LCMS Convention Workbook St. Louis, Missouri — 2026, Page 72

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OFFICER, BOARD, AND COMMISSION REPORTS

encouraged to pursue continuing education. Though many do attend conferences or find
theological resources (online content or informal study and meetings with peers), many
expressed the need for Synodwide continuing education opportunities offered by the seminaries
or other Synod entities. The Synod’s PALS program provides continuing education for those
who are in their first three years of ministry, but there is no current Synodwide program for
continuing education following those initial years. One other common observation addressed the
(A) lack of a Synod/Lutheran identity among many of the clergy; and (B) graduates of both
residential and non-residential routes lack a complete understanding of how Synod and districts
work. There seems to be a paucity of training in how to exist as a member of a circuit, district
and Synod. Generally, pastors are not familiar with the particularities of how Synod functions
and how each pastor is to properly perform official duties such as installations, or to participate
in circuit forums, district and Synod conventions, etc.
Weaknesses in Non-Residential Routes
Those involved in the surveys and conversations consistently noted several weaknesses in
graduates from the non-residential routes to ordination. Chief among these weaknesses is the
lack of theological understanding and an inability to interpret and apply the Scriptures on a level
commensurate with graduates of an in-person M.Div. program. 7 This is due to the lack of
biblical languages in non-residential curricula, as well as the fewer number of courses in biblical
theology and interpretation. The lack of theological understanding also betrays a curricular
imbalance between residential and non-residential routes. The SMP curriculum does not afford
the same amount of time for instruction and growth in the Scriptures (e.g., students take one total
class on the New Testament in the CSL curriculum, whereas M.Div. students study the New
Testament each of their six semesters; at CTSFW, SMP students take 12 credits in the Bible
versus 41 for the M.Div.). Less measurable, yet observed by some, is the typical person who
pursues non-residential versus residential routes to ordination. Those who do not want to move
to seminary for years of study often cite non-theological reasons for avoiding residential
education. The given reasons often reflect a focus on relationships, culture, “mission” or personal
comfort and finances. While these concerns may be important aspects of the pastoral ministry,
non-residential routes sacrifice depth of theological education in favor of these concerns.
The requirement of lifelong supervision for SMP pastors creates an ongoing challenge for the
Synod. When a man is ordained as an SMP pastor, the Synod is committing to always provide an
M.Div. pastor as a supervisor for as long as that SMP pastor serves. This ongoing supervision
was part of the original design of the SMP program approved at the 2007 Synod convention. The
rationale comes from the “specific” nature of this training. The Synod (or delegates) thought it
wise to have SMP pastors, who have less theological study, serve under the supervision of a
pastor with the full M.Div. preparation. Yet, practically speaking, the requirement for ongoing
supervision poses significant challenges. Already instances exist wherein the man who served as
the SMP’s supervisor takes a call or retires. The district president then needs to appoint a new
supervisor. With the rise of more SMP pastors, there are fewer M.Div. pastors per SMP pastor.

Many pastors are already serving multi-parish situations and find it difficult if not impossible to
provide consistent and beneficial supervision. Another potential difficulty may occur when the
only M.Div. pastor available in reasonable proximity to the SMP pastor is a new graduate. There
could potentially exist a situation in which a new graduate is assigned as a supervisor for a pastor
who has more experience in the ministry. Even when supervisors are found, many — SMP and
M.Div. pastors alike — noted the inconsistency in supervision. There does not appear to be an
understood standard or even expectation for supervision both during the SMP program and for
graduates of the program. Some observed that SMP pastors are unaware that they will have a
supervisor throughout their ministry. 8
Weakness of Residential Route:
Those involved in the surveys and conversations noted weaknesses in graduates from the
residential route to ordination. These weaknesses generally fell in the areas of congregational
leadership, real world experience, and relationships. The perception was regularly expressed that
residentially trained pastors are consistently well-prepared theologically yet often lack skills and
abilities to lead a congregation in ways that require business acumen or organizational
understanding. 9 Some also noted that residentially trained pastors sometimes lack interpersonal
skills including basic listening skills, emotional intelligence and the ability to relate to other
people. Residential pastors, according to some, do not have the same level of contextual
awareness or intelligence as non-residential pastors. Indeed, the first several years after a
residential student arrives is often spent learning the context and history of the congregation,
whereas non-residential students already know these, since they were members of their
congregations before they began their seminary studies.
Another factor to consider is that the assessment of the weaknesses of the residential route
generally pertains to younger men or men who go straight through from high school to college to
seminary. Standing Partnership recently conducted a research project of second-career pastors
for Set Apart to Serve. This research sought to identify the journey and background of second
career pastors who graduated from a residential program at either of the two LCMS seminaries.
Previous vocations include marketing management, intelligence work in the military,
administration, business owner, retail management and schoolteacher. As identified in nonresidentially trained pastors, second career residentially trained pastors bring life experiences,
skills and maturity into the first call of the pastoral ministry. In this research project, second
career pastors were asked to describe the skills of their previous vocation that are now useful to

A typical example of an interview response to the question about the theological training and ability of the SMP
and the M.Div. programs: “The M.Div. guy is going to have a just, simply a better understanding ability to read and
understand the Holy Scriptures, knowledge and depth of our Lutheran theology, our confessions. Just no question
that the M.Div. guy is going to be better equipped at that point than an SMP guy, or at least he’s had the opportunity
to be better equipped.”

For more information about supervision, see the PFC Report, “A Comprehensive, Uniform, Synodwide Specific
Ministry Supervision Plan.”
One respondent who noted he preferred the residential route made the following observations: “The guys that went
to residential routes certainly know how to handle the Scriptures. We do a Bible study each month, and I get to use
our Greek and Hebrew a little bit, too there, which is great. [Their understanding] of Lutheran theology is very good
or excellent. Preaching is also very good. And teaching with teeth. Teaching as well is excellent. Pastoral visitation
and care are very good. Leading a congregation? That one, I would say that one you probably have the most
questions about after seminary. How do I do this? Are there particular areas that come up when that topic arises?
How to affect healthy change? How to address financial issues? Not that you must be involved in the business of the
congregation, but you still need to speak about it. Do you need to do a capital campaign? Do you need to talk about
stewardship or teach about it? … And having a good understanding of a church's polity is another area. … Are they
policy based? Is there a parish council? Is there a is it a board model? How do these systems work? Those are
questions that we have most often.”

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them in the pastoral ministry. Skills included leadership, business management, adaptability,
emotional intelligence, administration, listening skills, people skills, public relations,
organization and interpersonal communication.

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pastors were also noted as having a better awareness of a work-life balance since most have
already had a full-time job and have had to wrestle with such family issues.

While differences between residential (and all) students exist, like the life experience that second
career students bring compared to first career students, some said that the seminaries do not
adequately prepare residential students for the unpredictable realities of parish ministry.10 Some
even suggested that the seminaries prepare men only for the “ideal” LCMS congregation.
Graduates serve in Synod congregations that are diverse in size, congregational structure and
even worship styles. Yet many perceive that the seminaries prepare men to serve in a traditional
midwestern, medium-sized LCMS parish. Those that make this observation posit that when
congregations do not fit this model, graduates of the residential route may struggle to adjust.
Some feel the residential route simply does not prepare men to face the differing realities of the
Synod.
Strengths of Non-residential Routes:
The perceived strengths of the non-residential routes include the personal skills of the man and
his familiarity with his congregation. Since the man who applies to and is formed through the
non-residential routes must learn while serving within a congregation, it logically follows that he
will have greater familiarity with the congregation he serves upon graduation. On-the-job
contextual experience from the start of the program through ordination, and then a call to that
same congregation provides continuity in service for both the man and the congregation. In this
way, non-residential pastors often display superior understanding of the congregation and the
contextual setting of that congregation. Non-residential pastors were praised for their high level
of emotional intelligence and interpersonal relational skills. 11 Many non-residential route pastors
have a working knowledge of business practices and other practical skills useful in
congregational leadership. This is often due to prior experience in other fields. Overall, nonresidential route pastors are viewed as having a better grasp on real-world situations and
familiarity with various aspects of congregational life, including local tendencies and contextual
or local particularities. In short, non-residential pastors were often portrayed as being better able
to engage with people and situations. 12 These abilities allow new graduates to immediately lead
congregations without the need for situational learning or adaptation. Contextual and
congregational familiarity also allows non-residential pastors to know how to introduce changes
while being sensitive to and aware of the congregation’s situation and history. This familiarity
helps avoid conflict that may occur when situational awareness is lacking. Non-residential route
One district president observed, “The greatest strength I think of the formation that happens for a non-residential
student is that they are learning and they’re applying in a real situation, and not just laboratory.”
One pertinent response: “A fair number of M.Div. guys are not necessarily attuned to the needs of God's people.
So they are very well trained in the content. But the ability to apply that lack of emotional intelligence. We don't see
that a ton with SMP guys because they don't have a local pastor saying you should really be a pastor. But you get a
lot of guys that go away at 18, wanting to prepare for pastoral ministry that may not have a lot of connection with
their pastor, and so they go. They handle all the academics, but they may struggle with bringing the Word of God to
bear in the lives of people.”
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For example: “But you know, leading a congregation, you know there’s only so much you can do before [the]
rubber meets the road in terms of the training, you see, but putting into practice. But it’s tough, because every
congregation is a little different. There’s no one size fits all for how those things work, but I do think there could be
more in terms of administration that could be dealt with at the seminary. There are other categories, such as
emotional intelligence that are not necessarily being taught, some things that can be improved.”
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2026 Convention Workbook

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Strengths of Residential Route:
The perceived strength of pastors formed through residential education lie primarily in the area
of traditional and necessary biblical and theological formation. Residential routes produce
pastors who are well formed in their ability to read, interpret and apply the Holy Scriptures. Due
to their study of the original languages, classes in biblical interpretation and biblical theology,
and opportunity to hear hundreds of sermons from strong theologians in daily chapel, pastors
who moved to and attended residential seminary programs are well-trained in biblical
interpretation. This knowledge of Scripture enables them to be effective in preaching, teaching
and in pastoral care as they apply the Word of God to the lives of Christ’s sheep. In addition to
their ability to faithfully use the Scriptures, residentially trained pastors are also experts in
Lutheran theology, which is vital to protect the sheep from false doctrine, which hurts and
hardens the soul. They are well-versed in the Book of Concord and the Creeds of the church.
Residentially formed pastors are competent to engage in high-level theological discussions with
both those inside the Lutheran church and those from outside the church. Residential formation
programs also inform their students of the historical realities of the church, providing the needed
context for both the formation and confession of the doctrine of the church. This historical
background and understanding helps pastors identify trends and issues as they arise and face the
church today. Residential programs also produce men who are apt to teach and preach, which is
the means through which the Spirit works faith (Rom. 10:17).
Many noted that although preaching is an art that takes years to master, men who graduate from
residential programs have a stronger foundation as preachers. The residential programs provide
men with the necessary tools to become good preachers during their ministry. Both the
coursework during the residential education years and the experience of vicarage produce men
who begin their ministry with a solid foundation of good preaching. Vicarage was noted as an
important part of residential formation, since it provides real-world application of the theological
education during the three years of seminary education. Fieldwork experience also aids in
forming men with practical and contextual experience during their time at seminary. Fieldwork
congregations provide a man with an opportunity to experience a congregation that differs from
his home congregation. Vicarage provides experience in yet another congregational context and
setting. Therefore, by the time a man graduates from a residential seminary route, he has
experience in at least three LCMS congregations and can bring that experience to benefit the
congregations he serves throughout his ministry.
In addition to their superior training in biblical and doctrinal theology, residential programs
provide for essential and beneficial community. Seminary classmates often remain close, and the
shared experience of seminary strengthens the bond and the fraternity of the clergy of the LCMS.
In addition to lifetime friendships, daily chapel and other campus formation events prepare men
and their families for lifetimes of service to the church. The sacrifice and move to St. Louis or
Fort Wayne conditions men and their families for lives of service and sacrifice, understanding
that they will go where and when the Lord calls (Isaiah 6:8).

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