About The Learning Collective
TeachingThe course will require participants each month to undertake a set of tasks ranging from listening to a podcast, journalling, reading, reflecting, or even going for a contemplative walk. You will be expected to attend all the sessions as this will contribute to a rich learning environment where we learn from each other and build relationships across our churches and Associations.
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Course AimsThe course will give students an opportunity to deepen their understanding of faith and develop skills in ministry and mission. It will equip local leaders to offer their gifts to the world.
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Rev Jane Day
Jane is working closely with a team of dedicated people who are committed to equipping local leaders. 
Rev Jane Day Course Tutor Tutor |
Isabella Senior Baptists TOgether Young Leaders' Development
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Learning Outcomes
- To provide leaders an opportunity to discuss mission and ministry in today’s context with other leaders from across Baptists Together.
- To enable leaders to reflect on their churches and communities and engage in reflection and reflexivity practices.
- To enable leaders to grow in their understanding of mission, pastoral leadership, bible, doctrine, Baptist history, reflective practice, and spirituality.
- To give leaders an opportunity to deepen their faith and spirituality.
Certification
The Learning Collective contributes to the academic and spiritual component of becoming a Recognised Local Minister (RLM). If you are thinking about recognition in this way, you are encouraged to talk to your church leadership and one of the Regional Ministers to find out what is involved.
All students who complete all modules will be invited to celebrate and awarded a certificate at a garden party in the grounds of Regent’s Park College, Oxford in the summer.
All students who complete all modules will be invited to celebrate and awarded a certificate at a garden party in the grounds of Regent’s Park College, Oxford in the summer.
Assessment Methods for
Recognised Local Minister
Participants put together a portfolio of assessments that reflects the breadth of the curriculum. Some individual assessments may focus on one aspect of the curriculum, others may cover a number of aspects. However, a central hallmark of the portfolio as a whole will be its focus on reflective practice and reflexivity.
Participants produce a portfolio of, typically, 10 pieces of their own work. The modes of assessment may vary in order to pay attention to the different learning styles.
Examples in the overall portfolio include
In addition, participants include in their portfolio one further piece of work in which others comment on an element of their practice, and the participant reflects briefly on these comments. Those commenting should have experienced the candidate, for
example, leading a community event, engaging in pastoral visiting, preaching or leading a service. They could be from the participant’s context, the association or the college.
Participants produce a portfolio of, typically, 10 pieces of their own work. The modes of assessment may vary in order to pay attention to the different learning styles.
Examples in the overall portfolio include
- a reflection on your spiritual journal
- an exploration of an issue in ministry in the light of the Declaration of Principle
- a reflection on ministry in the light of The Marks of Ministry
- their ability to use methods of theological reflection carefully
- their ability to reflect on their own spirituality and its ongoing development
- their ability to interpret the Bible appropriately
- their ability to articulate themes in Christian theology and how they relate to contemporary experience.
- their ability to connect themes in Baptist history and principles and in wider Christian theology to their practice and context
- their ability to understand cultural contexts appropriately
- their ability to share in God’s mission appropriately and to reflect upon this
- their ability to engage in appropriate contextual practices in their ministry
In addition, participants include in their portfolio one further piece of work in which others comment on an element of their practice, and the participant reflects briefly on these comments. Those commenting should have experienced the candidate, for
example, leading a community event, engaging in pastoral visiting, preaching or leading a service. They could be from the participant’s context, the association or the college.
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