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AdvanceEd Standards for Accreditation (Standard 3: Teaching and Assessing…
AdvanceEd Standards for Accreditation
Standard 1: Purpose and Direction
Vision and mission statement
(focus on student success)
Three- to five-year strategic plan with a focus on student learning
(informed by data, improvement goals, strategies, resources, timelines, success indicators, individuals responsible)
Core values
(high expectations for students, learning that is in-depth, differentiated instructional practices)
Policies and procedures for reviewing strategic plan
(vision, mission statement, etc.) that include multiple stakeholders.
Planning team and steering committee for strategic planning
Standard 2: Governance and Leadership
One-year implementation plan with a focus on student learning
(informed by data, improvement goals, strategies, resources, timelines, success indicators, individuals responsible)
Governing body and policies and procedures for governing body
Policies and procedures for drafting and reviewing implementation plan
School policies and procedures
(parent handbook, employee handbook, student handbook, policies and procedures for fiscal management)
Clear roles and responsibilities for school leadership
(School manager, Principals, HODs, etc.)
Communication plan for sharing progress in implementation plan to stakeholders
(parents, etc.)
Standard 3: Teaching and Assessing for Learning
Curriculum statement
(learner profile, scope and sequence, learning expectations, standards of performance, etc.)
Year plans, term plans, lesson plans aligned to curriculum statement and evidence of collaborative meetings
(high expectations for students, in-depth learning, differentiated instructional practices)
Teacher expectations aligned to learner profile
(student collaboration, self-reflection, critical thinking skills, differentiated instruction, project-based work, technology, provide exemplars of student work)
Teacher evaluation, support and mentoring
Professional development plans for teachers
(clear objectives and success indicators)
Policies, procedures and plans for teacher professional developmen
t
Policies and procedures for grading and reporting on student performance
Policies and procedures for teacher parent communication
Evidence of teacher advocate for each student
Policies and procedures for curriculum review
(arising from reflection on data)
Standard 4: Resources and Support Systems
Qualified teachers and support staff
(policies and procedures for hiring)
Sufficient instructional time/material resources/fiscal resources
Safe, clean school environment
(all stakeholders are involved in maintaining school cleanliness, including students)
Sufficient media and informational resources for learning (textbooks, Internet access, library books)
Access to technology
Resources for social/emotional/physical development
Support systems for counselling, career planning, education planning
Standard 5: Using Results for Continuous Improvement
Student assessment system that is reliable and bias free
Collection, analysis and use of data related to student learning
Training on data collection, analysis and use to promote student learning
Policies and procedures for engaging in a continuous process of reflection on and use of data
Evidence of involvement of school leadership in using and communicating data related to student performance
MUST DO ITEMS TO BE SUCCESSFUL IN ACCREDITATION
Hold weekly meetings with school manager
Draw up a comprehensive 3- or 5-year strategic
(
See example
)
Outline a school vision, mission statement and core value
s
Draw up a comprehensive implementation/improvement plan
(
See example
)
Pilot external student assessment program
(
International Benchmarking Test
;
MAP test
)