Assisting Educators in Their Ministry



Wisconsin Evangelical Lutheran Synod

assisting servants of the gospel in their ministry

A guideline for working through conflict and correction in congregations and schools

NOTES ABOUT THIS DOCUMENT

This document was produced by the presidium and circuit pastors of the Minnesota District of the Wisconsin Evangelical Lutheran Synod (WELS). It has borrowed heavily from a document produced by WELS Commission on Parish Schools called, “Assisting Educators in their Ministry.”

One size does not necessarily fit all. Each congregation must decide who is accountable to whom in their congregation. There are several principles that are important in encouraging and admonishing called workers in their ministry.

1. In Christian love, it is important to speak to the called worker personally and privately before any complaint is made to anyone else, inside or outside the congregation. There is no place for gossip in a Christian congregation. Gossip ruins reputations and makes the work of the gospel ministry difficult.

2. In Christian love, called workers will receive criticisms and encouragements in all humility. No one knows everything. Everyone can improve his or her abilities to minister to God’s people. When called workers humbly receive criticism and work hard to work through it, their ministry grows and conflicts melt away.

3. When it becomes necessary to involve others to solve problems and conflicts, involve as few as possible and keep the matter as confidential as possible.

4. Relieving a called servant of his or her call to preach or teach the gospel is the last thing we want to do. We take this step as Christian people only when it is for the best for Jesus’ kingdom. We take this step only after much prayer and careful work. We take this step only after carefully reaffirming our love for that called servant.

table of Contents

|Contents |Page |

|Introduction |3 |

|Pastors |6 |

|Educators |12 |

|Flow Chart |18 |

INTRODUCTION

MINISTRY

Ephesians 4:7-14: “But to each one of us grace has been given as Christ apportioned it. 8This is why it says: "When he ascended on high, he led captives in his train and gave gifts to men." 9(What does "he ascended" mean except that he also descended to the lower, earthly regions? 10He who descended is the very one who ascended higher than all the heavens, in order to fill the whole universe.) 11It was he who gave some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers, 12to prepare God's people for works of service, so that the body of Christ may be built up 13until we all reach unity in the faith and in the knowledge of the Son of God and become mature, attaining to the whole measure of the fullness of Christ.”

Jesus has commissioned his Church to make disciples of all nations. He has given us the means to accomplish his mission, the gospel in Word and Sacraments. With these means we reach out to the lost and we nurture the faith of believers. There is really only one ministry, the ministry of the gospel. Jesus has given his church a variety of different gifts to prepare God’s people for works of service and for building up the body of Christ.

Jesus has blessed some men and women with the high calling of the public ministry. They have the responsibility to exercise that calling in a manner which glorifies God. When servants of the gospel receive and accept calls, they obligate themselves to serve the congregation in a competent manner in the task which they have been given and in all matters of faith and life. Their calling is more than a job to them. They are servants of Christ and servants of the people Jesus died for. It is their privilege and their passion to do the work of the ministry by bringing the gospel to the lost and by nurturing the saved.

The Christian congregation has the responsibility to support the called ministers in ways which will assist them in their ministry. This support goes beyond providing them with a livelihood. It includes helping them to become better gospel servants. It includes both admonition and encouragement. Pastors, educators (teachers and principals), and members of congregational boards have a special responsibility to uphold the high calling of the public ministry and to help their colleagues perform their duties in a competent manner.

The ministry of a congregation thrives when called workers work with each other in Christ-like love and humility. Philippians 2:1-5 states: “1If you have any encouragement from being united with Christ, if any comfort from his love, if any fellowship with the Spirit, if any tenderness and compassion, 2then make my joy complete by being like-minded, having the same love, being one in spirit and purpose. 3Do nothing out of selfish ambition or vain conceit, but in humility consider others better than yourselves. 4Each of you should look not only to your own interests, but also to the interests of others.   5Your attitude should be the same as that of Christ Jesus.” A Christ-like attitude will move us to encourage each other to do our best for the kingdom of God. It will move us to give correction with love and to receive correction with humility. Turf wars and petty jealousies disappear when servants of the gospel think only what is best for the kingdom of God.

Pastors, educators, councilmen and board members assist one another through an ongoing analysis of their work. When a problem arises, evangelical and loving correction will help and encourage the called worker to do the Lord’s work better. Even when there are no specific problems, regular reviews will discover strengths and weakness in each other. We will point out each other’s weaknesses and errors in a spirit of love and gentleness, and with a mutual desire to give our best for the kingdom of God.

CORRECTION

Correction and admonition in the performance of one’s ministry can be a rather sensitive issue. Some pastors and educators have taken a position that their divine call exempts them from such performance evaluation and correction. Such a view denies the Scriptural encouragement to “admonish one another” (Colssians 3:16) and the role of the overseer in supervising the work of those under his direction (The Fourth Commandment). It also ignores the importance of mutual support and encouragement necessary to maintain the highest standards of quality in the public ministry. The goal of any correction is to support one another in making disciples for Christ to the glory of our God.

Christian love should serve as the guide when the performance of servants of the gospel needs improvement. Co-workers, administrators, individual members, parents and/or board members should address problems immediately, personally, and in a spirit of loving concern for the other’s performance or behavior. Problems which can be addressed early are often solved more easily. Led by the Spirit, co-workers will be able to speak to one another in love, giving and accepting correction, to resolve conflicts for the glory of God and the flourishing of his ministry. The Lord of the Church patiently and persistently works with his servants to enable them to glorify him through their service. We will do the same for each other.

Christian love makes initial efforts at correction both personal and private. Conversations with others about problems and concerns are out of place prior to discussions with the individual servant of the gospel. Guidance may be sought from other appropriate professionals [such as the pastor, school counselor, circuit pastor, or district president], but only in confidence with regard to proper procedures to use in addressing the problem. Those who want to talk only to complain about a called servant will be directed to speak to that servant in person. When God’s people speak to called servants about problems in their ministry, they will follow the principles of Matthew 18. First, speak to him or her privately. When this avenue has been exhausted, take one or two with you. Only when and if the called servant refuses correction will the matter be brought to the congregation for resolution.

ADMINISTRATION

Congregations have established a structure through which they administer their ministry. A congregation and its members should be aware of which called workers are accountable to which board of the congregation. In most cases, the board of elders supervises the work of the pastor. The board of education has a supervisory role for the school and its teachers. These boards, in turn, are usually accountable to the church council. The constitution of a congregation should point out who is accountable to whom.

There has been some debate as to whether staff ministers should be considered an educator or something more like a pastor. Perhaps the best way to answer the question is to determine who will supervise his or her work. Will it be the pastor and the board of elders, or the principal and the board of education?

It is important for a congregation to adopt a procedure for assisting called workers in their ministry. Without an accepted procedure, people will tend to talk about problems and conflicts instead of addressing them with the right people. A congregation may adopt different procedures than those outlined in this document. The procedures that are adopted should reflect the principles of Matthew 18. If you have a problem with a called servant, speak to him or her privately first. If you cannot resolve the problem, then bring it to the next level, involving as few people as possible. Only after every measure to resolve the problem has been exhausted should it come before the whole church.

Unfortunately, sometimes ministers of the gospel are guilty of public sins which cause God’s name to be dishonored before the world. In such cases the matter must be treated differently. Luther instructs as well in the Large Catechism: “For where the sin is public, the reproof also must be public, that everyone may learn to guard against it” (The Eighth Commandment). See also Galatians 2:11-21, 1 Timothy 5: 19-20. Assisting called workers in their ministry is important for carrying out the responsibilities which God has given servants of the gospel. It can provide great joy as the performance of ministerial responsibilities is improved. It can also bring great anxiety when incompetent performance of duties or personal errors requires removal from the public ministry. In every case, the participants will call upon the Lord for guidance and trust that he will direct their loving actions in ways which will glorify him and extend his kingdom among us.

PASTORS

INTRODUCTION

Pastors must be treated somewhat differently than educators, although the philosophy of helping called workers carry out their ministry is the same. Pastors are different because their ministry usually encompasses the entire gospel ministry of the congregation. We suggest that a pastor in his calling is accountable first of all to the board of elders. Often this is the body in the congregation in whom the pastor confides and asks for advice and counsel for his pastoral ministry. The board of elders in turn answers to the church council. If a congregation is constituted differently, it will have to decide these accountability issues, keeping in mind the principles of Matthew 18.

When there is more than one pastor, the congregation will have to decide how the pastors are accountable to each other. Has one been called as the lead pastor? Are the pastors true associates and accountable to each other? If so, are their areas of responsibility carefully spelled out? It is important to spell out these relationships so that the called workers can function in a team ministry, and so that members of the congregation know with whom to counsel if they reach an impasse with someone on the pastoral staff.

When there is one pastor, it is important for the congregation to remember that no one man has all the skills necessary to carry out the gospel ministry in a congregation. Paul says in Ephesians 4:11-13: “It was he who gave some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers, to prepare God's people for works of service, so that the body of Christ may be built up until we all reach unity in the faith and in the knowledge of the Son of God and become mature, attaining to the whole measure of the fullness of Christ.” The Christian congregation in its members possesses all the gifts it needs to carry out its ministry. Jesus has given them a pastor, not to do the ministry for them, but to help them develop their gifts to do gospel ministry.

Every pastor has strengths and weaknesses. A Christian congregation will encourage its pastor by appreciating his strengths and by helping him overcome his weaknesses. On the one hand, this may mean encouraging him to further his education and training in a certain aspect of his ministry. Or it may mean that the congregation will find ways to compensate for his weaknesses. For example, if a congregation wants its pastor to visit its members more often, it could hire a secretary or ask the board of elders to make calls and appointments for him. If members of a congregation talk about their pastor’s failings, it will only make him hide his weakness. If a congregation sincerely wants him to grow in his ministry, he will be much more apt to find ways to grow.

The conversations which discuss a pastors strengths and weakness are best conducted in staff meetings (when the congregation has more than one pastor), with the board of elders, or with a select group of mature Christians who can encourage him without causing him to despair of his gifts.

A PASTOR IS CALLED TO SHEPHERD GOD’S PEOPLE

In a typical call which a congregation extends to a pastor, it says: “In extending this call to you we solemnly charge you

To preach the gospel of our Lord among us in its truth and purity, to administer the sacraments in accordance with the inspired Word of God and the Confessions of the Evangelical Lutheran Church, as incorporated in the Book of Concord of 1580, and to establish and maintain sound Lutheran practice at all times;

To discharge toward all the members of our congregation the function of a pastor, that is, to watch over their souls in an evangelical manner (Acts 20:28); in particular to visit the sick and the dying, to admonish indifferent and erring members (2 Timothy 4:2) and to be ever zealous for the winning of souls for Christ’s’ kingdom;

To be faithful in the spiritual care of the young, in particular to instruct our catechumens in the Word of God, as it is taught in the Small Catechism of Doctor Martin Luther, and in general to be diligent in fostering and furthering the educational agencies of our congregation;

To walk and conduct yourself at all times as it becomes a minister of Christ (1 Timothy 3:2-7; Titus 1:7-9), so that by your Christian life you may be an example to all men (Matthew 5:16); and

To devote your time, strength and ability to the general advancement of the kingdom of Christ and to the gathering in of his harvest.”

The pastor proclaims the gospel.

a. He studies Scripture regularly to grow in his faith and his knowledge of the Word.

b. He studies Scripture thoroughly in preparation for preaching the text.

c. He presents both law and gospel appropriately in his sermons.

d. He plans worship services in advance so that he can proclaim to God’s people the full

counsel of God with regularity.

e. He prepares and trains God’s people for joyful worship.

The pastor teaches God’s Word.

a. He prepares lessons for his confirmation class that will properly prepare children for

reception into membership of the congregation.

b. He trains Sunday school teachers to teach their lessons to the children of the

congregation.

c. He offers and conducts Bible information classes for new members of the church.

d. He offers opportunities for adult Bible study to the members of the congregation.

e. He teaches the members of his congregation the scriptural principles of faithful

stewardship and Christian giving.

f. He trains members of his congregation to do the works of ministry.

The pastor reaches out to his community.

a. He looks for opportunities to get to know his community and maintains a good

reputation with the community.

b. He teaches his members to reach out to those in the community who don’t know

about Jesus and leads them by example.

c. He follows up on visitors to the congregation and/or teaches members of his

congregation to do the same.

d. He maintains a prospect list of those who have shown interest in learning more about

Jesus.

The pastor cares for members of his congregation.

a. He regularly prays for members of his congregation, especially those who are hurting

or straying.

b. He works with the elders of his congregation to reach out to those who are neglecting

the Word and sacrament.

c. He visits the sick or hospitalized, those who are shut-in, and those who are dying.

d. He makes himself available to members for counseling.

e. He visits his members so that he knows the sheep that Jesus has committed to his

care.

The pastor oversees the administration of the congregation.

a. He works with the church council and the committees of the congregation to make

sure the work of the congregation runs smoothly.

b. He oversees the maintenance of church records.

c. He meets regularly with other staff members of the congregation to maintain a good

relationship with them.

The pastor demonstrates his concern for the church at large.

a. He attends conferences and conventions in his district on a regular basis and

participates in the work of the district as he has the opportunity to do so.

b. He keeps informed about the work of our synod and communicates our synod’s

mission and ministry to the members of his congregation.

PROCEDURES FOR ASSISTING PASTORS IN THEIR MINISTRY

INTRODUCTION

The gospel ministry is the lifeblood of the Christian congregation. Those whom God has called to carry out this gospel ministry should be honored and respected. The Bible says:

1 Timothy 5:17-20: The elders who direct the affairs of the church well are worthy of double honor, especially those whose work is preaching and teaching. For the Scripture says, "Do not muzzle the ox while it is treading out the grain," and "The worker deserves his wages." Do not entertain an accusation against an elder unless it is brought by two or three witnesses. Those who sin are to be rebuked publicly, so that the others may take warning.

It is clear from these words that members of a Christian congregation should hold their pastor or pastors in high honor. At the same time, if a pastor errs in his life or in his doctrine, the congregation will correct him. The gospel ministry must not be blamed.

Paul points out the need for two or three witnesses. If only one person brings an accusation against the pastor, it could lead to a “he said, he said” situation. The congregation would be forced to take sides based on personalities and suspicions instead of the truth. The result would be a division in the congregation.

Paul also points out that a public sin by a servant of the gospel must be dealt with publicly. The purpose is not to heap shame upon him, but to make public the correction of the sin. Some may have followed him in his sin or error. This will offer correction both for him and for them.

GENERAL GUIDELINES

1. The goal for correction is to improve the performance of their public ministry for the welfare God’s people and to the glory of God.

2. Spiritual concerns are a primary consideration. Studying appropriate portions of Scripture is an integral part of the process of assisting servants of the gospel in their ministry.

3. All documentation must stress facts and observable behaviors.

4. All documentation should be dated and initialed by the supervisor or board and the called servant.

5. All plans of actions should list observable behavioral outcomes.

6. Involve others in counseling and intervention procedures.

7. Summarize all meetings in writing.

8. Act to insure due process and fairness.

9. Pray for guidance and patience.

10. Remember that the circuit pastor is a key resource when dealing with the pastor of a congregation.

Steps to RESOLVING PROBLEMS

These are not steps to be followed to get rid of a pastor. This is not the goal of Christians working together in the Lord’s Kingdom. Rather, we are here to help one another. A team approach to resolving problems and issues is better than a heavy-handed approach. The goal is to assist our called servants to faithfully carry out their ministry. Only with regret would we get to the fourth steps below and only after we have done our best to help. As always, there are exceptions to this. A public sin which hinders the gospel ministry in a congregation may have to be dealt with quickly and directly. But the exceptions are not the rule. Please reference the flow chart at the end of this document for a clear picture of how these steps should be taken.

First Steps

1. Present concerns about a pastor’s actions or lack of actions to the pastor personally and in a spirit of loving concern for the pastor’s performance or behavior.

2. Discuss suggestions for improvement during the informal first meeting and establish some mutually agreed upon goals.

3. Document all actions. Reaffirm your intention of making the called servant a better pastor.

Second Steps

1. Document in writing evidence of need for continued improvement by the pastor.

2. If necessary, consult with the circuit pastor, various officials, and experts who could aid in diagnosing and intervening.

3. Share documented evidence with the pastor and together develop an appropriate plan of action which would include specific competencies to be improved and a time frame for improvement to take place.

4. Continue to explain until the pastor expresses understanding of the problem and agrees with the plan of action. If agreement is reached, the plan of action should be recorded and signed by both parties.

5. If no agreement can be reached, then bring the matter to the attention of the board of elders.

Third Steps

1. Share documented evidence of continued incompetence with the pastor and with the board of elders.

2. Together with the board of elders, provide appropriate assistance to resolve the problem.

3. Consult with the circuit pastor or other officials for guidance and for help in addressing the issues.

4. Develop a plan of action to which all parties agree and which are signed both by the pastor and the elders.

5. Ascertain whether the plan of action is met within the designated time in a satisfactory manner using multiple and objective observations.

6. Document the observation and evaluation and share that documentation with the pastor.

7. Document specific improvements made and future plans of actions as needed.

8. Agree to the revised documented plan of action with the pastor and have both parties sign and file the revised plan of action.

10. Provide appropriate assistance. Repeat third steps as needed.

Fourth Steps (if necessary)

1. Document continued and persistent evidence of incompetence or error on the part of the pastor.

2. Bring the matter to the church council.

3. Consult the circuit pastor or other district officials as necessary.

4. Confront the pastor with the evidence and take specific council action. This action is then also brought to the congregation at a congregational meeting.

5. Inform district officials of impending congregational action.

6. Take appropriate action at the congregational meeting.

7. Inform district and synodical officials of action.

If a pastor is relieved of his call, the congregation continues to be responsible for him and his family as members of the body of Christ. The district has a committee that counsels with pastors who have resigned their calls or whose calls have been terminated. The church council will take leadership in making sure that the pastor and his family are cared for.

EDUCATORS

INTRODUCTION

The principles of effective teaching and effective administration are broad based principles intended to provide supervisors with general evaluation guidelines. A listing of specific behaviors under each general evaluation guideline is intentionally avoided.

It is the responsibility of the supervisor to translate these general guidelines into specific behaviors and examples and to clearly articulate them to the educator being assisted. By doing this, specific professional behaviors can be detected, diagnosed, discussed, receive intervention, and be evaluated in time. Developing specific behaviors and examples of such behavior will also better enable the supervisor and educator to come up with a clearer plan of action if that is needed.

PRINCIPLES OF EFFECTIVE TEACHING

Preparation

The teacher

a. studies the Word of God regularly for his or her personal growth.

b. attends conferences with his or her peers in the gospel ministry.

c. maintains daily and long-range planning.

d. maintains a thorough command of the subject matter.

Instruction

The teacher

a. clearly states and attains a lesson objective.

b. uses appropriate lesson procedures.

c. presents concepts in a developmentally appropriate logical and sequential manner.

d. when appropriate integrates Christian truths into the lessons.

e. uses a variety of appropriate evaluation techniques.

Organization

The teacher

a. organizes time efficiently.

b. adheres to the class schedule.

c. establishes classroom routines and procedures.

d. organizes instructional materials in an efficient manner.

Management and Discipline

The teacher

a. applies law and gospel in guiding pupil behavior.

b. encourages pupils to exercise self-discipline.

c. enforces classroom control standards in a consistent and persistent manner.

d. carries out routines carefully.

Dependability

The teacher

a. fulfills the obligations of the call in the classroom.

b. fulfills the obligations of the call in other congregational duties.

Relationships

The teacher

a. deals with the parents and children in a loving, evangelical manner.

b. recognizes that parents have the primary responsibility for the Christian training of their children.

c. cooperates with co-workers.

d. submits to the supervision of church and school administration.

e. interacts properly with members of the congregation.

Adapted from: Student Teaching Handbook, Dr. Martin Luther College, New Ulm, MN, p. 59. The revised Student Teaching Handbook is available on-line at the Martin Luther College website.

PRINCIPLES OF EFFECTIVE ADMINISTRATION

Spiritual Leadership

The administrator

a. encourages teachers in their calling.

b. leads the faculty in regular Bible study.

c. attends to the spiritual needs of the students.

d. works with the pastor on the spiritual needs of school families.

Educational Leadership

The administrator

a. organizes a plan for regular curriculum development.

b. implements a program for improvement of instruction.

c. visits all classrooms regularly.

d. encourages a plan of continuing education for all staff members.

e. holds regular faculty and inservice meetings.

Relationships

The administrator

a. encourages open communication with parents and students.

b. represents the school at board, congregational, district, and synod meetings.

c. promotes communication and harmony among staff.

Student Activities

The administrator

a. works on issues related to the students’ welfare.

b. insures that student activities are coordinated and supervised.

c. promotes the use of the school through a program of recruitment.

School Administration

The administrator

a. supervises the physical school facility so that a proper learning environment is maintained.

b. keeps all school records up to date.

c. fulfills all state, synodical, and local requirements for operation of a school.

PROCEDURES

INTRODUCTION

It is the intent of these guidelines to provide systematic and God-pleasing procedures for those who have the responsibility to assist educators in their ministry. The term “educator” represents both classroom teachers and principals serving our Lord in schools of the Wisconsin Evangelical Lutheran Synod. The spirit of Christian love and the principles of Matthew 18 are followed by these steps. May the guidelines be carried out in the same loving and compassionate way that our Lord Jesus deals with us.

GENERAL GUIDELINES

1. All efforts are aimed at assisting educators to improve the performance of their public ministry for the welfare of children and to the glory of God.

2. Spiritual concerns are a primary consideration. Studying appropriate portions of Scripture is an integral part of the process of assisting educators in their ministry.

3. All documentation must stress facts and observable behaviors.

4. All documentation should be dated and initialed by supervisor and educator.

5. All plans of action should list observable behavioral outcomes.

6. Involve others in counseling and intervention procedures.

7. Summarize all meetings in writing.

8. Act to insure due process and fairness.

9. Pray for guidance and patience.

10. Always remember that the pastor is a key resource when dealing with a problem educator.

NOTES

1. The following steps could also be beneficial in educators helping parents when the educator notices a problem in the teaching of their children. In that regard, simply switch around educator and parents in the steps below.

2. The use of the term “parents” refers to the parent(s) of a child. It does not mean a group of parents. However, if anyone notices observable behavior that they feel is not right, that person/those people would be included under these steps as “parents” even if they have no relationship with the child or children, or even if it doesn’t involve any child in particular.

3. These are not steps to be followed to get rid of a teacher. This is not the goal of Christians working together in the Lord’s Kingdom. Rather, we are here to help one another. The goal is to assist our educators to faithfully carry out their ministries. Only with regret would we get to the fourth steps below and only after we have done our best to help. As always there are exceptions to this, such as a public sin of some sort that would be a hindrance to ministry. But the exceptions are not the rule.

Steps to Improve Instruction

First Steps

1. Present concerns about a teacher’s actions or lack of action to the educator personally and in a spirit of loving concern for the other’s performance or behavior.

2. Discuss suggestions for improvement during the informal first meeting and establish some mutually agreed upon goals.

3. Document all actions. Reaffirm your intention of making the called servant a better teacher.

Second Steps

1. Document in writing continued evidence of need for continued improvement by the educator.

2. Consult with the local pastor, with the school counselor, and with other professionals who could aid in diagnosing and intervening.

3. Share documented evidence with the educator and together develop an appropriate plan of action which would include specific competencies to be improved upon and a time frame for improvement to take place.

4. Continue to explain until the educator expresses understanding of the problem and agrees with the plan of action. Inform the board of education and file the plan of action with them.

5. If agreement cannot be reached, work through the process with the board of education until a plan of action can be agreed upon. If no agreement can be reached, continue with the fourth steps.

Third Steps

1. Provide appropriate assistance.

2. Ascertain whether the plan of action is met by the designated time in a satisfactory manner using multiple and objective observations.

3. Document the observation and evaluation and share that documentation with the educator.

4. Document specific improvements made and future plans of action as needed.

5. Agree to the revised documented plan of action with the educator.

6. File the revised plan of action with the board of education and provide appropriate assistance.

7. Repeat third steps as needed.

8. Inform the board of education and church council (if necessary) of progress made.

Fourth Steps (if necessary)

1. Document continued and persistent evidence of incompetence or error.

2. Share documented evidence of continued incompetence with the educator.

3. Consult the pastor and district officials.

4. Present evidence to the board of education.

5. Confront the educator with the evidence and take specific board action.

6. Take the evidence to the church council for action to be taken at a congregational meeting.

7. Inform district officials of impending congregational action.

8. Take appropriate action at the congregational meeting.

9. Inform district and synodical officials of action.

If a teacher is relieved of his or her call, the congregation continues to be responsible to the called servant and his or her family members. The district has a committee that counsels with called workers who have resigned their calls or whose calls have been terminated. The church council will take leadership in caring for the called worker and family members.

Flow Chart

Addressing Criticisms and Problems

-----------------------

Whoever notices a problem meets with the called worker to address the complaint, using love. The result of the meeting flows right or left, depending on the outcome.

The called worker receives correction and establishes mutually agreeable goals. Notes are taken of the meeting and signed by both parties. If the problem is resolved, it does not have to proceed any farther. Both parties sign off on the resolution.

Whoever notices a problem discovers that the problem really does not exist. There is no need to proceed any further.

They reach an impasse. If a co-worker or member noticed the problem, it is brought to the supervisor (principal, pastor). If the principal, pastor, or board notices the problem, continue with the box below.

a.

The called worker, the supervisor, and the member reach agreed upon goals. Notes are taken of the meeting and signed by all, and copies are given to the appropriate board and council.

The co-worker or parent now realizes in talking with the supervisor that the problem does not exist. There is no need to proceed any further.

They reach in impasse. The parties involved then meet with the appropriate board concerning the stated problem. The board will rule either right or left. This may take time and require further investigation.

The board rules that the problem has no validity. The called worker is exonerated and the matter is dropped. Or they rule that they cannot determine if the matter is valid.

The board rules that the problem is valid. Goals are laid out for the called worker and any others involved. Notes are taken of the meeting and signed by all parties and shared with the church council.

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