First Call Theological Education in the ELCA

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Summary of Synod Reports of Year 2002

What do we know about FCTE across the church at this time in its history?
1. Approximately 1000 first call participants are involved in FCTE during their first three years of call to public ministry. Numbers within the three “classes” are about equal.

2. Reasons given for first call leaders not participating are (by percentage who rated this as number one reason):

• Congregational schedule conflicts or emergencies (77%)
• Not interested (50%)
• Personal health or family concerns (43%)

3. Actions that synods take to encourage participation (in order of frequency):

• Initial letters/calls/e-mail to congregations (call committee or other leaders) (85%)
• Reminder letters, etc. to those not participating (72%)
• Orientation sessions for first call leaders (64%)
• Promotion of FCTE in synod newsletters (40%)

4. Average of 2.7 colleague groups per synod are active and most involved for three years.

5. By and large, learning covenants are not being used or collected.

6. Most frequently stated range of money expected from FCTE leaders or their congregations is $150 - $250.

7. Average synod contribution to FCTE is $1800; a plurality of synods have a line item for FCTE in their budgets.

8. Synod/regional profile of how FCTE is carried out:

• Planning team that includes FCTE participants (51%)
• A three-year cycle of core events and topics (55%)
• One core event a year (72%)
• Local leaders primarily utilized (64%)
• Programming which is essentially the same for all “classes” at an event (83%)
• Use of colleague groups (87%)
• Opportunities for spiritual formation/direction at event or during year (70%)
• Emphasis on understanding one’s ministry context (87%)
• Personal growth issues (health, personality profiles, boundaries) (85%)
• Lay rostered leaders encouraged to participate (60%)
• Provision for mentoring relationships (60%)
• Attention to differences between contexts of solo pastors and multi-staff pastors (40%)
• Orientation session/event for first year “class” (36%)

9. Attention to Ministry Skills (in order of frequency):

• Evangelism/outreach efforts (57%)
• Stewardship strategies/programs (51%)
• Administration (office, committees, council, bulletins, newsletters) (45%)

10. Evaluations reported by synods from participant responses which indicate program strengths (in order of the highest rating of 5 on a scale of 1 to 5):

• Places to discuss challenging issues for the church (93%)
• Places to develop helpful relationships (72%)
• Carefully and thoughtfully planned (63%)
• Safe places to share struggles and joys (62%)
• Continually improving (57%)

11. Evaluations reported by synods which are indicate weaker program areas (in order of lowest ratings from 3 to 1 (very weak):

• Dealing with ministerial identity issues (47%)
• Times for getting to know synod staff (36%)
• Times to learn practical ministry skills/tools (36%)
• Spiritually renewing experiences (32%)
• Intellectually stimulating (23%)

12. Growing edge issues/content that needs to be more effectively addressed:

• New learning models (e.g., reflecting theologically, balancing content and process, small group discussions, having bishops share faith ministry stories)
• Holistic ministerial identity (personal health care, personal/family adjustments from seminary to first call, making a new home, clarity of ministerial identity)
• Stewardship / financial planning (personal stewardship, leadership development, practical tax and clergy status issues)
• Contextual challenges (attention to different contexts and challenges, creating networking relationships across experience/context differences, how to read one’s context)
• Curriculum for three years (clarifying specific goals for each year, more conversation with FCTE participants, more “how to” opportunities, knowledge of synod and ELCA, greater attention to long range planning)
• Missional, evangelical challenges (how to reach unchurched, “fire in belly” outreach)
• Motivating FCTE leaders (winning over reluctant participants, growing in sense of church and “churchmanship,” communicating importance of full participation)
• Synod support (cost issues, develop effective synod committee, contact with first call congregations, better reporting tools, considering new synod partners)
• Colleague / mentoring support (considering more structure around various ministry themes, dealing with fewer candidates to form groups, better preparing colleague group leaders.