas with other people. This cohort will give a natural group where these discussions can take place.
  5. As a coaching / mentoring group for active ministry.   Each of the students will be engaged in active ministry as they take classes.   Getting feedback, coaching and mentoring is a key to growing in leadership, grace, and personal confidence. Some mentoring or coaching needs to come from long-term pastors who can give guidance, but some needs to come from peers who are walking a similar journey and can often more easily identify with the problems and needs.

Coach / Mentor.   Each student should have an assigned mentor / coach who will meet with them as they journey through the Course of Study. This person will help them connect to ministry in their local area. If the student is a member of the Church of the Nazarene, the mentor will guide them through the Nazarene steps toward ordination and provide feedback, coaching and guidance as they progress in ministry. This person should be an Ordained elder in the Church of the Nazarene.   For a non-Nazarene who might be taking our Course of Study, this should be an Ordained elder from their own group.

It will be part of the enrollment process to make sure the cohorts and coach / mentors are identified.   There should be a mechanism at each educational provider to make sure that these structures stay in place and continue to function.   A person from the school should be checking on the mentor / coaches and making sure that meetings with the students are happening at least once every three months. Cohorts that have a change in members should be reformed with new members at the next class session.

Requirements

Every day bring a copy of the Bible and the Nazarene Manual (latest edition) printed or electronic. Form teams of 3 people for some activities.   When possible also form groups of 7 people as a group to role-play a church board.

The student will read the following books of the Bible and keep a journal of their readings. They will journal their daily prayer as well. This will be reported to the teacher at the end of the class.

Numbers 1-4, 1 Timothy, 2 Timothy, Titus (DPF-1, PRA-1))

Class Activities and Assessment

  1. 5% Journal of Bible Readings and Prayer Journal. (PRA-1)
  2. 20% Role play the activities of a Church Board,
    1. Nomination,
    2. Election,
    3. Reporting, preparation for the annual meeting,
    4. Moving the board to a decision. (This activity will demonstrate the student’s ability to budget for a project and move a board to a decision). (ACC-1, ADM-1, ADM-4)
  3. 5% Memorize the Articles of faith using Study maps – one hour. The students will demonstrate how to help members memorize the articles of faith. (DIS-13)
  4. 5% Teams read the Covenants together and discuss one of the issues raised. (LEA-9)
  5. 20% Session evaluation – The instructor will evaluate the students on various lectures on a regular basis.
  6. 5% SWOT analysis of the student’s local church. (HOL-2, LEA-5)
  7. 20% Bookkeeping and Budgets,
    1. Construct a local church budget showing income and expenses for a whole year.
    2. Make sample receipts showing how to turn these into a treasurer / bookkeeper.
    3. Do basic bookkeeping for one month’s worth of entries.
    4. Interpret two months of treasurer’s reports to a local church board.
    5. Balance sheets and supporting documents will be produced and explained by the student. (ACC-1, ADM-4)
  8. 20% Community project – The teams will develop a project to be done in the local community where the class is located.       This project will be the subject of a role play (above) with the Church Board. The team will carry out the project before the end of the class. The project can be a service or evangelism project. Teams can join with other teams if they want to do a larger project. (LEA-9)

 

 

Course Outline

History

  1. The History of the Church of the Nazarene (ADM-3)
    1. In the USA
    2. In the area this course is taught

Policy and Covenants

  1. Manual overview,
  2. Find the Manual description for various offices and list those responsibilities.
  3. The Covenant of Christian Conduct and the Covenant of Christian Character.
  4. The steps for bringing in a member into membership.
  1. The 3 basic types of Church governments used around the world.
    1. Episcopal,
    2. Presbyterian,
    3. Congregational.
    4. The overall structure of the church of the Nazarene

Administration

  1. VMOST – Vision, Mission, Objectives, Strategies, Tactics (LEA-5)
  2. Mentoring (MIN-5)
  3. Team formation (MIN-5)
  4. The process for nomination and election (Holy Leaders) (HOL-2)
    1. In a local church
    2. In a District
  5. The responsibilities of a Local Church (ADM-4)
    1. Officers,
      1. Church Board, Trustees, Stewards
      2. NMI
      3. NYI
      4. SDMI
    2. The calling of a pastor
    3. The Annual Meeting
    4. The Church Board meeting
  6. Rituals (RIT-1)
    1. Communion
    2. Weddings
    3. Funerals
    4. Baby Dedications / Baptisms
  7. The responsibilities of a District
    1. District Superintendent and officers
    2. District Assembly

Finances

  1. Accountability to others / Spiritual and Financial (Tithing)
  2. Budgets and reports
    1. To the Local Church
    2. To the District
  3. Statistics and reports (ADM-4)
    1. To the Local Church
    2. To the District

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