ACCREDITATION TEAM REPORT
FOR
Sample Christian School
Address
City, State
Phone
Dates
The American Association of Christian Schools
602 Belvoir Avenue
East Ridge, TN 37412
(423) 629-4280
ACCREDITATION TEAM MEMBERS
Jeff Walton, chair
American Association of Christian Schools
602 Belvoir Avenue
East Ridge, TN 37412
VISITING TEAM REPORT
for
Sample Christian School
Address
City, State
General
On Date ---, an Accreditation Team representing the American Association of Christian Schools (AACS) conducted an on-site accreditation visit of Sample Christian School in Smalltown, State. The Accreditation Team’s visit focused on verifying the school’s compliance with the AACS accreditation standards and validating the implementation and enforcement of Sample Christian School’s policies and procedures listed in the self-study and school manuals.
The Team’s visit began on Wednesday afternoon with a tour of the facilities and dinner with the administrator. The team attended the Wednesday night prayer service of Sample Church and met following the service to clarify tasks and plan activities for the next day. Thursday morning began with an introduction to the staff followed by the principal’s report. Over the course of two days, the Accreditation Team evaluated Sample Christian School in light of the accreditation standards, the school facilities, classroom visits, curricular and extracurricular programs, office procedures, and self-study responses. The Team members visited classrooms; interviewed teachers, administrator, office staff, students, and parents; reviewed school records; examined financial documents and records; and assessed the school’s operational procedures.
The twelve accreditation categories addressed in this report correspond to the self-study categories listed in the 2012AACS Accreditation Manual, the manual used in accrediting Sample Christian School. The Accreditation Team verified the responses to the questions listed in the self-study, the policies and procedures stated in the four school manuals, and the general operational procedures and policies stated in additional materials.
The accreditation report was written by the Accreditation Team under the supervision of the chairperson, Jeff Walton, and submitted to the administrator of Sample Christian School, Sam Principal, to verify the accuracy of the information in this report. The administrator is invited to respond in writing to the chair of the Accreditation Team if he feels corrections are needed in this report to more accurately state the information presented. The accreditation report will then be submitted to the AACS Accreditation Commission on Date in Washington, DC, for approval. The school administrator should attend the Accreditation Commission meeting and be prepared to offer a five-minute report. In the five minute presentation from the school, please (1) briefly report on the current status of your school – enrollment and any significant changes since the team visit, (2) briefly report on one or two responses to more significant recommendations, and (3) comment on faculty, parent, and community response to your accreditation efforts if any response has been observed. He should also prepare a written report explaining how the school will address the recommendations made by the Accreditation Team. He is to bring eight copies of this report to the Commission meeting. The administrator’s presence at this meeting will also give the Commission members an opportunity to ask clarification and informational questions. While attendance at this meeting is not mandatory, it is encouraged. If he will not be attending, the headmaster should advise the chair where he can be reached by phone on Date.
Visiting Team Recommendation to the AACS Accreditation Commission
Based on our review and the findings reported in the following pages, the visiting team recommends that Sample Christian School be (1) granted full accreditation for a term of five years or (2) granted provisional accreditation for a term of --- year(s) with the following conditions to be met prior to granting full accreditation or (3) continued applicant status until basic standards can be met as described below. Upon submission of documentation that these conditions are met, a new visiting team may be requested.
Announcements and Advertising
A school may not announce or advertise accredited status before Commission approval. Acceptable language for announcements before the Commission meeting includes statements to this effect: “After completing a rigorous self-study process, Sample Christian School hosted a team of educators for a peer review on Dates. The visiting team has recommended Sample Christian School for full accreditation to the American Association of Christian Schools Accreditation Commission which will meet on Date.”
School Profile
Profile should include
- Name of school and affiliated ministry, if church affiliated
- Community information – name, population, some demographic information, general description of competing Christian/private schools in the area
- Brief statement of school’s philosophy of ministry (ie: support ministry to home church families, evangelistic ministry, ministry to all Christian families in community)
- History (100-200 word summary)
- Current data – enrollment, instructional model (traditional classrooms/distance ed/combined classrooms), number of administrative personnel, number of full-time and part-time teachers, student/teacher ratio, number of office staff, number of and brief description of other support positions
- Chart of student population
Class / Total Students / Number of Sections / Class / Total Students / Number of Sections
K5 / 7th
1st / 8th
2nd / 9th
3rd / 10th
4th / 11th
5th / 12th
6th
Based on the Accreditation Team’s careful review and evaluation of Sample Christian School, the Team offers the following observations, comments, commendations, and recommendations. Each standard is followed by the list of quality indicators from the AACS Accreditation Manual (2012 edition). These quality indicators also form the framework for the school’s self-study. Quality indicators are followed by a brief narrative, and a rating regarding the degree to which the team feels the school evidences that quality. Commendations, recommendations, and suggestions follow each of the twelve standards.
Quality Indicator Ratings
- Not Applicable – This quality indicator does not apply to the school.
- Absent – There is little or no evidence that this quality indicator is exhibited by the school. Significant progress must be made if the school is to meet expected norms.
- Emerging – There is some evidence that this quality indicator is emerging at the school. The school does not yet meet expected norms in this area, but evidence supports the conclusion that a foundation exists and the school is progressing in this area and will exhibit this quality at an appropriate level in a reasonable period of time. The Team or Commission may establish a required time frame and/or benchmarks for this progress.
- Effective – There is evidence that this quality indicator is exhibited by the school at normally expected levels for a Christian school. Conditions contribute to effective learning at the school.
- Exemplary – There is evidence that this quality indicator is exhibited by the school at a level that makes it a model for other Christian schools. Conditions are excellent and contribute significantly to effectiveness in the teaching and learning process at the school.
Standards for Accreditation
The twelve standards in this document describe practices and procedures that exist in quality Christian schools. They are based on research, best practices, and accreditation traditions. They describe schools that are striving for spiritual and academic excellence.
Each standard is followed by a set of indicators. The indicators are descriptions of exemplary practices and processes that will be evident in educational programs that effectively meet the standard. The indicators are not intended to be used as a checklist. Quality schools will meet most but not necessarily all indicators. Indicators amplify the standard and show possible ways that a school or evaluator can demonstrate that a standard is being met. Schools are encouraged to expand upon the indicators to emphasize unique characteristics of the school.
1. Philosophy, Mission and Goals
The school has clearly written and actively implemented a statement of faith and a philosophy of Christian education. The foundation and the framework of these statements is the Bible, and references to Scriptures thoroughly support the school’s statements. The Christian philosophy permeates every aspect of the school program. A precisely written mission statement captures the purposes of the school and guides decision making and planning. Goals for the school program are defined and demonstrate a commitment to the development of the whole child—spiritual, intellectual, physical, and social.
1.1The school publishes a statement of faith that is in agreement with the AACS statement of faith. Personnel affirm and support the statement of faith. Curriculum choices are in harmony with the statement of faith.
Not Applicable Absent Emerging Effective Exemplary1.1 Narrative: A statement of faith is also included in all four manuals. The statement of faith is in harmony with the AACS statement of faith.
1.2The school’s Christian identity is clearly articulated in the philosophy statements.
Absent / The school does not have a published philosophy statement.Emerging / The school has a published philosophy statement that describes the school’s beliefs about education and relationships with the home and church.
Effective / Additionally, philosophy statements in appropriate manuals address such foundational issues as ultimate authority, ownership of children, the nature of truth, the nature of man, responsibility for education, teaching methods, and the nature of teaching and learning.
Exemplary / Additionally, there is evidence that constituents understand and support the philosophy of the school and that practices of the school are rooted in and consistent with the philosophy statements.
1.3The school’s Christian identity is clearly articulated in the mission statement.
Absent / The school does not have a published mission statement.Emerging / The school has a published mission statement. The statement is identified in manuals.
Effective / The school has a published mission statement that captures the essence of the school purpose in 25 or fewer words and is well-publicized in manuals, website, and displays.
Exemplary / Additionally, there is evidence that constituents identify with the mission statement and that the statement both describes and helps to shape the culture of the school.
1.4The school takes steps to ensure that students and their families understand and support the school’s philosophy and mission.
Absent / The philosophy and mission statements are not published or presented to students and families.Emerging / The philosophy and mission statements are published or presented to students and families.
Effective / The school publishes and prominently promotes the mission statement and publishes appropriate versions or portions of the philosophy statements in manuals. Students and parents describe the philosophy and mission of the school in the same terms that the school uses to describe them.
Exemplary / Additionally, there is evidence that students and families support the mission and philosophy of the school.
1.5The school’s philosophy, mission and goals are communicated in publications and manuals and on the school’s website.
Not Applicable Absent Emerging Effective Exemplary1.2-1.5 Narrative: A statement of philosophy of Christian education is included in all four school manuals. The statement is thorough and is supported by Scripture. It is very well written and addresses the significant issues that should be considered when developing a Christian philosophy of education. The school’s mission statement reads as follows: “Sample Christian School is dedicated to assisting parents in their God-given responsibility of educating their children by providing a high-quality spiritual and academic program while encouraging children to live obedient, Christ-centered lives.” The mission statement is well-communicated to school constituents. It is presented on a large display in the school hallway, published in all manuals, and prominently featured on the school website and in publications. The principles of the mission statement are clearly understood by teachers, parents, and students and are reflected in the policies and practices of the school.
1.6Goal statements describe expected student outcomes. [The four dimensions described in Luke 2:52 (spiritual, intellectual, physical and social) are a good model for the dimensions of student development that should be addressed by these broad goal statements.]
Not Applicable Absent Emerging Effective Exemplary1.6 Narrative: School manuals include a list of five broad goals for Sample Christian School students. The fourth goal is expanded into a list of skills, characteristics, and opportunities for students in areas of academic and personal development. The goals address the academic, spiritual, physical, and social needs of SCS students. The five major goals are stated as institutional purposes, while the expanded list under the fourth goal is stated as expected outcomes.
1.7Curriculum and instruction reflect the school’s mission and philosophy.
1.8The school visibly promotes its Christian identity with symbols and displays that are part of publications and the physical environment of the school.
1.9Foundational statements (philosophy, mission, goals) are periodically reviewed and affirmed or revised by school leadership.
Not Applicable Absent Emerging Effective Exemplary1.7-1.9 Narrative: A review of curriculum materials and classroom observations by the team provide good evidence the school’s Christian mission and philosophy direct curriculum choices and instructional strategies. Some classroom displays and bulletin boards used Christian symbols and Christian themes. The administrator stated that foundational statements are periodically reviewed, but there is no schedule for doing so.
1.10The school implements measures to assess its effectiveness in fulfilling its mission and goals.
Absent / No assessment of effectiveness is produced by the school.Emerging / Anecdotal evidence is collected to support school statements about effectiveness.
Effective / Additionally, statistical evidence regarding graduates and current students supports school statements about effectiveness.
Exemplary / Additionally, the school can document actions taken and changes made as a result of assessment.
Not Applicable Absent Emerging Effective Exemplary
1.10 Narrative: SCS has not yet collected any data supporting claims about effectiveness. Anecdotal evidence in the form of graduate testimonies and a list of graduates in ministry was included in the self-study.
Commendations, Recommendations, and Suggestions for Standard 1: Philosophy, Mission, and Goals
Commendations:
1.2 The school is to be commended for a thoroughly Christian philosophy of education that is evident in every aspect of the school program.
1.3, 1.4, and 1.5 The school is to be commended for a well-written and well-publicized mission statement that is known and understood by staff, parents, and students.
Recommendations:
1.10 The team recommends that as part of the school improvement process, Sample Christian School develop additional measures of effectiveness to help the school measure mission success.
Suggestions:
The Team offers no suggestions for Standard 1.
Not Applicable Absent Emerging Effective Exemplary
Team Rating for Standard 1: Philosophy, Mission, and Goals
Rationale for a rating of “Emerging” or “Absent”: insert
2. Governance and Leadership
The school meets legal requirements for operation. The group or individuals charged with overseeing the direction of the school (governance) ensure the integrity, effectiveness, and reputation of the school. The governance establishes policy, provides resources, and assures a quality educational program. The head of the school and others in administrative positions (leadership) work together with the governance in an atmosphere of mutual respect to promote the interests of students and learning. School leaders foster and protect a productive environment for teaching and learning. Leadership promotes development of both students and staff. Leadership demonstrates both facility for day-to-day operations and vision for long-term planning.
Governance
(Governance refers to the group or individuals charged with overseeing the direction of the school: may be a governing body, board of trustees, board of education, advisory committee, or some other configuration.)
2.1The governance of the school ensures that the school operates legally (complying with applicable local, state and federal laws) as required by its status as either a church ministry or an independent school.
2.2The governance ensures that the documents required for legal operation are secured and maintained. Required documents include a constitution, by-laws, published non-discriminatory admissions policy, and IRS Form 5578. Articles establishing incorporated status and tax-exempt status are also required for schools that are not ministries of churches. All documents that define and establish the corporate status of the school are on-site and readily available.
Not Applicable Absent Emerging Effective Exemplary2.1-2.2 Narrative: insert
2.3The role of the governance and the procedures for adopting policies are clearly defined. The governance fulfills its duty and responsibilities in relation to the selection and evaluation of the administrator, long-range planning, legal obligations, major policy oversight, and financial oversight.
2.4Criteria for hiring the school’s leadership include an assessment of the candidate’s understanding of and commitment to the doctrinal statement, philosophy and mission of the school.
Not Applicable Absent Emerging Effective Exemplary2.3-2.4 Narrative: insert
2.5Governance refrains from undermining the authority of the leadership to conduct the daily operations of the school.
2.6Governance and leadership work cooperatively to promote the health of the school and the success of students and teachers.
Not Applicable Absent Emerging Effective Exemplary2.5-2.6 Narrative: insert
Leadership
2.7The school has an organizational structure that clearly defines lines of authority.
2.8The administrative and faculty turnover is not excessive.
2.9The school has an effective administrative organization for carrying out the program of the school and the policies established by the governance. The school has an adequate number of administrative personnel who are qualified by training and experience in the field of administration.
Absent / There is no effective administrative structure that places qualified persons in supervisory positions.Emerging / Qualified persons have administrative roles, but the number and/or structure are not sufficient for effective school operation.
Effective / The number of qualified persons serving as administrators and supervisors is sufficient (at least one administrative FTE for every fifteen faculty FTE). The organization of administrators and supervisors contributes to effective school operation.
Exemplary / Additionally, the administrative/supervisory structure is efficient and contributes to teacher success in the classrooms.
Absent / No administrator has a current AACS certificate with the appropriate administrator endorsement.
Emerging / Some administrators and principals have current provisional certification.
Effective / The administrative head of the school is professionally certified. Some principals are provisionally certified.
Exemplary / All administrators and principals are professionally certified.
2.10The administrative head of the school is accountable to the governance and is responsible for ensuring expected levels of student performance.