From the Executive Summary of Model Document for the Fisher's Net
Western Mission Cluster (June, 1997)

Rationale

From its inception the development process of the Western Mission Cluster has sought to be responsive to the eleven imperatives for theological education in the ELCA. The conviction has grown that these challenges will only be met through the cooperative effort of many different kinds of theological education providers, including colleges and Bible schools, continuing education centers, synods, social service agencies, the Division for Ministry and other ELCA agencies, independent entrepreneurs, teaching congregations, etc. Thus the two seminaries of the Western Mission Cluster have found themselves involved in the task of defining a model for clustering in a way that effectively speaks to the broader issues of theological and leadership education for the church at large.

In the spirit of these developments, the Network Model Document has been forged from many conversations as a basic "think piece" or catalyst for the work of the symposium that will gather representatives from the many different perspectives to think and plan together for the development of a broadly based system for the continued provision of high quality theological and leadership education. The desired result is an effective, collaborative, mutually supportive system that is open and welcoming of new participants as well as flexible and adaptable to changing situations and roles of existing participants. We imagine a system that has the potential to enable the development of "an interdependent network of theological education providers" for the development and delivery of theological and leadership education for the equipping of the saints for mission.

Mission

The "Fisher's Net" is a Lutheran-based, intentional, collaborative network of learners, providers, and partners originating from the western United States, with the purpose of developing, coordinating and offering theological and leadership education in support of congregations, institutions, and individuals in the equipping of the saints for a confessional church in mission.

Values

The "Fisher's Net" shares the values which govern the design of systems for all three ELCA seminary clusters, i.e. that they be "mission-driven, "leader-focused" and "collaborative." The following practices have given a distinctive character to this initiative in the Western Mission Cluster:

• thankful recognition of the gifts of God’s Spirit to quicken and empower God’s people implies confident openness to the Spirit’s capacity to lead the church into new functions and forms.
• continuous listening and responding to local initiatives rather than packaging and exporting programs—e.g., consultation of congregations.
• solicitation of counsel and collaboration with the Division for Ministry, the office of the Presiding Bishop, the Theological Education Coordinating Committee, Augsburg Fortress Publishers, the Eastern and the Covenant Clusters toward the design of an integrated delivery system to give broad access to many learners, providers, and partners.
• spirit of consultation among participants/providers of the network rather than controlling it from accredited institutions or a centralized plan—e.g., commitment to listening to faculty and other providers at every stage.

Network Roles

We can identify four categories of entities that combine to make up the larger typology of the network. These "roles" are meant to be functional descriptions about the ways network participants can relate to each other and not static descriptions of particular individuals or institutions. We want to emphatically assert that these roles are meant to provide flexibility with in the network structure and that it is fully expected that individuals and institutions may assume different roles at times for the sake of their own goals or the need of the network. We will list these and suggest their principle functions here:

Learners: Learners are the individuals, congregations, and institutions who need reliably supported access to learning resources, educational programs, and the awarding of credentials. Their active and repeated use of these facilities furnishes the rational for continuation and funding of network operations.

Providers: Providers maintain resources, researchers, and teachers who create the educational programs needed by Learners. Also where needed providers can provide various kinds of accreditation and certification. Providers need technological support and consultation in the development of learning products.

Partners: Partners are individuals or institutions that wish to provide specialized learning products in response to their particular constituencies or in pursuit of their philanthropic interests. What partners need from the network is quality development and delivery of customized learning products. What partners have to offer is capital resources for the development of new products and delivery to a new, receptive group of learners.

Network Service Enterprise: This organization, collaboratively governed by providers, partners, and learners, performs the role of supporting, coordinating, and resourcing the technical and operational aspects of the network. This organization will provide at least three important functions:

• Continuous coordination and development of resources, requests for resources, and identified needs throughout the network.
• The alignment of network activities with the requirements for projects and program development.
• The correlation of technical support with the needs of Learners, Providers, Partners to enable trouble free access to network systems and communication strategies.

Guidelines for Network Governance Structure

• The network will require a new organizational structure distinct from the seminaries in order to facilitate the inclusion of shared governance with a wider circle of participants.
• The new organizational structure will require policy formation, planning, positioning, public relations, philanthropy and capitalization, self-evaluation of performance and developing systems and resources to represent it.
• The governance structure will include representation from learners, providers, and partners.
• The seminaries and other providers will adapt and maintain their own governance structures, systems, and identities appropriate to their distinctive work and their common mission through the network.
• This initial governance structure is expected to change and evolve as the network fulfills its mission

Guidelines for Serving Locally-initiated Learning Processes and Programs

• Program development should be based on national imperatives, learner needs and wants, and provider and partner capabilities.
• It is important to listen to and engage community representatives and leaders in the identification of needs and wants.
• Potential programs should be identified through local initiatives during a process of consultation with individuals, institutions and congregations.
• Based on these values and strategic mission imperatives, it is important to select and prioritize specific projects, programs and/or services for initial program development and delivery.
• Planning processes should directly engage learners, providers and partners in the design of curriculum course work and the promotion/delivery of programs.
• Designers will develop outcome statements and integrate assessment tools for evaluation of programs and individual progress, with feedback loop for continuous improvement.
• Curriculum and program development will start by making best use of existing resources and programs.
• A process for designing, promoting, delivering and replicating programs will be developed and adapted as necessary, accompanied by financial projecting and outcome evaluation built in from the beginning

Proposed Competency Goals

The "Fisher's Net" will provide services to individuals, institutions and congregations in the following areas:

• An endorsed, respected, valued identity in support of Christian mission
• An expertise in integrated and collaborative learning programs
• Content experts, media integrators, and project developers to shape curricular strategies, learning materials, and courses into programs in support of Christian Mission.
• Support and planning in the use of appropriate technologies for learning
• Financial backing, human resources, and entrepreneurial abilities
• Access to a large and growing network of learners
• Opportunities to participate in accredited learning opportunities..