Accreditation Leadership

Accreditation Leadership Traditionally assigned to the ‘Curriculum Guy/Gal” Curriculum leaders can run, but cannot hide from this one.

WHAT IS accreditation and why

Accreditation: to certify (a school, college, or the like) as meeting all formal official requirements of academic excellence, curriculum, facilities, etc.

Who Accredits? Governments and governmental bodies Special programs

 International Baccalaureate Organization (IBO) PYP MYP DP

Council of International Schools (CIS) Various US regional organizations  WASC, NEASC,MSASC, Etc..

Various religious organizations ONESQA-whatever that is

Why does anybody care? Accreditation eases the process by which

our students move from one school to another Qualifies graduates for college admission Provides school owners a measure of external validation for the school program Valid for 1-8 years (depending)

This is a VERY big deal!

Input Model vs. Output Model Input is the traditional mode for accreditation Output is newer-maybe more threatening?

With the right attitude:  It will help a school be its best by forcing it to look its’

own practices and success/failure

 Affirm what the school is all about  Trigger reflection about what the school is about

 If done it right, the process can drive decision making

in the immediate future  Resource allocations

 If done right, can serve as a core for elements of

strategic planning If done right, can unite school stakeholders

With the wrong attitude: It is a dreary, intensive, task It creates a competing vision for the school  Multiple  Overlapping  Contradictory

It is ignored by all It is an absolute PR nightmare for the school  People get fired.

The generic process:  An officer conducts a pre-visit to determine

qualification  A Self-Study is conducted

 Involving the whole organization  BOD, Admin, Teachers, Parents , Etc…  Data driven

 A written report is generated  An inspection visit  It isn’t cheap

 The visiting team reports- makes recommendations  Term awarded, or follow-up requirements  The school carries out recommendations  Start over…

A sample: WASC: Western Association of Schools and

Colleges

Provides accreditation to schools across the world The guidebook is almost 200 pages long  WASC=We are still confused

What comes first? (W.A.S.C. process in 25 words or Decide and state precisely what you want

students to be able to do

Evaluate whether you are doing it Make plans for maintenance or improvement.

Fundamentally the W.A.S.C accreditation … Is School Improvement/decision making process Is ongoing and data driven Is determined by stakeholder needs and student

achievement Mandates school wide effort and buy-in

It is not…

A valentine to yourselves An opportunity for revenge.

It is also not a clear or easy process

READ the requirements!!!!!!!! Treat them as technical reading Don’t assume that people ‘will understand’ your

school like you do.

The self study collects/generates:  Descriptions of the organization  Demographics, etc….  Major recent changes.

 Clear statements of purpose  ESLRs

 “Proof” that students are meeting school goals  Proof that the organization is meeting other required

criteria.

 Internal recommendations for maintenance and/or

improvement.

 An ‘action’ plan

Simple?

Not easy, but not rocket science

The four general areas he WASC organization Organization for Student Learning Curriculum and Instruction Support for Student Personal and Academic

growth Resource management and development

The task broken down: For each of the areas reviewed you will make

some judgments  Are students being well served in these areas? How

do you know?

 In each area, what are your strengths and

weaknesses?

 What suggestions for improvement can be made?  See FOL pdf.

Write an action plan with input from stakeholders to adress the self-study

ACTION PLAN ELEMENTS  A statement of area for improvement  Brief statement of the rationale for identifying this

need in the source of the data used to justify its inclusion in a broader plan.   Expected Schoolwide learning result ESLR addressed.   Specific steps to be taken   A timeline for all work   Person(s) responsible for this work   Resources needed, including time.   Way of assessing progress/product   Means to report progress to all members of the school community.

SEE SAMPLE

THE ULTIMATE TASK: Bring an entire school community together

while having precious little authority to do so.