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Master of Divinity MIDDLER Panel Member Student Assessment Guide

Panel members are encouraged to use this guide, based on the core competencies of the PSR MDiv (critical appropriation of texts and traditions, all learning and all knowledge as contextual, leadership development connected to spiritual formation/spiritually rooted leadership formation, partnership, interdisciplinary, equipping for social transformation) to help assess the student and provide critical feedback during the Middler Review.

Panel members should review this guide as they review the student's Middler Review packet in preparation for the Middler Review meeting. You will have an opportunity to fill this out and submit this either online through your phone, table, or laptop or on paper at the conclusion of the Middler Review. When you hit the "submit" button,  your assessment will go only you, the Primary Faculty Advisor, and the PSR Office of Academic Affairs. The Primary Faculty Advisor may elect to share your assessment with the student after the Middler Review meeting.
1. Name of the PSR MDiv Student whose Middler Panel you are serving on: *This question is required.
This question requires a valid email address.
2. Your (panel member) contact info:
Role on Middler Panel (tick all that apply)
This question requires a valid email address.
This question requires a valid email address.
3. At the conclusion of the Middler, panel members are asked to use this tool to help assess the student and provide critical feedback and information for the student's future academic plans. Please evaluate the student in the following areas by ticking a number 0-5 with 0 meaning "not prepared" and 5 meaning "well-prepared". If you do not have information or experience with the student related to the knowledge or skill set, mark "n/a" and provide commentary if relevant. *This question is required.
0=Not Prepared; 5=Well Prepared Comment
0 1 2 3 4 5 Didn't have the opportunity to observe this
Articulate an understanding of texts and traditions
Critically engage with those texts and traditions
Apply your understanding of texts and traditions to particular situations
Theologically ground ministerial and vocational arts, including preaching, worship leadership, pastoral care, and community organizing
Communicate the theological/ philosophical/ aesthetic traditions of your own religious community(ies)
Engage in new theological discourses
Articulate the relationship of the text to its context of origin and use
Understand a spectrum of approaches to interpreting sacred texts for the contemporary context
Recognize all knowledge as contextual
Articulate the importance of your own context
Demonstrate an awareness of another’s context, especially across differences with respect to race, sexuality, gender, ethnicity, class, culture, nationality, and religious affiliation, etc.
Ability to imagine the translation from one context to another
Avoid inappropriate boundary crossing and misappropriation
Articulate the connection between your spiritual practice(s) and the development of a leadership style
Demonstrate a personal integrity and character based on spiritual values
Practice a spirituality that engages the wider society
Develop a spiritual-rootedness to sustain your work in the world
Effectively link spirituality and leadership in a community of accountability
Engage life and work with cultural humility and respect for cross-cultural differences
Form partnerships with other organizations and individuals
Work with people of different backgrounds, cultures, and experiences
Incorporate insights from non-academic contexts in your work
Integrate the various intellectual disciplines, fields, topics, and themes of theological education in the practices of ministry and public leadership in a variety of contexts
Articulate a theologically grounded position on social justice issues
Organize community efforts toward achieving social change
Develop a definition of social transformation in critical, constructive, theological and historical modes.
4. Please submit a brief SUMMARY STATEMENT using this guide as a tool. Statements should identify both strengths and weaknesses of the student. Be prepared to speak your summary statement once the student returns to the meeting.
5. Communities of Accountability and other concerns/affirmations: