Fulfilling the Call...reflection on the part of those considering seminary on the many duties and...
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Transcript of Fulfilling the Call...reflection on the part of those considering seminary on the many duties and...
FulfillingtheCallAModelforUUMinistryinthe21stCentury
APartnershipoftheUnitarianUniversalistAssociation,
theUnitarianUniversalistMinistersAssociation,andEducationDevelopmentCenter,Inc.
UnitarianUniversalistAssociationBoston
Copyright©2013bytheUnitarianUniversalistAssociationofCongregations.Allrightsreserved.TheUnitarianUniversalistAssociationofCongregationsisaliberalreligiousorganizationwithmorethan1,000congregationsintheU.S.andCanada,25BeaconSt.,Boston,MA02108‐2800.PrintedintheUnitedStatesCoverdesignbyLindsayBraydenEllisISBN:978‐1‐55896‐710‐6654321151413Copiesmaybereproducedwithoutpermission.
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TableofContentsFulfillingtheCallTaskForceMembers ........................................................................1WaystoUsetheFulfillingtheCallHandbook............................................................3Introduction...............................................................................................................................7Duty1:LeadsWorship ......................................................................................................17Duty2:OfficiatesRitesofPassage ...............................................................................21Duty3:ProvidesPastoralCareandPresence ........................................................23Duty4:EncouragesSpiritualDevelopment.............................................................27Duty5:WitnessestoSocialJusticeinthePublicSquare...................................30Duty6:LeadsAdministration ........................................................................................32Duty7:PursuesPersonalRenewalandProfessionalDevelopment............37Duty8:ServestheLargerUnitarianUniversalistFaith.....................................39Duty9:LeadstheFaithintotheFuture.....................................................................42
TheFulfillingtheCallProfilehandoutappearsatthebackofthebook.
FulfillingtheCall
TaskForceMembersRev.HowardDanaUnitarianChurchofHarrisburgHarrisburg,PA
Rev.DavidPetteeMinisterialCredentialingDirector,UUABoston,MA
Rev.Dr.AliciaGraceUniversityUnitarianChurchSeattle,WA
Rev.DonSouthworthExecutiveDirectorUUMinistersAssociationDurham,NC
Rev.AbhiJanamanchiUnitarianUniversalistsofClearwaterClearwater,FL
Rev.RobinTannerPiedmontUnitarianUniversalistChurchCharlotte,NC
Rev.NancyPalmerJonesFirstUnitarianChurchofSanJoseSanJose,CA
Rev.CherylM.WalkerUnitarianUniversalistFellowshipofWilmingtonWilmington,NC
Rev.DanielKanterFirstUnitarianChurchofDallasDallas,TX
ProfileFacilitatorsJosephIppolitoEducationDevelopmentCenterCleveland,OH
Rev.SarahLammertDirectorforMinistriesandFaithDevelopment,UUABoston,MA
JoyceMalynSmith,Ed.D.EducationDevelopmentCenterNewton,MA
Rev.HarlanLimpertVicePresidentUUMinistriesandCongregationalSupportBoston,MA
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WaystoUsetheFulfillingtheCallHandbookHowthoseconsideringministrymightuseFulfillingtheCallManytalentedpeopleconsideringseminaryandalifeofreligiousleadershipdosoquitenaturallybasedontheaspectsofministrytheyfindmostattractive—preaching,pastoralcare,congregationalleadership,orsomeotherexpressionofprofessionalleadership.Forexample,experiencinggreatpreachingattheirhomecongregationstheythink,“Icandothat—andI’dloveit!”It’sonlylaterthattheyrealizethat,importantaspreachingistoparishministry,it’sonlyonepartofwhattheydo—especiallyintheirfirstsettlement,whereturningontheboileronSundaymorningmaybetheexpectedpreludetotheworshipservice.Ofcourse,noministerisexpectedtoperformallthedutiesandtaskslistedintheFulfillingtheCallgridmuchlessperformthemallatthesameexpertlevel.Butdeepreflectiononthepartofthoseconsideringseminaryonthemanydutiesandtasks,ideallyinconversationwiththosealreadyservingintheareaofministrytheyareconsidering—parish,community,whatever—canbeinstructive.Onecandiscernone’suniqueinterests,gifts,inclinations,andneedsinamorecomprehensivewayanddecidewhethertobegintheroadtoprofessionalministry.HowthoseinseminarymightuseFulfillingtheCallMinistrytakesonnumerousformsandoccursincountlesssettings.WhiletheFulfillingtheCallhandbookwasprimarilydevelopedbyparishandcommunityministers,itishopedthattheapproachunderlyingit—identifyingspecificdutiesandtasksofministryandexploringwhatcompetencelookslike—mightbeappliedtomultiplesettingsforministriesaseminarianmightconsider.Seminarianswouldbenefitfromreflectingonthedutiesandtasksofministry,reflectingontheresponsibilitiesalreadymanagedinpreviouspaidandvoluntarypositions,anddeterminingwhichareasofstudyaremostimportanttopursueandinwhatorder.Someonewithsignificantpublicspeakingexperiencelikelyhasnailedtheportionsoftherubricsdealingwith“maintainingcomposure,”“presentingoneselfasconfidentandcompetent,”and“employinggesturesandvoiceinflection”andthereforecanfocusattentionon“conveyingministerialauthorityandpresence”and“invokingasenseoftheholy.”Literallyassessingone’scurrentlevelofcompetenceineachofthedutiesandtasksandseekingoutopportunitiestoenhanceone’sskillsonthoseareasofneedcanhelpguidetheseminariantowardamorefocusedandproductiveeducationalexperience.
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HowcurrentministersmightuseFulfillingtheCallAhumanresourceprofessionalwasonceaskedthemajordifferencebetweenrecentcollegegraduatesandthoseintheworkforcefortenormoreyears.“Recentgraduatestendtothinktheydoeverythingwell.Seasonedworkersare,notsurprisingly,moremature.Theyhavegainedgreaterinsightintotheirstrengthsandweaknesses.”ThosecurrentlyservinginacommunityorcongregationalsettingcanusetheFulfillingtheCallhandbooktocandidlyassessthemselvesperiodicallythroughouttheirministryandreflectupontheareasinwhichtheywishtogrow—andinwhatorder.Puttingtogetheraself‐developmentplan,theymaywishtoseekoutcolleagues,trustedcongregants,membersoftheCommitteeonMinistry,orasupervisorforcoachingormentoring.Theymaywishtoseekonlineclassesorworkshopsatnearbyseminariestoaugmenttheirself‐study.HowevaluationbodiesmightuseFulfillingtheCallOneofthechallengeswithwhichcongregationsandcommunityorganizationscommonlystruggleisdetermininghowtoprovidespecific,usefuldevelopmentalfeedbacktotheirminister.TheFulfillingtheCallhandbook,usedthoughtfullyandrespectfully,canprovidethetooltodothat.Evaluationbodiesmaywanttocollectivelyrevieweachofthedutiesandtasksoftheirminister,circlingthelevelatwhichtheyviewtheminister’slevelofcompetency.Becausemanyofthespecifictasksareoutsidethepurviewofthoseconductingtheevaluation,a“NotDirectlyObservable”designationwouldneedtobeusedoften.HowsearchcommitteesmightuseFulfillingtheCallMinisterialsearchcommitteeshopefortheperfectcandidateinthesamewaythatcandidateshopefortheperfectchurch.Neitherexists.ButsearchcommitteescanusetheFulfillingtheCallhandbookandspecificallythedutiesandtaskstodeterminespecificallywhatqualitiesandskillsaremostdesired,literallylistinginpriorityorderwhereDuty1—LeadsWorship—standsinrelationtoDuty3—ProvidesPastoralCareandPresence.Thesearchcommittee,inadditiontorankorderingtheneedsofthecongregation,cangainagreaterlevelofappreciationforthebreadthanddepthofskillsneededforeffectiveministryandbemorerealisticindeterminingwhereahigherlevelofexpertiseisneededandwherethegiftsofthecandidatecancontinuetogrowovertime.Inthemeantime,theministermaywanttoconductaself‐evaluationusingthesameprocessofcirclingthelevelofcompetencytheministerbelieveshasbeenachieved.
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Wheretherearedifferences,conversationscanoccurandplansdevelopedforimprovement.Keytoeffectiveuseofthehandbookasanevaluativetoolisrecognitionthatnominister,justlikenocongregationororganization,candoeverything,norcantheyperformalldutiesatthesamehighlevelofcompetence.Therefore,goodjudgmentandgoodintentionsarecrucialtotheeffectiveuseofthehandbookasanevaluativetool.HowtheMinisterialFellowshipCommittee(MFC)isusingFulfillingtheCallTheMinisterialFellowshipCommittee(MFC)iscurrentlyundertakingamulti‐yearprocessofreviewingandrevisingthecompetenciesrequiredforthecredentialingofministers.WhiletheMFCwillcontinuetorequireacademicabilityaswellasappliedknowledge,FulfillingtheCallprovidesaconsideredapproachtothedutiesandtasksrequiredfor21stcenturyministryinourfaith.Inaddition,therubricswillallowtheMFCnewinsightsintothebaselinecompetencytheyarelookingforinsuccessfulcandidatesforUUministry,aswellasforthosecrossingthethresholdintofinalfellowship.FulfillingtheCallismorethananassessmentframework;itisapotentiallytransformativelookatthedepthandbreadthoftheappliedartofUnitarianUniversalistministry.HowtheUUAisusingFulfillingtheCallThecreationoftheFulfillingtheCallhandbookgrewoutoftheStrategicReviewofProfessionalMinistriesstudyconductedin2008.Amongotherthings,thestudyencouragedacloserrelationshipbetweentheUnitarianUniversalistMinistersAssociationandUUAstaffinidentifyingwaysinwhichthetwocouldworktogethertosupporttheprofessionalministriesofourmovement.ThebroadrangeofministersinvolvedincreatingFulfillingtheCallhavechallengedboththeUUAandtheUUMAtocontinuehavingtheirstrategiesandtacticsinformedbywhatFulfillingtheCalldeterminedwasamodelforministryinthe21stcentury.HowtheUUMinistersAssociation(UUMA)isusingFulfillingtheCallThemissionoftheUUMAistonurtureexcellenceinministrythroughcontinuingeducation,collegialityandcollaboration.TheFulfillingtheCallhandbookwillbehelpfulinallthreeareas.OurCENTER(ContinuingEducationNetwork,Training,Enrichment,Renewal)Committeeisresponsiblefordesigninganddeliveringcontinuingeducationprogramstoourmembers.TheywillbeusingtheHandbooktoassistinplanninganddevelopingfuturetraining,coachingexpertise.Wewillencouragecolleaguestousethehandbookinchaptersandclusterstoshareideas
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andfeedbackandwewillworkcloselywiththeUUAandotherreligiousprofessionalgroupstoassistindesigningtoolsandresourcestosupportthedutiesandtaskscriticaltoministry.
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IntroductionFulfillingtheCall:AModelforUnitarianUniversalistMinistryinthe21stCenturyistheproductofayear‐longpartnershipbetweentheUnitarianUniversalistAssociation(UUA),theUnitarianUniversalistMinistersAssociation(UUMA),andEducationDevelopmentCenter,Inc.(EDC).Employingamethodologyutilizedbymanydifferentprofessionals,theinitiativewaslaunchedtodescribethedevelopmentalstagesofexcellenceforUUministersoverthearcoftheircareers.
EDCisaglobalnonprofitorganizationthatdevelops,delivers,andevaluatesinnovativeprogramstoaddresssomeoftheworld’smosturgentchallenges.Workingwithpublic‐sectorandprivatepartners,EDCworkstoimproveeducation,healthpromotionandcare,workforcepreparation,communicationtechnologies,andcivicengagement.EDCcurrentlymanages250projectslocatedin23countries.WithinitsLearningandTeachingDivision,EDCseniorstaffbringmorethan20yearsofexperiencedevelopingtoolsthatdefinenew,emergingprofessions,aswellastraditionalprofessionsundergoingsignificantchange.
FulfillingtheCalldrawsupontheexpertiseandexperienceofataskforceofUUministersrepresentingavarietyofministerialstructuresandsettings.TheframeworkbuildsuponpreviousworkdevelopedbyEDCinpartnershipwithRomanCatholicclergy.1Itdemonstrateshowbestpracticesinoccupationalanalysisandperformance‐basedassessmentcanbeadaptedtoaddressthechangingnatureofUUministry.FulfillingtheCallprovidesanewresourceforclergyandlaityaliketoviewandunderstandtheexpectationsplaceduponthe21stcenturyUUminister.
FollowingtheprocessEDChasemployedwithotherprofessions,theUUA/UUMA/EDC
teamfocusedtheirdiscussionsaroundthedevelopmentoftwodocumentsthatoutlineanewframeworkforUUMinistry.ThesedocumentsincludeaprofileofaUUministerandacollectionofperformance‐basedrubricsthatarealignedtotheprofile.TheprofileportrayswhatitisthataneffectiveUUministerisexpectedtoknowandbeabletodo.Theperformance‐basedrubricsprovideguidanceforassessinghowwellaministerperformstheministerialresponsibilitiesoutlinedintheprofile.
1Inseparateprojects,EDCworkedwithpanelsofRomanCatholicprieststocreateministerialprofilesandperformance‐basedrubrics.SeeJ.Ippolito,M.Latcovich,&J.Malyn‐Smith,InFulfillmentofTheirMission:TheDutiesandTasksofaRomanCatholicPriest(NewYork:NCEAPublication,2008)andJ.Ippolito&J.Malyn‐Smith,InFulfillmentofOurMission:TheMinisterialResponsibilitiesofaParishPriest(Edinburgh,Scotland:ArchdioceseofSaintAndrewsandEdinburgh,2011).
DevelopingtheprofileofaUUminister TheUUA/UUMArecruitedadiversegroupofministerstoserveasataskforcefortheproject.Criteriaconsideredinselectingtheseministersincludedgender,racial/ethnicbackground,age,geographiclocationofministry,sexualorientation/identity,anddiversityofministrysetting.Thetaskforcewascomprisedof:theRev.HowardDana,UnitarianChurchofHarrisburg,Harrisburg,PA;theRev.Dr.AliciaGrace,UniversityUnitarianChurch,Seattle,WA;theRev.AbhiJanamanchi,UnitarianUniversalistsofClearwater,Clearwater,FL;theRev.NancyPalmerJones,FirstUnitarianChurchofSanJose,SanJose,CA;theRev.DanielKanter,FirstUnitarianChurchofDallas,Dallas,TX;theRev.SarahLammert,DirectorforMinistriesandFaithDevelopment,UUA,Boston,MA;theRev.HarlanLimpert,VicePresident,UUMinistriesandCongregationalSupport,Boston,MA;theRev.DavidPettee,MinisterialCredentialingDirector,UUA,Boston,MA;theRev.DonSouthworth,ExecutiveDirector,UUMinistersAssociation,Durham,NC;theRev.RobinTanner,PiedmontUnitarianUniversalistChurch,Charlotte,NCandtheRev.CherylM.Walker,UnitarianUniversalistFellowshipofWilmington,Wilmington,NC.EDCwasledbyJoeIppolito,SeniorProjectDirector,andDr.JoyceMalyn‐Smith,ManagingProjectDirector.
Oncethetaskforcehadbeenassembled,EDCprovideditwithguidanceforcreating
“learningoccupation”statements.The“learningoccupation”isaconceptEDChasadaptedfrombestpracticesinworkertraininginGermanyandotherEuropeancountries.2Alearningoccupationisaninventedconstructthatdoesnotexistintheworkplace;nordoesitcorrespondtoaspecificoccupationaltitleordescription.Rather,itrepresentsthecombinationofalltasks,knowledge,skills,andattributesrequiredtoperformarangeofjobfunctionsconductedinagroupofrelatedreal‐lifeoccupations.Ineffectitisanoccupationaldefinition,whichservesasthefoundationforallsubsequentdiscussion.Eachtaskforcememberdrafteda“learningoccupation”statement.
Atthefirstmeetingofthetaskforce,thegroupoflearningoccupationstatementswas
reviewedanddiscussed.Ultimately,thetaskforceagreeduponthefollowingstatement:
Inspiredbythatwhichissacred,informedbytheologicalreflectionandspiritualpractice,andgroundedinUnitarianUniversalistfaithandtraditions,aUnitarianUniversalistminister/
clergypersonservesandleadspeopleincongregations,communities,andinotherinstitutions(e.g.,hospitals,military,schools,communityorganizations,andprisons)throughworship,rites
ofpassage,pastoralcare,teaching,administration,andpublicwitness. ThedefinitionofthelearningoccupationstatementbecamethesubjectofamodifiedDACUManalysisfacilitatedbyEDC.DACUM(DevelopingACUrriculuM)3isamethodfor
2 JudithLeffandMonikaAring,GatewaytotheFuture:SkillStandardsfortheBioscienceIndustry(Newton,MA:EducationDevelopmentCenter,Inc.,1995),27.3RobertE.Norton,DACUMHandbook(Columbus,OH:OhioStateUniversity,1997).TheDACUMprocesshasbeenwidelypromotedbyRobertE.NortonandtheCenteronEducationandTrainingforEmploymentatOhioStateUniversity.
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practitionersinanoccupationalfieldtoidentifythemajorareasofworkandtheconstituenttasksthatdefinesuccessfuljobperformance.MethodslikeDACUMrestuponthreebasicprinciples:• Expertworkerscandescribeanddefinetheirjobmoreaccuratelythananyoneelse.• Aneffectivewaytodefineajobistopreciselydescribethetasksthatexpertworkers
perform.• Alltasks,inordertobeperformedcorrectly,demandcertainknowledge,skills,resources,
andbehaviors.
TheDACUMprocessitselfwasatwo‐day,guideddialogueduringwhichthetaskforcesoughttoidentifyalltheresponsibilities(largeandsmall)incumbentuponanindividualfittingthedescriptionofthelearningoccupation.Theseministerialresponsibilitieswereexpressedinbriefstatementsthatdescribeconcrete,observableactivitiesusingasingleverbandobject.Thefinalwordingofeachstatementwasachievedthroughgroupconsensus.ThepurposeofthisexercisewastoachieveahighdegreeofspecificityandclarityinthedescriptionsofactivitiesperformedbyaUUminister.
Onceallactivitieshadbeenidentified,thetaskforceorganizedthemintomajorareasof
ministerialresponsibilities(i.e.,duties)andtheirconstituenttasks.Thisorganizationofdutiesandtasksisdepictedasamatrixintheministerialprofile.Whilethetaskswithdutiesarenotorganizedintermsofpriorityorimportance,thetaskforcedidtrytoarrangetheminalogicalsequenceifatallpossible.Tocompletetheprofile,thetaskforceidentifiedthoseelementsthatenableaministertoperformtheseactivities.Inshort,theseinclude:
• alistoftheskillsandknowledgenecessaryforaministertoperformhis/her
responsibilities• alistofthebehaviors,orattributes,demonstratedbyasuccessfulminister.Thetaskforcedidnotintendtheseliststobeexhaustive,howevertheybelievedthat
theyprovideafairlycompletepictureofwhatskills,knowledge,andbehaviorsaneffectiveUUministerislikelytoexerciseinministry.Lastly,thetaskforceidentifiedmajortrendsandconcernsthathelpdefinethecurrentcontextinministry.
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ValidatingtheprofileTheprofiledevelopedbythetaskforcewasbroadlydisseminatedtoUUclergythroughoutthecountrytoenablethemtoreviewandcommentonit.EDCadaptedtheonlinesurveyithasusedtovalidateoccupationalprofilesfromavarietyofprofessionsincludingRomanCatholicpriests,criminalinvestigators,andsocialtechnology‐enabledprofessionals.UUAadministratorsreviewedthesurveytool,suggestedmodificationsinlanguage,anddisseminatedit.UUministershadanopportunitytoreviewtheprofileandcommentonitoverasix‐weekperiodbetweenFebruary28andApril9,2012.
TheaimofthisvalidationprocesswastoensurethattheprofileauthenticallyrepresentstheworkofaUUministerandthatithasbroadapplicability.Thesurveyaskedrespondentstodofourthings:
• providebasicdemographicdataaboutthemselvesandtheirministry• determinetheimportanceofeachidentifiedtaskintheperformanceoftheirministry• identifythefrequencywhicheachtaskisperformed• reviewtheadditionallistsdevelopedfortheprofile(skillsandknowledge;behaviors;
resources;andcurrentcontext).
Thecombinationofimportanceandfrequencyscoreswereusedtounderstandthe“viewfromthefield”oftheprioritiesofministerialwork.Respondentswereaskedtorevieweachofthedutiesandtasksidentifiedintheprofileandtoindicatehowimportanttheybelievedeachtasktobeandhowfrequentlytheyperformedthem.ThesurveyprovidedaLikertscalefordescribingtheimportanceofataskthatincludedthecategories“Essential,VeryImportant,Important,andSomewhatImportant.”Similarly,aLikertscalewasprovidedtodescribethefrequencybywhichtaskswereperformed.Thecategoriesforthissecondscalewere“Daily,Weekly,Monthly,Rarely,andNotApplicable.”
Respondentswerealsogivenanopportunitytoprovideexamplesofskills,knowledge,andbehaviorsthattheybelievedneededtobeaddedtothelistscreatedbythetaskforce.Afinalsectionofthesurveyallowedrespondentstocommentontheprofileasawhole.
Atotalof381individualsansweredatleastsomeportionsofthesurvey,with296
(77.7%)completingtheentiresetofquestions.Nearly25%(63)ofthe256respondentswhohadtheoptionofidentifyingthemselvesasa“ministerinacommunityministrysetting”didso.Lessthan7%(16)ofthe254respondentsabletoselect“retired”asanoptiondidso.Othercharacteristicsofsurveyrespondentsincluded:
• amajority(54.3%)haveservedintheministrymorethan10years• amajority(55.6%)are55yearsofageorolder• anoverwhelmingmajority(90.6%)identifythemselvesethnicallyaswhite
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• largemajoritiesindicatethattheyholdabachelor’sdegree(80.9%)andamasterofdivinitydegree(89.1%)
• morethanthreequarters(77.7%)hadacareerpriortobecomingaminister.
TheresponsesofthosecompletingthesurveyprovidestrongaffirmationthatthetaskforceaccuratelyarticulatedtheworkofaUUministerasdefinedbythelearningoccupation.Nevertheless,afterreviewingthecommentsofrespondents,thetaskforcedidmakeseveralminoradditionsandchangesinlanguagetofinalizetheprofile.
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ReadingtheprofileThecoreoftheministerialprofileisthetwopagematrixthatdefineswhotheUUministerisandarticulateswhatitisthattheUUministerisexpectedtodo.Thetaskforce’sdefinitionofaUUminister(AKA,“thelearningoccupation”)isprintedontopofthematrixandisintendedtobegeneralenoughthateveryUUministercan“see”him/herselfinit.
ThematrixitselforganizestheactivitiesofaUUminister,asdefinedbythetaskforce,intomajorresponsibilities(duties)andtheirconstituenttasks.ThetaskforcegeneratedthiscollectionofactivitiesintendingtobecomprehensiveandwithoutintendingtoimplythatanyoneUUministerwouldperformeverysingleoneofthem.
Theninedutiesarelistednumericallyonthefarleftcolumnandrepresentmajorareasofwork.Theyinclude:
1. Leadsworship2. Officiatesritesofpassage3. Providespastoralcareandpresence4. Encouragesspiritualdevelopment5. Witnessestosocialjusticeinthepublicsquare6. Leadsadministration7. Pursuespersonalrenewalandprofessionaldevelopment8. ServesthelargerUnitarianUniversalistfaith9. Leadsthefaithintothefuture
Thetasksrunhorizontaltothedutiesinadjacentcolumns.Eachtaskisreferencedwiththe
dutynumberandletter.Forexample,thetask“Preparesholisticandinclusiveworship,liturgy,andrituals”isreferencedas1A,indicatingitisthefirsttaskforDutyOne.Similarly,thetask“Createsritualsformajorlifetransitions”isreferencedas2AtoindicatethatitisthefirsttaskofDutyTwo,etc.Theorderofthetasksdoesnotnecessarilyreflecttheirimportance.
Theknowledge,skills,andbehaviorsthatenableaUUministertobeeffectivearelistedalphabeticallyonthelastpageoftheprofile.Thelistsarenotintendedtobeexhaustivebutrepresenttheconsensusofthetaskforce,withadditionsdrawnfromtheresultsofthevalidationsurvey.Thelistoftrends,opportunities,andconcernsprovidesasnapshotofsomeoftheforcesconfrontingthepracticeofministry.
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Developingtherubrics Forthepurposesofthisproject,arubricisunderstoodtobeascoringtoolthatspecifiesthelevelofperformanceexpectedforseverallevelsofquality.Rubricsillustratedegreesofeffectivenessinperformingataskbycontextualizingthattaskinstatementsthatdescribespecific,observableactivity.Usingamethodologythathasbeensuccessfulacrossanumberofprofessions,EDCguidedthetaskforcethroughaprocessthatresultedinthedevelopmentofaperformancerubricforeachoftheduties.
Designingperformance‐basedrubricsrequiresdraftinglanguagethatillustratesvarious
stagesofworkactivity.WithinEDC’sprocess,thisinvolvesthecreationof“actionstatements.”TheuseofactionstatementstofurtherdefineworkhasgrownoutofEDC’sprojectsinvolvinghelpingprofessions,whereeffectiveinteractionwithclientstypicallydemandsthatworkerspossessspecialattributeslikecompassion,activelistening,andtheabilitytoempowerindividualstomaketheirowndecisions.Thedegreetowhichtheseattributesexistprovestobedifficulttoevaluate.However,whentheseattributesareviewedwithinthecontextofthework,theirpresenceismoreeasilydiscerned.Determiningforexamplewhetherornotanurseoffershisservices“compassionately”ismoreeasilydetectedifwearepresentedwithexamplesofwhatcompassion“lookslike”whentreatingapatient.Thepurposeofactionstatementsistoprovideimportant,additionalinformationaboutajobthatallowssomeonetobetterunderstandwhatoccursintheperformanceofoccupationalresponsibilities.
Thissameprocessofcreatingcontextualizedexampleswasperformedbythetaskforce.As
thetaskforceconsideredtheactivitiesithadarticulatedintheministerialprofile,itdevelopedhundredsof“actionstatements”that:
• describeconcreteactivity• describeobservableactivity• beginwithandincludeonlyoneverb• describeactivityusinglanguagethatisspecificandgermanetoUUministry• includeparentheticalexamplestomorefullyillustratetheactiondescribed• avoidusing“evaluative”terms(suchas“adequate,”“appropriate,”“sufficient”).
Thecollectionofactionstatementsgeneratedbythetaskforceprovidedtherawmaterial
neededtoconstructrubricsalignedtothedutiesoutlinedbytheprofile.Foreachofthenineduties,thetaskforcereviewedallpertinentactionstatementsandthen,painstakingly,arrangedtheminsequencesthatillustratedevelopmentallevelsofperformancemastery.Inmanyinstances,thetaskforcedevelopedadditionalactionstatements,orrevisedthewordingofactionsstatements.Throughseveralreviews,thetaskforcesoughttohaveeachrubricillustrateclearlyandpreciselyaprogressionofministerialperformance.
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Readingtherubrics Therubricsforeachdutyareorganizedfollowingtheformatbelow:
DUTYPerformance
AreasandAssociatedTasksfromthe
Profile
LevelOne
BasicCompetence
LevelTwo
ApproachingProficiency
LevelThree
Proficiency
LevelFour
Expert/Exceptional
PerformanceStatements
PerformanceStatements
PerformanceStatements
PerformanceStatements
Thefarleftcolumnontherubricchartsliststheperformanceareaforthedutybeinganalyzed.Performanceareasintegrateoneormoreministerialtasks,whichareindicatedbeneaththeperformanceareainthefarleftcolumn.
Thecolumnstotherightoftheperformanceareapresentfourperformancelevelsthatshowincrementallevelsofeffectiveness.Theselevelsrangefrombasiccompetence,approachingproficiency,proficiency,andexpert/exceptional.Bydefinition,the“basiccompetence”levelrepresentstheperformanceofwhatwouldgenerallybeexpectedofarecentgraduatefromseminary.Onewouldseethepotentialpresenceofpastoralskillsthatstillrequirefurtherdevelopment.Theleveldesignatedas“approachingproficiency”indicatesamorehighlydevelopedskilllevelandamoremature,integratedministerialexperience.Thelevelof“proficiency”providesexamplesofthatdescribeastageofskilldevelopmentexpectedofaneffectiveminister.Thisissomeonewhoisabletointegrateandtoapplyministerialskillsandknowledgetosolvecomplexproblems.Finally,theperformancelevel“expert/exceptional”includesstatementsthatindicateexemplaryserviceandministry.Inmanywaystheministerbecomesarolemodelandministertohispeers.
Eachperformancelevelincludesseveralperformancestatements(AKAaction
statements).Theperformancestatementsillustratelevelsofeffectivenesswithintheperformancearea.Theyare,ineffect,performanceindicators.Whenusedtoassessperformance,performancestatementspresumemasteryoftheperformancelevelstotheright.Inotherwords,forexample,withinalineofarubric,beingproficientatataskpresumesbeingabletodotheactivitiesdescribedatthebasiccompetenceandapproachingproficiencylevels.
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Usingtheprofileandrubrics Thetoolsdevelopedbythetaskforcehavethepotentialtobeusedinavarietyofways.Forexample,theprofileandrubricsmightbeusedas:
• aresourceforaplannedministerialcredentialingcompetencyreviewbytheMinisterialFellowshipCommittee
• aresourcefortheUUMAandUUAtodeveloprelevantcontinuingeducationprogramsforclergy
• aresourcetobeusedintherecruitmentofprospectivecandidatesfortheministryandasanaidinhelpingthosecandidatesdiscerntheirvocation
• aframeworkforreviewingseminarycurriculumtodetermineitsrelationshipandapplicabilitytotheworkofministryasdefinedbythoseinthefield
• aframeworkfordevelopinglearning/servingagreementsforinternsandtheirsupervisors
• aresourceforministerstoconductaself‐assessmentanddevelopaplanforprofessionaldevelopment
• aresourceforministerstoassesstheirministryintandemwithcolleaguesorlaypersons• aguideforsearchcommitteesandministriesoncommitteeslookingtobetter
understandthetasks,duties,andoveralldevelopmentaltrajectoryofprofessionalministry
• aresourcetoprovokeconversationsaboutstewardshipamongclergyandlaityalike.
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ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/
Exceptiona
lDevelop
san
awaren
essof
multiculturaland
multigene
ration
al
approa
chesto
worship.
Dem
onstrates
unde
rstand
ingof
cultu
ral
misap
prop
riation(e.g.,
usessacredmusicfrom
an
othe
rcultu
rewith
no
attributionor
explan
ation).
Createsaworshipservicetha
tde
mon
stratesmulticultural
andmulti‐gen
erationa
lsensitivity.
Diversifie
sworship
togivevoiceto
trad
itiona
lly
margina
lized
pe
ople.
Createsan
orderofservice.
Instructsthe
participan
tsregarding
theflo
wofw
orship
service(m
usicians,lay
worshiplead
ers,
interns).
Collabo
rateswithpa
rticipan
ts
indesigningthe
worship
service.
Teache
sothe
rs
abou
tworship
theo
ryand
design.
LEADS
WORSH
IP
(Include
stasks
A,C,D,E,
G,H)
Ensuresworshipspa
ceisprepa
red
forworshipservice(e
.g.,prop
erly
cleane
dan
dsetup
,techn
olog
yfunction
ing).
Maxim
izespoten
tialof
theworshipspa
ce(e
.g.,
adjustssoun
d,
techno
logy,lighting
giventhelim
itation
sof
thespace).
Ensuresthataesthetics
enha
ncetheworship
expe
rien
ce.
Collabo
rateswith
mem
bersand
profession
alsto
designworship
spaces.
DUTY1
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|19
DUTY
1:LEA
DSWORSH
IP
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Prep
aressermon
top
ic,o
utline,
conten
t,script.
Review
sdrafta
lone
or
withothe
rsfo
rsuggestion
sfor
improv
emen
ts.
Completessermon
prep
arationinan
efficientm
anne
r(e.g.,
balanceswithothe
rrespon
sibilities).
Ada
ptsserm
onprepa
ration
stylean
dconten
tin
respon
setofeed
back.
Re
searchessermon
topicusing
books,periodicals,interne
t,
person
alexperience.
Employsasystem
for
balancingdifferen
ttype
sofsermon
s(e.g.,
pastoral,p
roph
etic,U
U
history,lifeissues).
Deliversserm
onth
atis
emotiona
llyfu
lfilling
,spiritu
allynurturing
,an
dintellectua
lly
stim
ulating.
Men
torsotherstodeliver
tran
sformativeserm
ons.
Stayson
top
ic.
Maintainsth
epe
ople’s
interest.
Inspirespeo
plewith
wordsand
presence.
Gen
eratestran
sformationa
lexpe
rien
cetha
tmov
es
peop
leto
takecon
crete
actio
nsto
cha
ngetheirlives.
Co
mmun
icatesclearly(e
.g.,makes
eyecontactan
den
unciates).
Employsgesturesand
voiceinfle
ction.
Engagesfullrang
eof
deliveryskills(e.g.,
bodym
ovem
ent,fa
cial
expression
s,and
voice).
Dem
onstratesfacilitywith
multip
lepreaching
styles
(e.g.,extempo
rane
ous,
prop
hetic,pastoral).
PREA
CHES
SERMONS,
HOMILIES,
AND
REFLEC
TIONS
(Include
stasksB,F)
Maintainscom
posure.
Presen
tsone
selfas
confiden
tan
dcompe
tent.
Conveysministerial
authorityan
dpresen
ce.
Invokesasenseofthe
holy.
DUTY1
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|20
DUTY
1:LEA
DSWORSH
IP
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
DEV
ELOPS
LA
YWORSH
IP
LEADER
S (Include
staskI)
Find
sresourcesab
outlayworship
lead
erprogram
s.
Recruitspeo
plewho
ha
veinterestinand
capa
bilitiesforplan
ning
orparticipa
tingin
worship.
Trainsvolun
teersinth
eelem
entsand
lead
ershipofw
orship.
Createsaministryoflay
worshiplead
ership.
PROTECT
SFR
EEDOM
OFTH
EPU
LPITAND
PEW
(Include
staskJ)
Articulatesth
ehistory,trad
ition,and
theo
logicalbasisofthe
con
ceptof
“freed
omofthe
pulpita
ndpew
.”
Edu
catesthe
congregation
onthe
historyan
dtrad
itionof
“freed
omofthe
pulpit
andpe
w.”
Ensurestheap
plication
andcontinuityofthe
“freed
omofthe
pulpit
andpe
w”(e.g.,
respon
dscon
structively
toth
osewho
cha
lleng
ethetrad
ition).
Men
torsfu
ture
ministersonministerial
andlayiden
tityand
au
thority.
DUTY1
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|21
DUTY
2:O
FFICIATESRITESOFPA
SSAGE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Iden
tifieslifepa
ssages(e
.g.,
childded
ications,com
ingof
age,wed
ding
s/un
ions,
fune
rals/m
emorialservices).
Researchesth
ereligioussignifican
ce
oflifepassages.
ArticulatesUUth
eologyand
historyrelevantfo
rlife
passages.
Gen
eratesth
eological
resourcesan
dscho
larshiprelatedto
lifepa
ssages.
Meetswith
participa
nts,
familym
embe
rs,frien
ds,
and/orotherreligious
profession
alstoplanrituals.
Guide
sspiritu
aland
em
otiona
lprocess
whe
nmee
tingwith
family/frien
ds.
Prep
arespeo
pleforritesof
passage
(e.g.,do
espre‐m
arital
coun
seling,involves
participan
tsinm
emorial
services).
Helpsrecipientsofth
eritualsintegratethe
expe
rien
ceintoth
eir
spiritu
allives.
Lead
sblessing
s,ritesof
passage,and
reh
earsals.
Custom
izesritesof
passage(e.g.,
rehe
arsals,
incorporateslocal
custom
s,see
ks
collegialfe
edba
ck).
Designseng
agingan
dmeaning
fulritesofp
assage.
Conn
ectsriteof
passagetothe
un
iversalhum
an
cond
ition.
PERF
ORMS
RITU
ALS
(Include
stasksA,
C,D,E,F)
Actsasanagen
tofthe
state
whe
nap
prop
riate(e.g.,
sign
ingmarriagelicen
ses,
burialdocum
ents).
Articulates
awaren
essoflocal
andstatelaws.
Discernsroleinactingasan
agen
tofthe
state.
Navigateslocal,state,
andfede
rallaw
swith
ow
nmoralcom
pass.
DUTY2
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|22
DUTY
2:O
FFICIATESRITESOFPA
SSAGE
Performan
ceArea
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Articulatesth
eim
portan
ceof
mem
bershipan
dpa
rticipationinthe
congregation
oren
tity.
Workswithstaff/
volunteersto
articulateapa
thto
mem
bership.
Designsritu
alstowelcomene
w
mem
bers.
Performsritualsthat
movepe
opleintoa
shared
visionof
mem
bership.
Iden
tifiescritical
institutiona
lmileston
es.
Engages
congregation
al
lead
ershipand
volunteersinplann
ing
fortheceremon
y.
Createscelebrationsof
mileston
es(e
.g.,bu
ilding
projects,n
eigh
borhoo
dalliances,
socialjusticeprojectlaun
ches,
etc.).
Integrateshistoric
legacywith
the
future
vision
inm
ileston
ecelebrations.
CELEBRATES
INSTITUTIONAL
MILESTO
NES
(Include
stasks
B,G,H,I)
Add
ressesthe
needto
recognizeinstitutiona
llead
ersan
dvolunteers.
Seeksexam
plesof
ritualsforrecogn
izing
institutiona
lleade
rs
andvolunteers.
Designsritu
alstorecog
nizeand
commission
lead
ersan
dvolunteers(m
ilitarycha
plains,
Boardmem
bers,significan
tvolunteers).
Instillsasenseof
shared
ministry
throughritual.
DUTY2
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|23
DUTY
3:P
ROVIDESPASTORA
LCA
REANDPRE
SENCE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Respon
dsinatimelyman
nerto
requ
estsfo
rpa
storalvisits.
Iden
tifiespa
storal
need
sinavarietyof
settings.
Providespastoralvisits
(e.g.,inhospital,
hospice,hom
e,prison,
etc.).
Establishe
sasystem
thatfa
cilitatesquick
respon
setopa
storal
need
s.
Employsrefle
ctivelistening
with
those
inneedofpastoralcare.
• Distinguishesbetween
pastoraland
therap
euticcoun
seling.
Providespastoral
coun
selingthat
facilitateshealing(e.g.,
griefw
ork,trau
ma,
addictions,sexua
lity
concerns,h
ospice,
chap
laincy,etc.).
Obtainscertificationfor
specialized
pastoraland
spiritu
alcare.
Recognizesrolesand
needsof
caregivers.
Referscaregiversto
supp
ortgrou
psand
othe
rspecialized
care.
Providesdirect
pastoralsup
portto
caregivers.
Createscaregiver
supp
ortgrou
pswhe
nno
neexist.
PROVIDES
DIREC
TPA
STORAL
CARE
(Include
stasksA,B
,I,
K)
Recognizeswhe
nan
interactionne
eds
apa
storalrespo
nse.
Respon
dstoawide
rangeofpastoral
oppo
rtun
ities.
Maintainsacon
sisten
t
pastoralpresence(e.g.,
throughwritten
notes,
coffeehou
r,m
eetings,
email,pu
blicevents,
etc.).
Createspa
storal
oppo
rtun
itiesan
dinvitation
s(e.g.,pa
storal
serm
ons,healingrituals,
classes,institu
tion
al
even
ts).
DUTY3
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|24
DUTY
3:P
ROVIDESPASTORA
LCA
REANDPRE
SENCE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Assessesim
med
iateneedsin
respon
setoatrau
ma.
Employscommun
ity/
UUresou
rcesto
help
mee
ttho
seneeds.
Add
ressestraum
ainwider
commun
itythroughritual,
worship,and
com
mun
ication
netw
orks.
Followsup
after
immed
iatecrisisispast
withpa
storaltoo
ls,
commun
ityresources,
andspecialized
ministries.
PROVIDES
DIREC
TPA
STORAL
CARE
(Include
stasksA,B
,I,
K)
Re
cognizesth
atth
ereare
differen
tculturaland
gene
ratio
nalneedsfo
rpa
storal
care(e
.g.,GLBTQ
I,marital
statusorsing
leadu
lts,gen
der
expression
,race,class,
ethn
icity,etc.).
Educatesone
’sself
abou
tdifferen
t
cultu
raland
gene
ratio
nalneeds
forpa
storalcarean
d
one’sow
nsocialand
cultu
rallocation.
Dem
onstratesmulticultu
raland
multi‐gene
ratio
nalcom
petency
indirectp
astoralcare.
Men
torsothersin
developing
multicultu
ral
andmulti‐gen
erationa
lcompe
tenciesfordirect
pastoralcare.
DUTY3
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|25
DUTY
3:P
ROVIDESPASTORA
LCA
REANDPRE
SENCE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Distinguishesbetween
publicand
private
commun
ication.
Seeksad
viceabo
ut
approp
riateform
sof
commun
ication
techno
logies.
Maintainsprofessiona
lbo
unda
ry/presencewhe
nusingvariou
scommun
ication
techno
logies(e
.g.,social
med
ia,email,Facebo
ok,
emaillists).
Men
torsotherson
how
to
maintainpa
storalpresence/
boun
darieswithevolving
commun
icationtechno
logies.
Articulatesprofessiona
lbo
unda
ries(e
.g.,UUMA,
SafeCon
gregation,and
othe
rprofession
al
associationguidelines).
Adh
eresto
professiona
lbo
unda
ries.
Holdsselfa
ndothers
accoun
tabletoprofessiona
lbo
unda
ries.
Prom
otesprofessiona
lbo
unda
ries(e
.g.,teaching
congregation
s/institu
tion
s,
servingon
UUMA
committees).
Recognizesth
ene
edto
compo
rtone
selfina
profession
alm
anne
r.
Distinguishesbetween
thesocialneedsofthe
commun
ityan
don
e’s
ownne
eds.
Maintainsm
inisterialrolein
thesociallifeofthe
institution.
Seeksop
portun
itiesto
advancetheministryofthe
institutionatsocialevents.
SETS
HEA
LTHY
BOUNDARIES
(Include
stasksC,J)
Articulatesharmcau
sedby
sexualm
iscond
uctto
individu
alsan
dcongregation
.
Iden
tifiesstep
sfor
hand
lingsexual
attraction
to/from
a
congregant.
Maintainsaplanan
daccoun
tabilitysystem
to
addresssexualattractions.
Holdsotherm
inisters
accoun
tableformaintaining
sexualbou
ndaries.
DUTY3
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|26
DUTY
3:P
ROVIDESPASTORA
LCA
REANDPRE
SENCE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Assessesthene
edfo
rlaypa
storalcare
team
s.
Createslaypa
storal
caretraining.
•
•
Man
ageslaypa
storal
carem
inistries(e.g.,lay
pastoralvisito
rs,caring
committees,grief
grou
ps,etc.).
Develop
sne
wm
odels
forlaypa
storalcare
ministries.
DEV
ELOPS
SU
PPORT
SYSTEM
S (Include
stasksE,G,H
,L)
Co
mpilescommun
ityresource
directoriesan
dreferrallists.
Buildsrelation
ships
withlocalcom
mun
ity
lead
ers,emergency
providers,and
he
althcareinstitu
tion
s.
Utilizescom
mun
ity/UU
resourcestosup
port
thepa
storalneedsin
one’sministrysetting
(e.g.,locallaw
en
forcem
ent,
emergencype
rson
nel,
addictionsgroup
s,
sexualhealth
,commun
ityhe
althand
welfare,n
ursing
,etc.)
Createsne
wresou
rces
forthelarger
commun
ity(e.g.,
supp
ortgrou
pforex‐
offend
ers,fo
odban
k,
loan
program
).
DUTY3
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|27
DUTY
4:ENCO
URA
GESSPIRITU
ALDEV
ELOPM
ENT
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Articulates
religiousedu
cation
ph
ilosoph
yan
dhistory.
IncorporatesUnitarian
Universalistvalues
intoreligious
education.
Integratesreligiousedu
catio
nintoallaspe
ctsofm
inistry
(e.g.,preachesonfaith
form
ation,lead
srefle
ction
followingsocialjustice
effort).
Develop
sne
wand
tran
sformative
religiousedu
cation
practices.
Dem
onstrates
know
ledg
eof
curren
tcurricula.
Designsareligious
educationprog
ramin
collabo
ration
with
volunteersand
staff.
Directsreligiousedu
catio
nprogramfo
rallages.
Collabo
rateswithothe
rcongregation
san
dfaith
com
mun
itiestocreatene
w
resources/curriculaforreligious
education.
PROVIDES
RELIGIOUS
EDUCA
TION
FORALL
AGES
(Include
stasksA,B
,G)
Researchesideas
forap
prop
riate
multiculturaland
multigene
ratio
nal
even
tsand
services(e
.g.,
learnsfrom
other
faith
commun
ities).
Createsacalend
arof
multiculturaland
multigene
ratio
nal
even
tsand
services
(e.g.,EarthDay
serviceproject,Diade
losMue
rtos).
Lead
seven
tsand
services
thatpromotemulticultu
ral
andmulti‐gen
erationa
lcommun
ityan
dlearning
.
Mod
elsamulticulturaland
multigene
ratio
nalapp
roachtoreligious
educationan
dallaspectsofm
inistry.
DUTY4
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|28
DUTY
4:ENCO
URA
GESSPIRITU
ALDEV
ELOPM
ENT
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Articulatesone
’sownspiritu
al
practice(e
.g.,prayer,m
editation,
journa
ling,exercise).
Maintainsapersona
lspiritu
alpractice.
Integratesone
’s
person
alspiritual
practiceintoone
’s
ministry.
Teache
sothe
rshow
todevelop
an
dmaintaintheirow
nspiritua
lpractices.
Familiarizesselfw
ithspiritual
form
ationresources(e.g.,Spiritu
al
Directors’n
etwork,
www.spiritualityand
practice.com
).
Buildsskillsfor
spiritu
alguida
nce.
Providesdirect
spiritu
alguida
nce
tosup
port
individu
alfa
ith
journe
ys.
Obtainscertificationasaspiritual
directororpractitio
ner.
PROVIDES
SPIRITUAL
GUIDANCE
(Include
stasksC,D,E,
F,Jan
d7A
)
Participatesinspiritualpractice
classes,retreatsan
dpilgrimages.
Researchesbest
practicesinlead
ing
spiritu
alpractice
classes,retreats,and
pilgrimages.
Lead
sspiritua
lpracticeclasses,
retreats,and
pilgrimages.
Develop
slead
ersan
dteache
rsof
spiritu
alpracticeclasses,
retreats,and
pilgrimages.
DUTY4
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|29
DUTY
4:ENCO
URA
GESSPIRITU
ALDEV
ELOPM
ENT
Performan
ceArea
LevelO
ne
Basic
Compe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Dem
onstrates
awaren
essof
differen
treligious
orientationsand
historical
trad
itions.
Refram
esreligious
langua
ge,images,
andsymbo
lsfrom
theirpa
stto
be
meaning
fulinane
w
way.
Providesindividu
alswith
thetoolstodecon
struct,
refram
e,and
recon
struct
religioustraditio
nsand
langua
gefrom
theirpa
st.
Men
torsotherm
inistersinhelping
pe
oplereframetheirreligious/
spiritu
alpast.
HELPS
PEO
PLE
INTEGRATETHEIR
RELIGIOUS/
SPIRITUALPA
ST
INTO
THEIR
UNITARIAN
UNIVER
SALIST
IDEN
TITY
(Include
stasksH,
I)
Dem
onstrates
know
ledg
eofUU
history,polity.
Introd
uceswisdo
m
andinspirationof
Unitarian
Universalism
throughworshipand
religiousedu
cation
.
Providesavenu
esfo
rde
epen
ingUnitarian
Universalistiden
tity.
Advan
cesscho
larshipinUnitarian
Universalisth
istoryand
polityasit
relatestofa
ithdevelop
men
t.
DUTY4
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|30
DUTY
5:W
ITNESSESTO
SOCIALJUSTICEINTHEPU
BLICSQUARE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Educatesone
selfarou
ndsocial
justiceissuesth
roughavariety
ofresou
rcesand
lenses.
Raisesawaren
essof
localand
globa
lsocial
justiceissueswithin
thecong
regation
an
d/orcom
mun
ity.
Inspiresaproph
eticrespo
nsefrom
thecong
regation
orcommun
ityto
socialjusticeissues(e
.g.,social
service,pub
licwitne
ss,advocacy).
Createsstructures
tosustainsocial
justiceefforts.
Buildsindividu
alrelationships
withsecularan
dreligioussocial
justicelead
ers.
Joinsexisting
allian
ces
toadd
resssocial
justiceissues.
Lead
scong
regation
orcommun
ity
tojo
incoa
litionsto
actonsocial
issues.
Buildsne
wallian
ces
toadd
resssocial
justiceissues.
Dem
onstratesfamiliaritywith
theprop
hetichistoryof
Unitarian
Universalism.
Conn
ectsth
ehistory
ofUUengagem
ent
withsocialjusticeto
curren
tissues.
Groun
dsth
ecalltosocialjustice
workinUnitarian
Universalist
theo
logies.
Createsne
w
scho
larship
conn
ecting
UU
socialjusticean
dtheo
logyto
faith
form
ation.
LEADS
INSTITUTION
TO
PARTICIPA
TE
INSOCIAL
CHANGE
(Include
stasksA,B
,C,
D,H
,I,J,K
,L)
Eviden
cesfamiliaritywith
emerging
com
mun
ication
techno
logies.
Expe
rimen
tswith
diversemed
iato
commun
icatefaith
ful
stan
ds/perspectives
onsocialjusticeissues.
Develop
sacommun
icationplan
em
ployingdiversemed
iato
maxim
izesocialjusticeim
pact.
Teache
sothe
rsto
advancesocial
justiceusing
emerging
commun
ication
techno
logies.
DUTY5
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|31
DUTY
5:W
ITNESSESTO
SOCIALJUSTICEINTHEPU
BLICSQUARE
Performan
ceArea
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Recognizesth
esystem
ic
impa
ctof
institutiona
lized
racism,
sexism
,ageism,
heterosexism
,classism,
privilege,etc.
Lead
sinstitu
tioninong
oing
learning
related
toissuesof
privilegeand
pow
er.
Conn
ectssocialjustice
worktoanti‐
oppressive,
multiculturalvisionof
thebe
loved
commun
ity.
Confrontssocietal
ineq
uitiesrelated
to
powerand
privilege
(e.g.,lead
ssocial
justiceorganization
s,
lead
scivil
disobe
dien
ce,creates
legislativechan
ge).
BUILDSTH
EBE
LOVED
CO
MMUNITY
(Include
stasksE,F,G
)
Familiarizesselfw
ith
localinterfaith
resourcesan
dlead
ers.
Engagesininterfaithdialogu
ean
dcommun
ity.
Prom
otespub
lic
dialog
ueacross
religiousand
value
s‐ba
seddifferen
ces.
Createsne
w
oppo
rtun
itiesfor
interfaith
unde
rstand
ingto
prom
oteajustand
compa
ssiona
tesociety.
DUTY5
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|32
DUTY
6:LEA
DSADMINISTR
ATION
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Articulatesth
evaluean
dim
portan
ce
ofm
ission
and
strategicplann
inginthe
lifeofaninstitution.
Lead
sacollabo
rative
processforcreatin
ga
mission
statemen
t.
Focusesthe
institution’sresources
andprogramstofu
lfill
themission
.
Encouragesasha
red
senseofm
ission
.
Assessesthene
edfo
rastrategic
plan
ning
process.
Initiatesastrategic
plan
ning
processth
at
integratesth
espiritua
lvaluesofthe
institution.
Guide
stheinstitu
tion
toim
plem
entits
strategicplan
.
Establishe
sstrategic
plan
ning
asan
ong
oing
practiceofthe
institution.
Assessesad
equa
cyofinstitution
’s
curren
tpoliciesan
dproced
ures.
Ensuresde
velopm
ent
ofcoh
eren
tpo
liciesan
dproced
ures(e
.g.,safety
andsecurity,p
ersonn
el,
buildinguse,etc.).
Implem
entspolicies
andproced
uresin
compliancewithlocal,
state,and
fede
rallaw
s.
Alignspoliciesan
dproced
ureswith
religiousvalue
s.
Ana
lyzesprocessescurren
tlygo
verning
internaland
externa
lcom
mun
ications.
Creates
commun
ications
processes.
Man
agesinternaland
external
commun
icationsto
enha
ncethemission
of
theinstitu
tion.
Lead
sprocessto
evalua
teeffectivene
ss
ofinternaland
externa
lcommun
ication
processesan
dstrategies.
GUIDESTHE
MISSION
AND
STRATEGIC
PLANNING
(Include
stasksA,E,H
)
Iden
tifiesmed
iaresou
rcesand
techno
logytoprom
otethemission
of
theinstitu
tion(e.g.,socialm
edia,local
newsou
tlets).
Dem
onstrates
know
ledg
eofm
edia
strategiesand
techniqu
es.
Prom
otesth
evaluesof
Unitarian
Universalism
throughtechno
logyand
themed
ia.
Createsne
w
oppo
rtun
itiestoexpress
UUvalue
sthroug
hem
erging
techn
olog
ies
andthemed
ia.
DUTY6
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|33
DUTY
6:LEA
DSADMINISTR
ATION
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Definesta
sks,jo
bde
scriptions,
expe
ctations,and
line
sof
authority.
Supe
rvises
profession
aland
volunteerstafftodo
theirworkeffectively.
Empo
wersprofession
aland
volunteerstafftowork
inde
pend
entlyan
dcollabo
ratively.
Createsministryteam
sofprofessiona
land
volunteerstaff.
Workscollabo
rativelywith
staff
tocreateshort‐and
long‐term
goals.
Sche
dulesregu
lar
mee
tingstodiscuss
workplan
s,progress
towardgoals,and
challeng
es.
Evalua
tespe
rforman
ceof
profession
aland
laystaff
basedup
onagreedup
on
workgoals.
Cond
uctsregular
evalua
tion
ofw
hole
institutiona
lsystem.
MANAGES
PROFESSIONAL
STAFFAND
VOLU
NTEER
S (Include
stasks
B,C,D
,I,K
)
Plan
sclasses,events,and
pub
lic
programsthatareinline
with
theorganization
’sm
ission
.
Develop
shu
man
resourcestocarryout
programsan
dresourcesthatwill
ensureth
eirsuccess.
Ensuresqu
alityan
dcontinuityofp
rogram
mingin
supp
orto
fthe
mission
.
Sharesbestpractices
andprogramswith
widerUUcom
mun
ities
andpa
rtne
rs.
DUTY6
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|34
DUTY
6:LEA
DSADMINISTR
ATION
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Familiarizesselfw
ith
resourcesforlay
lead
ershipdevelop
men
t.
Participatesincon
tinuing
ed
ucationarou
ndlay
lead
ershipdevelop
men
t.
Providesopp
ortunitiesfo
rlead
ershipdevelop
men
tofboa
rd
mem
bers,com
mitteemem
bers,
andothe
rlaylead
ers.
Institutiona
lizes
programofo
ngoing
lay
lead
ership
developm
ent.
Dem
onstrates
know
ledg
eof
governan
cesystemsan
dtheroleofthe
minister.
Determineshow
bestto
alignpe
rson
alskillswith
curren
tgovernan
ce
system
.
Collabo
rateswithgo
verningbo
ard
inim
plem
enting
effective
lead
ershipofthe
institu
tion
.
Conn
ectsth
eologyand
spiritu
alvalue
swith
governan
ce.
Articulates
unde
rstand
ingof
conflictman
agem
ent
theo
riesand
techn
ique
s.
Encouragescollabo
ratio
nan
dcoop
eration
betw
eenthoseinvolved
incon
flict.
Med
iatesconflictswith
political
savvy.
Createsop
portun
ityfor
increasedtrusta
nd
spiritu
algrowthfrom
conflict.
MANAGES
PROFESSIONAL
STAFFAND
VOLU
NTEER
S (Include
stasks
B,C,D
,I,K
)
Nam
esobstaclesto
healthyorganizatio
nal
function
ing,includ
ing
racial,ethnic,class
issues.
Assessesorganizatio
nal
beha
viorsagainst
coun
terop
pressive
values.
App
liescoun
terop
pressivelensto
lead
ershipofinstitutio
n.
Encouragesothersto
unde
rstand
systemsof
oppression
and
their
impa
ctonthe
institution.
DUTY6
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|35
DUTY
6:LEA
DSADMINISTR
ATION
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Familiarizesone
’sself
withthebu
dget,fiscal
repo
rts,and
fina
ncial
policiesofth
einstitution.
Participatesinth
ecreation
ofthe
bud
get,
fiscalrep
orts,and
fin
ancialpoliciesofthe
institution.
Man
agesbud
gets,finan
cial
repo
rts,and
fidu
ciary
respon
sibilities.
Develop
sbu
dgetsan
dfin
ancialrep
ortsth
at
refle
ctthe
value
s/
mission
ofthe
institution.
Articulatesan
unde
rstand
ingan
dtheo
logyofstewardship.
Lead
sstew
ardship
efforts(e.g.,preaches,
form
sstew
ardshipteam
,canvasseslargedo
nors,
engageswith
consultants).
Integratesath
eologyof
stew
ardshipintothe
lifeofthe
institution.
Develop
sacultu
reof
stew
ardshipan
dgene
rosity.
Dem
onstratesan
unde
rstand
ingofthe
minister’srolein
stew
ardshipoffa
cilities.
Ensuresfacilitiesare
safe,clean
,and
accessible.
Createsmainten
ancestand
ards
andbu
ildingusepo
licies(e.g.,
buildingusecalend
ar,cap
ital
improv
emen
tbud
getitem
,etc.).
Instillsacultu
reof
pride,hospitality,and
spiritu
alvalue
inth
efacilities.
PROMOTES
EXCE
LLEN
CEIN
STEW
ARDSH
IP
(Include
stasks
F,G,J)
Makescertainnew
mem
bersand
visitors
arewelcomed
intoth
econgregation
.
Articulatesaclearpath
tom
embe
rship.
Implem
entsm
embe
rshipsystem
s(e.g.,welcoming,recruiting,
maintaining
statistics,integrating
newm
embe
rs).
Guide
sne
wm
embe
rsto
fin
dmeaning
,ministry,
andow
nershipofth
emission
.
DUTY6
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|36
DUTY
6:LEA
DSADMINISTR
ATION
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Articulatesth
eoryof
chan
geand
tran
sition
andtheireffectson
the
institution.
Prep
aresinstitu
tionfor
chan
ge(e
.g.,townha
llmee
tings,focusgroup
s,
serm
ons).
Lead
sinstitu
tionthroug
hahe
althy
tran
sition
process(e
.g.,
retiremen
t,staffcha
nges,illn
ess
ordeath).
Liftsup
theo
logicaland
spiritu
allesson
sfrom
chan
geand
tran
sition
.
FACILITA
TES
MINISTERIAL
TRANSITIONS
(Include
stask
L)
Dem
onstrates
know
ledg
eofinterim
processesan
dinterim
ministry.
Educatesselfa
ndothers
onth
evalueofinterim
ministry.
Lead
sinterimprocesses,p
lann
ing,
and/orm
inistry.
Achievescertification
as
anaccreditedinterim
minister.
DUTY6
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|37
DUTY
7:P
URSU
ESPER
SONALRE
NEW
ALANDPRO
FESSIONALDEV
ELOPM
ENT
Performan
ceArea
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
ATT
ENDSTO
ONE’S
WELL‐BEING
(Include
stasksA,
B,C,D
,E,F,J,L)
Thisperform
anceareado
esnotwarrantadivisionintolevelsofm
astery.Thisdo
esnotdim
inishits
impo
rtan
ce.B
elow
isasam
plechecklistofperform
ancestatemen
tstha
tde
scribe
actionsm
inisterscan
taketo
maintainaba
lanceofpersona
land
professiona
llifeforasustaina
ble,hap
pym
inistry:
M
akestim
eforfamily,frien
ds,and
acqua
intances.
M
aintainsintimateorm
eaning
fulrelationships(frien
dships,loverelation
ships)outside
ofthe
ministry
setting.
Takestim
eoff(e.g.,vacations,studyleave,Sab
bathdays,and
sab
baticals).
M
eetsasne
eded
with
therap
ist/coun
selor/spiritua
ldirector.
Jo
insprofession
alassociation
s.
Atten
dsUUMAgathe
rings(e.g.,Gen
eraland
DistrictAssem
blies).
M
aintainsprofessiona
lcrede
ntialsand
licenses.
Eatsahe
althydiet.
Visitsdoctors/den
tistsregularly.
Engagesinregularexercise.
Getsan
ade
quateam
ountofsleep
.
Engagesinrecreationa
l,cultu
ral,an
dsocialactivities.
DUTY7
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|38
DUTY
7:P
URSU
ESPER
SONALRE
NEW
ALANDPRO
FESSIONALDEV
ELOPM
ENT
Pe
rforman
ceArea
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Re
cognizesownspiritu
al,
physical,sexua
l,an
dem
otiona
lneeds.
Putsstructuresin
placetopromote
person
alspiritual,
physical,sexua
l,an
dem
otiona
lhealth
.
Mod
elsspiritu
al,p
hysical,
sexual,and
emotiona
lhe
alth.
Teache
sothe
rsto
maintainhe
althand
well‐b
eing
.
ATT
ENDSTO
ONE’S
WELL‐BEING
(Include
stasksB,E,
F,J,L
Re
cognizesth
ene
edfo
rfin
ancialstabilityinone
’slife.
Createsafin
ancial
plan
.Man
agesfina
ncial
security.
Cultivatespersona
lfin
ancialgen
erosity.
ENGAGESIN
ONGOING
DISCE
RNMEN
TOF
MINISTERIALCA
LL
(Include
stasksG,M
)
Articulatesone
’sthe
olog
yan
dcalltoUUm
inistry.
Engagesinong
oing
discernm
entp
rocess
abou
tthe
natureof
one’sun
foldingcall
(e.g.,seekscoun
sel
from
colleague
san
dmen
tors,engagesin
spiritu
alpractice).
Ensureson
e’scallisin
alignm
enttoth
ecurren
tministrysetting(e.g.,
know
swhe
ntoseekne
w
position
).
Men
torsothersinto
morefullyliving
the
ir
calltom
inistry.
Maintainsaprofessiona
lplan
thatinclud
esstudy,reflection,
andon
goinglearning
.
Engagesinpractical
learning
op
portun
ities(e.g.,
takesclassesan
dseminars,participa
tes
inastudygroup
).
Integratesnew
kno
wledg
ean
dskillsintom
inistry.
Men
torsothersarou
nd
newlyacquiredskills.
PARTICIPA
TESIN
CONTINUING
EDUCA
TION
(Include
stasksH,I,
K)
Dem
onstratesknow
ledg
eof
powerdynam
icsba
sedon
race,classand
privilege.
Participatesin
ongoinglearning
to
addressgapsin
know
ledg
eofsystems
ofopp
ressionan
dracism
.
App
lieson
goinglearning
relatedtoissuesof
privilegeand
pow
er.
Teache
sothe
rsto
developintercultural
compe
tencies.
DUTY7
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|39
DUTY
8:SER
VESTHELA
RGER
UNITARIANUNIVER
SALISTFAITH
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Participatesinregiona
l,na
tiona
l,an
dinternationa
lUUgathe
ring
s.
Encouragesparticipa
tion
byothersinregiona
l,na
tiona
l,an
dinternationa
lUUgathe
ring
s.
Conn
ectslocalcon
gregation/
institutiontoregiona
l,na
tiona
l,an
dinternationa
lUU
gatherings.
Holdspositionsof
lead
ershipinregiona
l,na
tiona
l,orinternationa
lUUorgan
ization.
Dem
onstratesan
un
derstand
ingofthe
im
portan
ceofinstallation
san
dordina
tions(e
.g.,
attend
sservices,
articulatesvalue
with
in
thetrad
ition).
Participatesininstallation
san
dordina
tions(e
.g.,
preaches,o
ffersgreeting
s,
laysonha
nds).
Prom
otesUUordaine
dministryinavisibleway(e
.g.,
men
toring
new
ministers,
educatinglaityab
outtheir
rolesinordaining
and
installingministers).
Recruitscan
dida
tesfor
UUm
inistry.
PROMOTES
CONNEC
TIONS
TOTHE
LARG
ER
UNITARIAN
UNIVER
SALIST
FAITH
(Include
stasks
A,E,F,G
,H,I)
Providesfina
ncialsup
port
toUUinstitutionsand
profession
alorgan
izations
(e.g,p
aysdu
esto
the
UUMAand
other
profession
alorgan
izations,
pled
gestoone
’s
congregation
).
Encouragesm
embe
rsof
thecong
regation
/commun
itytoprovide
supp
orttoUUinstitutions
andprofession
al
organizatio
ns.
Establishe
sacultureof
gene
rosityand
stewardship
relatedtoth
elargerfa
ith.
Provideslead
ershipin
stew
ardshipeffortsof
thelargerassociation
(e.g.,mem
bershipin
Presiden
t’sCo
uncil,
ChaliceLigh
ters,O
fficeof
ChurchStaffFinan
ces
Committes).
DUTY8
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|40
DUTY
8:SER
VESTHELA
RGER
UNITARIANUNIVER
SALISTFAITH
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Maintainsm
embe
rshipin
profession
alm
inisterial
organizatio
ns(e
.g.,UUMA,
UUSocietyofC
ommun
ity
Ministries).
Participatesinm
inisterial
associationgatherings
(e.g.,UUMACha
pterand
MinistryDays,
Convocation).
Livesou
tthecollegialspirit
expressedinth
eUUMA
covena
nt.
Providessen
ior
lead
ershipto
profession
alm
inisterial
organizatio
ns.
Re
cognizesth
econtribu
tion
san
dvalueof
othe
rreligious
profession
als(e.g.,
religiousedu
cators,
musicians,adm
inistrators).
Workswithothe
rreligious
profession
alstoachieve
common
goa
ls.
Lead
scollabo
rativestaff
team
sinaspirito
fsha
red
ministry.
Advocatesonbe
halfof
othe
rreligious
profession
als.
COLLABORATES
WITH
COLLEA
GUES
(Include
stasks
B,D)
Recognizesth
eroleof
commun
ityministryin
congregation
aland
associationa
llife
.
Educatesone
’sselfa
nd
one’scong
regatio
nab
out
theworkoflocal
commun
ityclergy.
Prom
otesth
eworkof
commun
ityclergyand
their
affiliatio
nwiththe
congregation
.
Seeksop
portun
itiesfor
addition
alcom
mun
ity
clergypartnerships.
DUTY8
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|41
DUTY
8:SER
VESTHELA
RGER
UNITARIANUNIVER
SALISTFAITH
Performan
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
HOLD
SSELF
ANDOTH
ERS
ACC
OUNTA
BLE
TOUUMA
CODEOF
CONDUCT
(Include
stask
C)
Adh
eresto
UUMA
profession
alorgan
izationa
lguidelines.
App
liesUUMAguide
lines
torelationshipswith
colleague
san
dcongregants(e.g.,
recognizesviolation
swhe
ntheyoccur).
FollowsUUMAprocessfo
rad
dressing
con
cernswhe
nho
ldingselfan
dothe
rs
accoun
tabletoprofessiona
lstan
dards(e.g.,contacts
Goo
dOfficer).
Educatesothersab
out
thevaluean
dap
plication
ofth
eUUethicalcod
es
(e.g.,servesasaGoo
dOfficer).
ENGAGESIN
SC
HOLA
RSHIP
(Include
stasks
J,K,L)
Maintainsadisciplineof
stud
y,research,and
writin
g.
Pursue
shigh
erlearning
(e.g.,takesclasses,
prod
ucespap
ersforstud
ygrou
ps).
Lead
sseminars,classes,
worksho
ps.
Writesbo
oks,
dissertation
s,and
other
scho
larlyworksth
at
breakne
wgroun
dinUU
theo
logicaland
historical
scho
larship.
DUTY8
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|42
DUTY
9:LEA
DSTH
EFA
ITHIN
TOTHEFU
TURE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Iden
tifiessocietaland
cultural
tren
dsand
theirim
pacton
Unitarian
Universalism.
Assessesop
portun
itiesand
challeng
esfo
rUnitarian
Universalismtorespon
dtothe
spiritu
aland
religiousneedsof
achan
ging
society.
Cham
pion
savision
of
amulticultural,m
ulti‐
gene
ratio
nal,an
ddiverseUnitarian
Universalism.
Empo
wersothe
rsto
lead
the
implem
entatio
nofthe
vision
ofb
elov
ed
commun
ity.
Co
mmitstoregularpracticeof
read
ingessays,p
eriodicals,
blogs,etc.tha
tan
alyzefuture
andcontem
porarytren
ds.
Converseswithothe
rreligious,
indu
strial,and
culturalleade
rs
abou
tsocial,cultural,and
congregation
altrend
s.
Exhibitsada
ptive
lead
ershipabilities
(e.g.,Integrates
learning
,collabo
rates
withgrou
psoutside
UU,tolerates
ambiguity).
Teache
straining
s,
seminars,worksho
ps,
andclasseson
religious
tren
dsand
issuesas
theyaffectUnitarian
Universalism.
CREA
TES
VISIONFOR
THEFU
TURE
. (Include
stasksA,B
,J)
Articulatesth
evaluean
dim
portan
ceofyouthan
dyoun
gad
ultlead
ership(layand
orda
ined
).
Prom
oteslead
ershiptraining
program/services/worksho
ps
foryouthan
dyoun
gad
ults.
Provideslead
ership
oppo
rtun
itiesfor
youthan
dyoun
gad
ults.
Advocatesfo
ryouth
andyoun
gad
ult
lead
ershipatalllevels
ofth
einstitution/UU
Associatio
n.
DUTY9
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|43
DUTY
9:LEA
DSTH
EFA
ITHIN
TOTHEFU
TURE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Expe
rimen
tswith
emerging
med
iatechn
olog
y.
Usesawiderang
eofm
edia
techno
logytoextend
the
ministryofth
einstitu
tion
(e.g.,Yo
uTub
e,pod
casts,
blogs,tweeting
,etc.).
Expa
ndsthebo
unda
ries
ofUnitarian
Universalistcom
mun
ity
throughtheuseof
evolving
med
ia
techno
logy(e
.g.,social
med
ia,virtual
commun
ity,outreach
mission
s,etc.).
Teache
sne
wm
odelsof
Unitarian
Universalist
outreach.
Articulatesth
eologyand
practice
ofspiritualhospitality.
Educatesstaffand
volun
teers
abou
thospitalitypractices
(e.g.,avoidacronyms,ta
lkto
pe
opleyou
dono
tknow
,listen,answerque
stions,
etc.).
Cultivatescultureand
practicesofrad
ical
hospita
lity.
Sowsthespiritof
hospita
litybe
yond
the
boun
dsofU
nitarian
Universalism.
EMPLOYS
NEW
WAYS
OF
OUTR
EACH
(Include
stasksD,E,F,
G)
Articulatesavarietyof
expression
soffa
ithcommun
ities
inside
and
outside
Unitarian
Universalism.
Stud
iesem
ergingfa
ith
movem
entsand
com
mun
ity
ministries.
Prom
otesnew
waysof
expressing
Unitarian
Universalism(e
.g.,
housechurches,
revivals,coo
peratives,
second
sites,satellite
congregation
s).
Plan
tsnew
UUfa
ith
commun
ities.
DUTY9
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|44
DUTY
9:LEA
DSTH
EFA
ITHIN
TOTHEFU
TURE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Articulatesth
ejoys,
bene
fits,
oppo
rtun
ities,
respon
sibilities,and
challeng
esofo
ne’s
owncalltom
inistry.
Encouragespoten
tialcan
dida
tesfor
ministry.
Prioritizesrecruitm
ent
ofnew
ministers.
Develop
scollegialculture
forrecruitm
entofnew
ministers(e
.g.,
men
toring
,incare,
retreats,internships,
etc.).
Articulatesvalue
of
fieldedu
cation
and
internships.
Prep
aresinstitu
tionsto
be
internship/learningsites.
Servesasafie
ld
educationan
d/or
internshipsup
ervisor.
Ensuresinstitu
tiona
lsustaina
bilityforfield
educationan
dinternship
oppo
rtun
ities.
CULTIVATES
EXCE
LLEN
TCA
NDIDATES
FOR
MINISTR
Y (Include
stasksC)
Recognizesth
evalue
ofm
entorshipinthe
de
velopm
ento
fsuccessfulm
inistry.
Develop
smen
toring
skills(e
.g.,
discussesmen
toring
with
colleague
s,
cond
uctsresearchintobest
practices).
Men
torssem
inarians
andne
wcolleague
sto
developtheirpo
tential
andfosterreten
tion
.
Develop
sadiversityof
men
torship
oppo
rtun
itiesin
ministerialcha
pter(e
.g.,
men
torsfo
rindividu
als
from
historically
margina
lized
ba
ckgrou
nds,com
mun
ity
ministry,urban
ministry).
DUTY9
Unitaria
nUniversalistAssociatio
nU
nitarian
UniversalistMinistersAssociatio
nEd
ucationDevelop
men
tCe
nter,Inc.Pa
ge|45
DUTY
9:LEA
DSTH
EFA
ITHIN
TOTHEFU
TURE
Pe
rforman
ce
Area
LevelO
ne
BasicCo
mpe
tence
LevelTwo
App
roaching
Proficiency
LevelThree
Proficiency
LevelFou
rExpe
rt/Excep
tion
al
Cultivatesrelationships
acrossm
ulti‐faith
organizatio
nsand
non
‐profitswith
sim
ilar
values.
Spon
sorsevents(w
orship,
socialaction)incollabo
ratio
nwithde
nominationa
lly
diversefaith
‐based
organizatio
nsand
non
‐profits.
Prom
otesUnitarian
Universalistvalues
throughlead
ershipin
non‐profitorgan
izations
and/orinterfaith
alliances.
Foun
dsgroun
dbreaking
commun
ityservice
organizatio
nsand
faith
‐ba
sedcoalitions.
BUILDS
ALLIANCE
STO
ADVANCE
UNITARIAN
UNIVER
SALISM
(Include
stasks
H,I)
Atten
dsUUAdistrict,
region
al,and
continen
talgathe
ring
s.
Devotestim
etoserving
the
widerUnitarian
Universalism
movem
ent.
Inspiresthe
institutionto
conn
ectwith
and
men
tor
othe
rUUinstitutions.
Engend
ersne
wwaystolive
thecovena
ntalnatureof
Unitarian
Universalism.
ENSU
RES
FINANCIAL
SUSTAINABILITY
OF
INSTITUTIONS
(Include
stask
K)
Explores
entrep
rene
urial
approa
chesto
fina
ncial
sustaina
bility.
Completesm
arketin
gan
alysisfo
rne
wreven
ue
sourcesincurrentm
inistry
setting(m
ayinvolvehiringa
consultant).
Createsne
wreven
ue
stream
s(e.g.,ne
wfo
rms
ofm
embe
rship,
marketin
gofUU
prod
ucts).
Institutiona
lizessustainab
le
revenu
estream
s.
DUTY9
Beh
avio
rs
A s
ucc
essf
ul m
inis
ter
is…
Ad
vent
uro
us
Hum
orou
sA
gile
In
nov
ativ
eA
rtic
ulat
e
Insp
iring
Au
then
tic
Joyf
ulA
wa
re
Kin
dB
ala
nce
d
Lov
ing
Co
mpa
ssio
nate
P
atie
nt
Co
mpe
ten
t A
per
son
of in
tegr
ityC
onf
iden
t P
layf
ulC
our
ageo
us
Pol
itica
lly a
stu
teC
reat
ive
Pra
ctic
alC
urio
us
A r
isk
take
rE
mot
iona
lly in
telli
gen
t S
piri
tual
ly m
atur
eE
ntr
epre
neur
ial
Str
ate
gic
Gen
erou
s T
hou
ghtfu
lA
goo
d li
ste
ner
Tra
nsp
aren
tG
rate
ful
Tru
stw
orth
yH
one
st
Vis
iona
ryH
um
ble
Wis
e
A P
art
ne
rsh
ip o
f th
eU
nit
ari
an
Un
ive
rsa
lis
t A
ss
oc
iati
on
,th
e U
nit
aria
n U
niv
ers
ali
st
Min
iste
rs A
ss
oc
iati
on
,a
nd
Ed
uc
ati
on
De
ve
lop
me
nt
Ce
nte
r, I
nc
.
Mar
ch 2
013
Ski
lls &
Kn
ow
led
ge
Req
uir
ed:
Ski
lls:
Kn
ow
led
ge:
Bud
getin
g A
RA
OM
C (
anti-
raci
sm, a
nti-
Com
mun
ica
tion
opp
ress
ion
& m
ultic
ultu
ralis
m)
Com
mun
ity o
rga
nizi
ng
Con
greg
atio
n sy
stem
s th
eor
yC
onfli
ct M
anag
em
ent
Con
tem
pora
ry c
ultu
reC
ouns
elin
g C
oun
selin
g th
eorie
sD
ecis
ion-
mak
ing
Cur
rent
eve
nts
Fa
cilit
atio
n D
evel
opm
enta
l the
ory
Fu
ndra
isin
g F
amily
sys
tem
s th
eory
Hom
iletic
s H
isto
ry/t
heor
y o
f soc
ial m
ovem
ents
Inte
rge
nera
tiona
l re
latio
nsh
ip b
uild
ing
Lite
ratu
reLe
ader
ship
dev
elo
pmen
t
O
rgan
izat
ion
al d
eve
lopm
ent
List
enin
g P
hilo
soph
yM
arke
ting
pro
mot
ion
Pre
achi
ng/
wor
ship
art
sM
ultic
ultu
ral c
om
pet
enci
es P
rofe
ssio
nal
eth
ics
Neg
otia
ting
Psy
chol
ogy
Net
wor
kin
g R
elig
ious
ed
ucat
ion/
theo
ryP
asto
ral c
are
Rol
es
& r
espo
nsib
ilitie
sP
robl
em s
olv
ing
of a
UU
min
iste
rP
ublic
spe
aki
ng S
crip
ture
s, s
tory
, an
d m
yth
Res
ear
ch S
exua
l hea
lthW
ritin
g S
mal
l bus
ine
ss m
anag
emen
t S
pirit
ual p
ract
ices
The
olo
gy U
U h
isto
ry &
pol
ity W
orld
cul
ture
& r
elig
ion
s
Fu
lfill
ing
th
e C
all:
A
Mod
el fo
r U
nita
rian
Uni
vers
alis
t Min
istr
y in
the
21st C
entu
ry
Lea
ds
Wo
rsh
ip
Off
icia
tes
Rit
eso
f P
assa
ge
Pro
vid
esP
asto
ral C
are
and
Pre
sen
ce
En
cou
rag
esS
pir
itu
alD
evel
op
men
t
1.
2.
3.
4.
Wit
nes
ses
toS
oci
al J
ust
ice
inth
e P
ub
licS
qu
are
5.
Lea
ds
Ad
min
istr
atio
n6
.
Pu
rsu
esP
erso
nal
Ren
ewal
an
dP
rofe
ssio
nal
Dev
elo
pm
ent
7.
Ser
ves
the
Lar
ger
Un
itar
ian
Un
iver
salis
tF
aith
8.
Lea
ds
the
Fai
thin
to t
he
Fu
ture
9.
1A. P
repa
res
holis
tican
d in
clus
ive
wor
ship
,lit
urg
y, a
nd r
itual
s.
1B. P
repa
res
serm
ons,
hom
ilies
,an
d r
efle
ctio
ns.
1C.
Col
labo
rate
sw
ith m
usic
ians
and
mu
sic
dire
ctor
s.
1D.
Atte
nds
tow
orsh
ip a
esth
etic
s.1E
. Inv
okes
a s
ense
of th
e sa
cred
thro
ugh
ritua
l and
pray
er.
1F. P
reac
hes
serm
ons,
hom
ilies
,an
d re
flect
ions
.
1G. M
anag
es fl
ow o
fse
rvic
e.1H
. E
ncou
rage
spa
rtic
ipat
ion
inw
orsh
ip a
ctiv
ities
.
1I.
Dev
elop
s la
yw
orsh
ip le
ader
s.1J
. G
uard
sfr
eedo
m o
fpu
lpit
and
pew
.
2A. C
reat
es
ritua
ls fo
rm
ajo
r lif
e tr
ansi
tions
.2B
. Ce
leb
rate
sin
stitu
tiona
l life
/m
ilest
one
s.
2C.
Ble
sses
an
dde
dica
tes
babi
esan
d ch
ildre
n.
2D. C
eleb
rate
sco
min
g of
age
cere
mon
ies.
2E.
Per
form
sw
eddi
ngs
and
com
mitm
ent
cere
mon
ies.
2F.
Per
form
sm
emor
ial s
ervi
ces
and
fune
rals
.
2G. D
edic
ates
build
ings
.2H
. R
ecog
nize
sne
w m
embe
rs.
2I.
Com
mis
sion
svo
lunt
eers
and
offic
ers.
3A. P
rovi
des
pas
tora
lca
re th
roug
h v
isits
,no
tes,
and
pra
yers
.
3B. C
oun
sels
cong
rega
nts
and
othe
rs.
3C.
Set
s he
alth
ybo
und
arie
s.3D
. P
rovi
des
spec
ializ
edm
inis
trie
s (e
.g.,
hosp
ice,
add
ictio
n,tr
aum
a).
3E.
Man
ages
lay
past
oral
car
em
inis
trie
s.
3F.
Cre
ates
hea
ling
oppo
rtun
ities
and
ritua
ls.
3G.
Sup
port
sca
regi
vers
.3H
. E
ngag
esco
mm
unity
reso
urce
s fo
rre
ferr
als
and
expe
rtis
e.
3I.
Hel
ps p
eopl
epr
oces
s gr
ief.
3J.
Par
ticip
ates
in t
he s
ocia
l life
of t
heco
mm
unity
.
3K.
Res
pond
sto
cris
es in
atim
ely
man
ner.
3L.
Pro
vide
ssp
ace
for
self-
help
/sup
port
grou
ps.
4A.
Lea
ds r
elig
ious
educ
atio
n fo
r al
l ag
es.
4B. D
eve
lops
curr
icu
la (
e.g.
, fai
thde
velo
pmen
t,sp
iritu
al).
4C.
Mo
dels
dep
thin
spi
ritua
l life
.4D
. T
each
essp
iritu
al p
ract
ices
.4E
. D
evel
ops
spiri
tual
pra
ctic
ete
ache
rs.
4F. P
rovi
des
spiri
tual
dire
ctio
n.4G
. Int
rodu
ces
wis
dom
and
insp
iratio
nof
Uni
taria
nU
nive
rsal
ism
and
wor
ld r
elig
ions
.
4H.
Ref
ram
estr
aditi
onal
relig
ious
lang
uage
,im
ages
, an
dsy
mbo
ls.
4I.
Hel
ps p
eopl
ein
tegr
ate
thei
rre
ligio
us/
spiri
tual
past
.
4J.
Lead
sre
trea
ts a
ndpi
lgrim
ages
.
5A.
Add
ress
es
loca
lan
d g
loba
l so
cial
just
ice
issu
es.
5B.
Gro
und
sso
cial
just
ice
wo
rkin
Uni
taria
nU
nive
rsal
ist v
alue
s.
5C.
Min
iste
rsou
tsid
e th
e w
alls
of th
eco
ngre
gatio
n.
5D.
Insp
ires
peop
leto
par
ticip
ate
inso
cial
cha
nge.
5E. C
onne
cts
soci
alju
stic
e w
ork
to p
ower
and
priv
ilege
.
5F. P
rom
otes
pub
licdi
alog
ue a
cros
sdi
ffere
nce.
5G. E
ncou
rage
sco
llabo
ratio
n w
ithpe
ople
of o
ther
faith
s.
5H.
Art
icul
ates
faith
ful s
tand
s/pe
rspe
ctiv
esth
roug
h th
em
edia
.
5I.
Cre
ates
spi
n-of
fso
cial
just
ice
orga
niza
tions
.
5J.
Lead
s so
cial
just
ice
orga
niza
tions
.
5K.
Lobb
ies
polit
ical
lead
ers.
5L.
Com
mits
civi
ldi
sobe
dien
ce(m
oral
obed
ienc
e).
6A.
Gui
des
the
mis
sion
and
str
ateg
icpl
anni
ng.
6B. D
ele
gat
esta
sks
byar
ticu
latin
g ro
les,
resp
onsi
bilit
ies,
and
lim
its o
fpr
ofes
sion
al a
nd
volu
nte
er s
taff.
6C.
Man
ages
prof
essi
ona
l sta
ffan
d vo
lunt
eers
.
6D.
Sup
port
sco
mm
ittee
s,go
vern
ing
bodi
es,
and
deve
lopm
ent o
fle
ader
s.
6E.
Impl
emen
tspo
licie
s an
dpr
oced
ures
inco
mpl
ianc
e w
ithlo
cal,
stat
e, a
ndfe
dera
l law
s.
6F. P
rom
otes
exce
llenc
e in
stew
ards
hip.
6G.
Ens
ures
mai
nten
ance
and
prop
er u
se o
f fac
ilitie
s..
6H.
Ove
rsee
sin
tern
al a
ndex
tern
alco
mm
unic
atio
ns.
6I.
Ove
rsee
spr
ogra
mm
ing.
6J.
Impl
emen
tsm
embe
rshi
psy
stem
s.
6K.
Med
iate
sco
nflic
ts w
ithpo
litic
al s
avvy
.
6L.
Fac
ilita
tes
min
iste
rial
tran
sitio
ns.
7A. M
aint
ains
per
son
alsp
iritu
al p
ract
ice.
7B.
Mai
nta
ins
ape
rson
al li
feou
tsid
e o
f the
inst
itutio
n.
7C.
Atte
nds
toon
e’s
wel
l-b
eing
(phy
sica
l and
sexu
al h
ealth
,re
latio
nshi
ps, a
ndfin
anci
al w
ell-
bein
g)
7D. T
akes
vac
atio
ns,
stud
y le
aves
,S
abba
th d
ays,
and
sabb
atic
als.
7E. C
ultiv
ates
joy
and
play
.7F
. S
eeks
out
ther
apeu
tic h
elp
and
spiri
tual
dire
ctio
n as
need
ed.
7G.
Eng
ages
inon
goin
g di
scer
nmen
tof
min
iste
rial c
all.
7H.
Par
ticip
ates
in c
ontin
uing
educ
atio
n.
7I.
Mai
ntai
ns a
habi
t of
rea
ding
,st
udy,
and
theo
logi
cal
refle
ctio
n.
7J.
Par
ticip
ates
in c
lerg
ysu
ppor
t gr
oups
and
prof
essi
onal
asso
ciat
ions
.
7K.E
ngag
es in
anti-
raci
sm/
oppr
essi
ontr
aini
ng.
7L.
Mai
ntai
nspr
ofes
sion
alcr
eden
tials
.
7M.
Eng
ages
in t
hem
inis
teria
l job
sear
ch.
8A. P
rom
otes
conn
ect
ions
to th
ela
rger
faith
.
8B.
Col
labo
rate
sw
ith o
ther
rel
igio
uspr
ofes
sion
als.
8C.
Hol
ds s
elf
and
othe
rsac
cou
ntab
le to
UU
MA
cod
e o
fco
nduc
t.
8D.
Par
ticip
ates
inco
llegi
al m
eetin
gsan
d re
trea
ts.
8E.
Ser
ves
onin
stitu
tiona
l boa
rds
and
com
mitt
ees.
8F.
Pro
vide
sfin
anci
al s
uppo
rt to
UU
inst
itutio
ns a
ndpr
ofes
sion
alor
gani
zatio
ns.
8G.
Par
ticip
ates
inre
gion
al, n
atio
nal,
and
inte
rnat
iona
lga
ther
ings
.
8H.
Sup
port
scu
rren
t an
d fu
ture
min
iste
rial
colle
ague
s(c
oach
, m
ento
r,co
lleag
ue).
8I.
Par
ticip
ates
inin
stal
latio
ns a
ndor
dina
tions
.
8J.
Lead
sse
min
ars,
clas
ses,
wor
ksho
ps, a
ndw
orsh
ip o
utsi
dem
inis
ter’
sse
ttin
g.
8K.
Pro
duce
ssc
hola
rly w
orks
.8L
. S
hare
sex
perie
nce
and
best
prac
tices
upon
req
uest
.
9A.
See
ks in
put
from
emer
gin
g g
ener
atio
ns.
9B.
Stu
die
s so
cial
,cu
ltura
l, an
dco
ngre
gatio
nal
tren
ds.
9C.
Rec
ruits
exce
llent
cand
ida
tes
for
min
istr
y.
9D.
Em
ploy
sra
dica
lly w
elco
min
gat
titud
es a
ndpr
actic
es.
9E. E
mpl
oys
new
way
s of
out
reac
h(e
.g.,
virt
ual
com
mun
ities
).
9F. I
nteg
rate
sm
ultim
edia
tech
nolo
gy.
9G.
Des
igns
prog
ram
s/se
rvic
es to
serv
e w
ider
com
mun
ity (
mem
bers
and
non-
mem
bers
).
9H.
Bui
lds
allia
nces
with
othe
rco
ngre
gatio
ns/
orga
niza
tions
to
acco
mpl
ish
com
mon
goa
ls.
9I.
Hon
ors
core
UU
valu
es,
prin
cipl
es,
and
stor
ies.
9J.
Art
icul
ates
visi
on f
or f
utur
e.9K
. C
reat
esne
w r
even
uest
ream
s.
Tas
ks
Insp
ired
by
that
wh
ich
is s
acre
d, i
nfo
rmed
by
theo
log
ical
ref
lect
ion
an
d s
pir
itu
al p
ract
ice,
an
d g
rou
nd
ed in
Un
itar
ian
Un
iver
salis
t fa
ith
an
d t
rad
itio
ns
, a
Un
ita
ria
n U
niv
ers
ali
st
min
iste
r/cl
erg
yper
son
ser
ves
and
lead
s p
eop
le in
co
ng
reg
atio
ns,
co
mm
un
itie
s, a
nd
in o
ther
inst
itu
tio
ns
(e.g
., h
osp
ital
s, m
ilita
ry, s
cho
ols
, co
mm
un
ity
org
an
iza
tio
ns
, a
nd
pri
so
ns
) th
rou
gh
wo
rsh
ip,
rite
s o
fp
assa
ge,
pas
tora
l car
e, t
each
ing
, ad
min
istr
atio
n, a
nd
pu
blic
wit
nes
s. N
OT
E:
Th
e d
uti
es a
nd
tas
ks b
elo
w a
re in
no
par
ticu
lar
ord
er o
f im
po
rtan
ce.
Du
ties
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