About CPE Equivalency
CPE Equivalency is a process by which an Applicant may be granted an Equivalency for one (1) unit of CPE (Qualification 301.QUA4) providing the Applicant demonstrates that an educational program, acquired in a way other than through a traditional unit of CPE, successfully meets the NACC Qualifications and Competencies. An equivalency must be attained through formal academic and/or accredited programs, which are educational, experiential, and supervised. The CPE Equivalency Panel of the Certification Commission decides whether a CPE equivalency request is granted or denied. CPE Equivalency may not be utilized by an Applicant seeking certification as an Associate Chaplain.
- Applicant must have taken at least one (1) full unit of CPE, with accreditation from
ACPE, USCCB or CASC/ACSS, prior to applying for equivalency for one (1) of the
other three (3) required units.
- Applicant must have participated in a single learning experience (not a combination
of several experiences) that contains all of the following:
- The practice of ministry to persons.
- An adult education, action-reflection model of learning that helps students
evaluate their personal and pastoral functioning through case conferences,
worship, didactics, spiritual assessments, theological reflection, and group
- A specific time period which consists of at least 400 hours of supervised
learning. At least 200 of these hours involve the actual practice of ministry
and at least 100 hours involve group work, reflection, and didactics on the
practice of ministry.
- A small group of peers (3-8) in a common learning experience.
- Regular supervisor-directed peer group meetings for the purpose of
facilitating learning through interpersonal dynamics and fostering leadership.
- Students demonstrate leadership in utilizing peer groups for interaction,
support, clarification, and confrontation as a means of integrating their
personal and pastoral identity.
- Pastoral supervision.
- Theological Reflection on ministry that articulates a pastoral theology that is
both contemporary and functional.
- An individual contract for learning developed in dialogue with the supervisor
that addresses Integration of Theory and Practice, Professional Identity and Conduct, Professional Practice Skills and Organizational Leadership and criteria for measuring this learning.
- An evaluation of the student’s experience, including final evaluations by both
student and supervisor.