The Religious Education Credentialing Program (RECP) is a three-level Program designed to strengthen faith development in Unitarian Universalist congregations by providing a well-defined professional development pathway for religious educators. Candidates may enter the Program at either the Skilled or Advanced level. Each level requires the candidate to demonstrate applied knowledge and skill in a number of competency areas.
The Skilled Level credential is awarded by the UUA Professional Development Programs Manager (PDPM) on behalf of the Religious Education Credentialing Committee (RECC). Advanced Level and Leadership Level candidates are evaluated by the RECC at an interview after they have submitted a portfolio and other completion materials.
Contents
RE Credentialing Purpose and Benefits
The Religious Education Credentialing Program (RECP) nurtures the call to religious education as a profession, provides a comprehensive path for professional development, and articulates and upholds professional standards and guidelines. The Program is designed for working professionals…
RE Credentialing History
Seeds for the Religious Education Credentialing Program (RECP) were planted at Liberal Religious Educators Association (LREDA) conferences in the late 1990’s. A group of professionals had gathered to grapple with differences in skill, training, and congregational expectations among religious…
Credentialing Requirements - Overview
Skilled Level (Geared towards very part-time religious educators) Readiness Serving in a professional Religious Education position (generally at least 6 months) Religious Educator Experience Upon Completion of Level At least 2 years at quarter time or more Number of Competencies to be Demonstra…
Competencies - Overview
Skilled Level (Geared towards very part-time religious educators) 4 required, plus 1 elective Required Administration & Volunteer Management Human & Faith Development Right Relations & Professional Ethics UU Foundations Elective (choose 1) History, Methods, & Philosophy of Religious Education…
Levels of RE Credentialing Explained
The Religious Education Credentialing Program has three levels. Entry points are either the Skilled or Advanced levels. Successive levels involve the demonstration of more competencies, as well as deeper understandings and broader application of competency areas.
The Stages of Professional Formation
Guidance on expected characteristics and abilities of a religious educator for each level of credentialing. Outlines the development of a professional not only in terms of competency knowledge and skill, but also in regard to one’s leadership formation and professional identity.
Program Costs
There is no cost to join the Program. There are, however, costs (both time and money) to participating in the Program. Consider: Financial cost: does your Professional Budget Line cover: trainings (registration, travel, lodging); books or videos; travel and lodging for in-person RECC interview;…
Prerequisites for RE Credentialing Program
Unitarian Universalist Employment:You must be currently employed by an organization that is recognized as Unitarian Universalist. This may be a UU congregation, district, region, seminary, institute, camp, the UUA itself, or another UU-related organization…
Entry Interview
Once all of your application materials have been received and reviewed, the Professional Development Programs Manager (PDPM) will contact you to schedule an Entry Interview. Your Entry Interview provides a time for you to share more about your congregational context, your working style, and your…
Time Frame for Completion
You must complete the Religious Education Credentialing Program within three years of the date that you are accepted. Exceptions may be requested through the PDPM.
Pausing or Withdrawing from the Program
Should you choose to pause your program, two options exist: 1. Hold status pauses your program for up to a year in emergency circumstances. While on hold, your will not meet with your mentor;
Moving Through the RECP
This process looks different for each candidate. Most people start by taking stock: what experiences have you already had that enable you to demonstrate the competencies? Remember to consider other jobs, volunteer roles, hobbies, etc.
Review of Material
First Review Candidates for all levels should send their first completed competency to the PDPM for review, correction, and/or suggestions as soon as it is finished. Second Review Associate Level candidates do not submit material for a second intermediate review….
Materials to Submit for Completion
Mentor/Candidate Status Check DUE twice annually February 1st and August 1st Candidates are responsible for initiating and continuing regular check-ins with their mentors assigned by the LREDA Committee on Mentoring. These meetings are to happen approximately 10 times per year and both…
Reflective Essay Questions
Visit your Level’s section for information on which of the following Reflective Essays are required for that Level. Anti-Racism Prompt A Discuss your understanding of anti-racism and your experience weaving anti-racism into your work. Note that while the lens, for portfolio purposes, is ARAOMC…
Alternatives to Program Requirements
Options for equivalencies and substitutions exist for some requirements. For instance, you can propose a Resource List substitution, an alternate portfolio format, or a graduate course not included on the provided list. Contact the PDPM if you wish to pursue an alternative way of meeting a…
Creating Your Portfolio
This page provides instructions for how to format your portfolio and then models those instructions. Note that you should use a san serif font (e.g. Arial or Calibri), making body text 11-point font and headings bolded 14-point. Paragraph spacing (e.g. single- or double-spaced) and use of…
Glossary
LREDA – Liberal Religious Educators Association The professional organization for liberal religious educators. LREDA provides mentors for all candidates. www.lreda.org …; RECP – Religious Education Credentialing Program The UUA’s three-level Program designed to increase professionalism among…
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