educator & storyteller

A CRCW will be a person

WHO IS: An Educator & Storyteller

Someone who is a “reflective practitioner” who takes the time to listen, interpret, and remember the stories that are derived from projects and new ventures that the local church is participating in.
Being an imaginative storyteller who is able to bring these stories and interpreted experiences into the conversation and life of the rest of the local congregation.

WHO KNOWS ABOUT

The importance of reminding the local church of its given identity
The importance of gathering stories from the World Church
The importance of paying attention to new stories from new contexts in which the local church is engaged
Helping to understand the difference that this experience makes to the church’s understanding of its mission
Experiential and reflective learning
Working with people in communities to develop and use frameworks for evaluation (Key Role D)
Educational methods & own and others learning styles

WHO HAS SKILLS IN

Assimilating inherited traditions and stories that have formed the Church in past generations
Engaging with the sources of Christian identity in church texts and traditions, and communicating them in relevant ways
Listening, interpreting, retelling and remembering stories
Enabling others to have the confidence to tell their own stories
Discerning and interpreting the signs of the times and the implications for mission
Distilling the key issues of the day that point the way to the future from the stories of local people
Reflecting on and developing own & the church’s practice & role (Key Role F)
Supporting communities to monitor and review action for change (D1) and Facilitating the development of evaluation frameworks (D2)
Effecting change through personal and shared goal setting, decision making, plan implementation and the valuation of actions that have been taken.
Exit Strategies, leaving churches and ending community groups.
Contributing to project closure (E10)
Educating, challenging and raising the awareness of all ages and kinds of people regarding issues of social exclusion, justice and peace
Design learning programmes to meet learners requirements (B21?)

SOME EXAMPLES

Preaching, small group learning contexts
Tape recordings from elderly members
Personal reflection and study, openness to diversity of the church and history of developments of church
Reflection in the debrief from a holiday programme for children
Use of “apt liturgy”
Northumbria Community
Bible Society ‘Open Book’ project
Worship resources “from the street”
Wild Goose Worship Group liturgies
UNLOCK
Difference between outputs and outcomes
Achieving Better Community Development (ABCD) methods
Lifeskills training
Leading a Bible Study group
Homelessness Sunday service
Drug misuse and health education