Metro

Scholarship

Key principles

Preparing for METRO

• Metro is a two year full-time apprenticeship, based on the program in this handbook. • to get the most out of the two year program, however, it is necessary to prepare in a number of ways, especially with regard to the key relationships involved. • for this reason, this handbook also sets out guidelines for a ‘preparatory’ year, on page 4.

Trainee AND Trainer

• In keeping with the 2 Timothy 2:2 model, the program is designed such that the trainee is always simultaneously a trainee and a trainer.
• This ‘trainee and trainer’ shape is reflected through the trainee meeting not only one-to-one with their trainer, but also with key others they are training—passing on their training.
• In the overall shape of the program, the ‘trainee’ role is to the fore in year 1, but the ‘trainee as trainer’ role comes more to the fore in year 2.
• An ideal one-to-one meeting will spend time on each of the 3 strands below (e.g. a 1 & 1/2 hr mtg will spend 30 minutes on each of the strands).

The three strands

• PERSONAL GODLINESS: the program emphasises daily bible reading & prayer as the key to godliness, and discussion/accountability in the training relationship in relation to this. There is also specific attention given to personal evangelism and family life.
• THEOLOGICAL REFLECTION: the program sets essential reading that both prepares the trainee for College and stimulates the trainer/trainee’s thinking in relation to life & ministry.
• MINISTRY SKILLS: the program is designed to develop thinking and skills in certain core areas of ministry, as well as some elective areas. The main training resources used are the MINISTRY PAPERS, alongside other key reading.

Core and elective

• In the ministry skills strand of the program, there are both (i) core areas of training which all trainees undertake; & (ii) elective areas of training where trainees select from options.
• The three core areas of training are preaching, small groups, & welcoming/evangelism. Development in these areas is seen as fundamental to development for gospel ministry.
• A major elective is then selected from such ministry areas as: youth group, kids church, kids club, university ministry, men’s ministry, women’s ministry (this should usually be a major elective for women metro trainees). The goal here isn’t so much to do with specialization as development of leadership skills. There are opportunities for learning and growth that can only come through such sustained leadership of a ministry team.
• A minor elective(s) is selected from a range of ministry areas: e.g. music, drama, audio (or one of the ministry areas above but in a lesser role).
• There are also some assorted tasks that round out the ministry training experience. flexibility
• Clearly, the ‘core and elective’ shape of the program already allows for significant flexibility in the program. Other aspects of the program, e.g. the order/timing of the program, will also need to be approached in a flexible manner.

Coaching

• The trainer also is simultaneously a trainer and a trainee! — needing to be supported in their training role and to learn through the experience—through ‘coaching’ support.
• Coaching the trainer is the key way Metro supports the training relationship. The focus of the annual metro conference will be time for coaches to spend with trainer/trainees. The coach will then also have regular phone and email contact with the trainer through the year.

The two year course

• The planner on the following pages enables the trainer & trainee to together develop their ‘tailored’ Metro program, thus owning their learning across the three strands.
• The program contains a balance of structure on the one hand (core elements that must be covered) and flexibility on the other (options regarding electives and order of completion).
• This planner needs to filled out in outline at the start of each of the 2 years, and refined in detail each term. Working through the material below will explain how to go about this.
• Metro coaches are a key resource in giving suggestions/feedback to help with this process.

Personal godliness

• The main focus here is daily personal bible reading and prayer. • using M’Cheyne’s daily plan (see D.A.Carson’s ‘For the Love of God’) – the whole Bible is read over
the two years of the program.
• Sufficient time needs to be set aside during the weekly one-to-one meeting to discuss progress in and issues arising from this crucial daily time with God.
• At the start of each term the trainer & trainee should update their one-to-one planner with specific issues of godliness to be discussed/prayed for (with special attention to family life).
• Relevant articles/books might be discussed as part of this process (coaches may help with suggestions here). Other reading commitments may need to be modified accordingly.
• It’s also in this one-to-one context that personal evangelism should be discussed/prayed for.

Theological reflection

• The main focus here is a pre-college reading program, designed to both give a taste of reading across key areas as well as developing the basic discipline of theological reading.
• Each term has one key text (essential reading) along with suggestions for further reading (according to ability/interests of the trainee as well as other commitments in that term).
• Since the ministry skills strand also involves reading a ‘ministry’ book each term (and some reading may also be pursued in the ‘godliness’ strand), the trainer and trainee will need to discuss how the term’s reading will be structured/approached (e.g. serially or in parallel?)
• In one term of each year the set book is more focused on spirituality, to help ensure the reading component of the program is related to the other strands of godliness and ministry.
• Page 11 provides a list of useful questions to consider when reading and assessing a book. ministry skills
• The main focus here is the development of ministry skills across: the three core areas of preaching, small groups & welcoming/evangelism; one primary elective; one secondary elective; & assorted ‘one -off’ ministry tasks.
• Each term one of the 4 key areas (3 core & 1 major elective) needs to come to the fore in terms of essential reading. It is vital that goals are still set in the other three areas each term.
• The order in which the essential reading is done in the 4 key areas needs to be determined according to the particular church context , and the goals set by the trainer and trainee.
• The key idea here is progress: that the trainee is developing their ministry skills, especially in the 4 key areas, term by term across the 2 years of the program.
• Fundamental to such progress, will be the transition of the trainee into a trainer role. A basic pattern in each of the 4 key areas might be for the trainee to repeat their year 1 learning process (as trainee) with another person (now as trainer) – learning through teaching others.
• The basic pattern in each area is: start with working through the relevant MINISTRY PAPER; set goals for that area across the year, including the best timing for completing the essential reading; refine goals each term.
• First work through the ministry skills planner, then plot the essential reading across the 2 year summary. More detailed goals are written up each term on the term planner.