Interim Religious Educators
The departure of a religious educator can be a fruitful time for reflection, visioning, and change. An interim religious education professional provides specialized skills and tools to help a congregation prepare for robust new leadership.
Interim religious educators are typically hired for 1-2 years, and an interim is generally not eligible to apply for the settled position. An intentional transition period has a shape and momentum that set it apart from time with a settled leader, so a limited-time role helps ensure that the congregation stays focused on its developmental work. This "pre-fired" status also allows the professional to shine light on uncomfortable truths and to work with the congregation to effect difficult changes that may be necessary for future health and success; such efforts would be easily compromised if the professional were meanwhile "auditioning" for the long-term position.
The information and events described below are for religious education professionals and congregations seeking more information about the training and the work of the interim religious educator.
UUA Interim Religious Educator Trainings
The Unitarian Universalist Association (UUA) recently developed and piloted an online version of its Interim Religious Educator Training. This course will be repeated in the summer of 2012, scheduled to meet the availability of key participants. Priority will be given to professionals who have been hired for interim positions. Contact recredentialing@uua.org for more information.
Developmental Tasks for the Interim Period for Professional Interim Religious Educators
Developed by the UUA Interim DRE Visioning Team in March 2005 and revised in May 2005.
- Coming to Terms with History
- Helping the congregation’s leaders to get a perspective on its RE history and culture.
- Helping the congregation claim, honor and appreciate its past and work toward health and healing.
- Getting feedback and gathering information about past events and circumstances, negative as well as positive.
- Helping congregation and RE leaders to process the transition of the predecessor.
- Knowing what questions to ask to facilitate this process.
- Evolving a Unique Religious Education Program Identity
- Helping the congregation to gain a new understanding as a lifelong learning community.
- Helping the congregation’s religious education community to gain self awareness of its wholeness: emotional, spiritual, and sociological status.
- Illuminating the congregation's unique RE program identity: its strengths, its needs, its challenges.
- Helping to make connections with other committees and groups in the congregation in its shared ministry to children, youth, and adults.
- Getting feedback and gathering information, positive and negative.
- Modeling new approaches, practices and procedures.
- Being visible.
- Evaluating the RE program and its safe congregations policies and procedures.
- Offering vision.
- Knowing what questions to ask to facilitate this process.
- Leadership Changes During the Interim Period
- Helping to identify the changes needed in RE program structure and staffing.
- Clarifying the multiple dimensions of leadership and aiding in navigating the shifts in leadership that accompany times of transition.
- Advocating for strong RE Committees and lay RE leadership development.
- Attending to self care.
- Exercising ability to listen.
- Providing a stable and non-anxious presence.
- Helping to empower the congregation and RE leadership through positive attitude.
- Demonstrating skills in navigating the transitions.
- Modeling new approaches, practices and procedures.
- Offering vision.
- Nurturing collegial relationships with other staff.
- Knowing what questions to ask to facilitate this process.
- Renewing Denominational Linkages
- Raising awareness among the RE Program leaders about the importance of Unitarian Universalist Association and professional identities and relationships.
- Renewing connections with available resources and services within the district and the UUA, including Liberal Religious Educators Association (LREDA) and other RE and lifespan faith development resources.
- Knowing what questions to ask to facilitate this process.
- Commitment to the Future Vitality of the RE Program
- Enabling the congregation to renew its vision, strengthen its stewardship, prepare for new professional leadership and engage its future with anticipation and zest.
- Helping the congregation focus their energies on the future in a positive way.
- Planning closure and have an effective leave-taking strategy.
- Knowing how (and how not) to be involved in the search process for the next religious educator.
- Implementing change while leaving the system open to future changes.
- Developing and implementing a transition strategy for transferring information to next religious educator.
- Knowing what questions to ask to facilitate this process.
- Conducting or overseeing the customary responsibilities and functions of RE program Administration and Leadership
- Clarifying tasks, priorities and communication functions from the beginning, making adjustments along the way.
- Establishing clear boundaries with regard to work roles, responsibilities, hours, and relationships.
- Fulfilling the responsibilities and functions as outlined in the established job description.
Recommended Resources
The Janus Workbook, 2002, From the Pacific Central and Pacific Northwest Districts, and the UUA Settlement Office of the Ministry & Professional Leadership Staff Group, UUA.
Temporary Shepherds: A Congregational Handbook for Interim Ministry, 1998, Roger S. Nicholson, editor. Published by The Alban Institute.
For more information contact recredentialing@uua.org.
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Last updated on Monday, May 14, 2012.
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