LCMS Convention Workbook St. Louis, Missouri — 2026, Page 71

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OFFICER, BOARD, AND COMMISSION REPORTS

71

R13.4
Report R13.4: Report on Approaches to and Outcomes of Residential and Non-Residential
Routes to Ordination (Pastoral Formation Committee, 2023 Res. 6-03A)
Faithful Lutherans formed The Lutheran Church—Missouri Synod (LCMS) to confess the truth
of the Gospel as revealed in Holy Scripture and faithfully testified to in the Book of Concord. To
this end, the Synod has many important tasks. One of the LCMS’ essential ecclesial tasks is the
formation of pastors. 1 The LCMS has tasked the Synod seminaries — Concordia Theological
Seminary, Fort Wayne (CTSFW) and Concordia Seminary, St. Louis (CSL) — to prepare men
for the Office of the Holy Ministry through the residential Master of Divinity (M.Div.) and
Alternate Route (AR) programs. In addition, in 2007 the Synod in convention approved that its
seminaries offer the Specific Ministry Pastor (SMP) program. 2 In addition to the SMP, CSL
prepares men for the pastoral office through the Ethnic Immigrant Institute of Theology (EIIT,
which began in 2010) and the Center for Hispanic Studies (CHS, which began in St. Louis in
2006). CSL partners with Concordia University Irvine, Calif., to prepare pastors through the
Cross-cultural Ministry Center (CMC, which began in 1995). CTSFW offers the SMP in both
English and Spanish (SMP-EsE).
Reason
The present report fulfills the Synod’s request at the 2023 Convention for the Pastoral Formation
Committee (PFC) to “to prepare a report that examines and compares approaches and outcomes
of residential (i.e., in-person) and non-residential (i.e., distance learning) routes to ordination as
these relate to the Synod’s commitment to a well-formed clergy for the sake of the Gospel of
Jesus Christ.” 3 Since the SMP program was initiated in 2007, the current clergy roster of the
Synod contains an adequate number of men prepared for ordination through either the SMP
(non-residential) or M.Div./AR (residential) routes to provide data and feedback for study and
examination of the routes. To examine and compare these routes, the PFC enlisted the services of
an outside agency, Standing Partnership, to interview various people from within the Synod to
reflect on not merely supposed or ideal outcomes, but to evaluate those who are serving in the
Synod from either the residential or non-residential route. 4 The following report reflects
observations and experiences, but does not claim to address the concepts of non-residential and
residential routes in the abstract. Various opinions exist concerning the efficacy and

effectiveness of online or non-residential education. While those debates may contain some
beneficial observations, the formation of a man for the Office of the Holy Ministry involves
more than educational pursuits. Therefore, the following report seeks to provide reflections of
actual outcomes from the Synod’s routes to ordination.
The important question for the Synod is how to best serve our Lord and His church through the
formation of pastors. Prior to ascertaining the efficacy of routes, the LCMS must reckon with the
scriptural description of the Office of the Holy Ministry. One way to frame this discussion is to
ask what sort of education and formation prepares a pastor to fulfill the dominical and apostolic
mandates to teach “them to observe all that I have commanded you” (Matt. 28:19), to hold fast
the pattern of sound words (2 Tim. 1:13), to teach and preach the whole counsel of God (Acts
20:27), to guard the flock against the “fierce wolves” who teach falsely (Acts 20:29), to be ready
in season and out of season to apply the word of truth (2 Tim. 4:2), to use the Holy Scriptures to
make men “wise unto salvation” (2 Tim. 3:15), to be faithful in his stewardship of the mysteries
of God (1 Cor. 4.1)?
One reason for this report and many other current discussions in the Synod is the inequity of
those who are ordained through residential and non-residential routes. On the one hand, people
perceive different “classes” of pastors, based on their training. On the other hand, surveys (such
as the one summarized below) have revealed an observable difference between pastors who have
gone through the routes. While each pastor brings to the ministry his own strengths and
weaknesses, this report focused on the strengths and weaknesses inherent in each route leading to
ordination. No route is perfect, and God can and will work through each man He calls into the
Ministry through His church. The question before the Synod is: “What is our Lord’s description
of the Office of the Holy Ministry, and what kind of pastor, therefore, should the Synod prepare
and supply for our congregations?” This report addresses the question: “Are the current routes
training such men for the ministry?”
From these observations, the next questions arise: “What can we do to improve the route(s) to
ordination? What has our experience taught us? How do we provide faithful, well-equipped
pastors for the future generations of the LCMS, for the sake of the Gospel of our Lord Jesus
Christ?”

1
From the first Synod constitution, I.6 (Reasons for forming a synodical organization): “The unified spread of the
kingdom of God and to make possible the promotion of special church projects (Seminary, agenda, hymnal, Book of
Concord, schoolbooks, Bible distribution, mission projects within and outside the Church).” IV.6 and 7 (Business of
the Synod): “6. To provide for ecclesiastical ordination and induction into office. 7. The preparation of future
preachers and teachers for service in the Church.”
2
CTSFW states, “The Specific Ministry Pastor (SMP) program trains pastoral leaders from existing or planned
ministry or mission contexts. The curriculum centers around the pastoral acts of baptism, preaching, and the Lord’s
Supper. These marks of the church define us as Christians and unite us with the universal church. Pastoral formation
takes place through engagement with the Scriptures, the Lutheran Confessions, and the hymnal”
(ctsfw.edu/academics/programs/pgm/specific-ministry-pastor). Similarly, CSL states, “Concordia Seminary’s
Specific Ministry Pastor (SMP) Program is a four-year state of the art distance education program that prepares men
for specific pastoral ministries in The Lutheran Church—Missouri Synod (LCMS). Students receive academic
training in the setting where they will continue to serve following ordination. While taking classes through
Concordia Seminary, they work with local pastor-mentors who support them in the program with day-to-day
guidance, encouragement and prayer” (csl.edu/academics/programs/specific-ministry-pastor-smp).
3
Res 6-03A, 2023 LCMS Convention Proceedings, 162–63.
4
For more information on this, see “Method” below.

It should be noted that since the bulk of this report reflects the responses to surveys and
interviews, the responses reflect both the perceptions and the presuppositions of the respondents.
In other words, there was not a predetermined definition of what makes a good pastor, or what is
a pastoral strength or a weakness. Therefore, the summaries of these opinions sometimes reflect
a view of the role of a pastor that diverges from the LCMS’ historic stance. This end of the report
offers a commentary on and evaluation of these divergent views.

1

2

knowledge of Greek or Hebrew for ordination or for program completion, whereas the M.Div.
requires proficiency in both languages. Thus, district presidents, circuit visitors and pastors (both
M.Div. and SMP) agree that the men who earned their M.Div. at a residential seminary are better
equipped theologically (both Scripture and the Confessions of the church) than SMP pastors.
Everyone also agreed that this was a strength of the M.Div. route and a weakness of the SMP
program. Yet not everyone agrees that biblical languages are necessary or even a true benefit to
pastoral practice and ministry. Men ordained through the SMP route are often described as
possessing more life experience and a more intimate knowledge of the context/setting into which
they are called, since they remain in their setting for both their training and ministry. SMP
pastors are often described as having more relational skills, since they do not need to adjust to a
new situation after their ordination and call.
Examination and Comparison of Approaches to Residential and Non-residential Routes to
Ordination
Residential routes to ordination at LCMS seminaries include M.Div. and Alternate Route
programs at both CSL and CTSFW. The M.Div. requires men to learn Hebrew and Greek and to
be in residence in St. Louis or Fort Wayne for two years of study, to leave campus for a year of
vicarage, and then to return for the last year to complete the M.Div. program. M.Div. students
gain practical experience during their time at the seminary through field education
congregations. Normally, the third year of the M.Div. program is a vicarage year, during which
the student moves away from the seminary to serve an LCMS congregation as a vicar, learning
from a supervising pastor as a kind of apprentice (Bylaw 2.8.1(d)). 5 The M.Div. route at both
seminaries remains the route through which the majority of LCMS pastors are formed for
lifelong service to Christ’s church. The SMP program at each seminary includes online classes
and in-person intensives to fulfill the academic requirements. SMP students remain where they
live to serve their vicarage during their coursework phase and are ordained at the end of the
second year of classes (about halfway through the program). Each SMP student must have a
supervisor who is an M.Div. pastor. The supervisor works with the student to model ministry and
meets weekly with his SMP supervisee during his classwork (most assignments for SMP courses
contain a section that requires supervisor involvement). 6
Method
Standing Partnership, working with the PFC, conducted interviews with all 35 LCMS district
presidents and 59 circuit visitors. In addition, they met with 7 focus groups made up of
seminarians, representatives from the seminaries, and those involved in pastoral formation
preparation within institutions of the Concordia University System. A survey was also sent to the
clergy of the Synod, representing all ministry routes, with more than 1,800 pastors completing
the survey. The goal of these interactions was to understand how district presidents, circuit
visitors, pastors and others involved in pastoral formation view the outcomes of residential and
non-residential pastoral formation routes.

In certain and rare cases, based upon petition of the student and concurrence of the faculty, students may postpone
their vicarage to their fourth year.
For more information, see the PFC Report, “A Comprehensive, Uniform, Synodwide Specific Ministry
Supervision Plan.”

5
6

There was no real divergence on the observation that pastors with an M.Div. received more
comprehensive and thorough training in biblical theology and Lutheran doctrine. This
preparation and ability results from the presence of the biblical languages and the curricular
focus on the Scriptures and the Confessions/Systematic theology in the M.Div. curriculum. The
length and breadth of the residential curriculum provides a fuller and more in-depth study, since
the SMP requires about one-third the curricular hours of the M.Div. Also, the SMP requires no

Results
Participants noted the strength of pastors formed through the residential routes to be theological
depth and acumen. The strength of non-residentially formed pastors was identified as
understanding contextual relevance.
The interviews and surveys also revealed perceived inadequacies of those produced from all
routes. When those interviewed expressed areas needing improvement among residential M.Div.
graduates, the most common areas mentioned included leadership training, pastoral care and the
ability to relate to people in the congregation. Those interviewed noted the lack of scriptural and
confessional understanding and knowledge among SMP graduates. Those interviewed also noted
the perception that two classes in the clergy of the LCMS have developed — those who attended
the seminary and those who were formed through non-residential routes.
Importance of Research
These findings provide clear and practical insights to guide immediate and long-term decisions
about pastoral formation in the LCMS. As the Synod seeks to prepare capable, faithful pastors
across diverse contexts, this feedback highlights where formation is working well and where
improvements are needed to strengthen readiness, unity and the impact of mission.
Examination and Comparison of Outcomes of Residential and Non-residential Routes to
Ordination
Similarities/Shared Concerns
The interviews and meetings produced some noticeable and overarching observations regarding
both residential and non-residential routes to ordination. Those interviewed noted a lack of
structured opportunities for hands-on ministry leadership and pastoral care. The general lack of
proficiency in leadership and business acumen was a constant refrain about the men formed by
both residential and non-residential routes. Another general observation raised the issue of a
perceived existence of two classes of clergy in the Synod. Those who do not have an M.Div.
noted that they feel as though they are seen as “second-class” pastors. This observation was
shared by district presidents, circuit visitors and those with an M.Div. Some noted that Synod
bylaws create structural inequities that reinforce perceived hierarchies among pastors (e.g., SMPs
are ineligible to serve as voting delegates or supervisors for other pastors). Not everyone said this
division of clergy is inappropriate — since there is a disparity of education and formation,
though all agreed this perceived or real stratification of the clergy is not beneficial to the LCMS.
Some noted that this perceived class system or different level of clergy often manifests itself in
the absence of many non-residential pastors in winkels. This absence means those men miss not
just fellowship opportunities, but also theological discussions and some possible continuing
education events.
Respondents expressed that the seminaries need to adapt their current curricula and delivery
methods to serve today’s learners without sacrificing theological integrity. Some feel that the
seminaries are not preparing men to serve in real-life situations of the 21st century, but are still
preparing men to serve in congregations facing the realities of previous generations when
Christianity enjoyed a more positive role in society and the members of LCMS congregations
were generally more biblically literate. There was also consensus that all clergy need to be
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2026 Convention Workbook