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Accreditation Strand #2
School Effectiveness & Improvement

Promoting, maintaining, and communicating school effectiveness and improvement

  1. The school maintains a system promoting continuous school effectiveness and school improvement that focuses on student spiritual growth and academic performance, and it aligns all functions of the school with the adopted expectations for student spiritual growth and academic performance. Improvement efforts and activities are prompted and informed by the information obtained through earlier data gathering and by reflecting on and assessing the various components of the school effectiveness and school improvement process.

    The school encourages and maintains communication and collaboration with Board-determined stakeholders/ministry partners to garner their support, understanding, and awareness and to secure their prayer, financial, and other supporting activities for the purpose of advancing student spiritual growth and academic learning for the glory of God.

    Standards

    1. The school intentionally maintains a systematic plan for effectiveness and improvement that (a) centrally focuses on the mission and purpose established for the school; (b) maintains an accurate current description of its students, including their spiritual growth and academic performance; (c) measures school effectiveness; (d) establishes and pursues measurable goals focused on student growth and performance; (e) documents and uses objective and verifiable information that the processes yield, highlights major foci for school improvement; and, (f) documents and uses the information to determine what the foci should be for school improvement.

    2. The school identifies 3-5 focus areas for special emphasis in the systematic plan that are realistic, obtainable, observable, and measurable.

    3. The school employs in the improvement plan a specific and realistic timeline with benchmarks and projected target dates for the completion of identified goals, which include not only academic, financial, or physical plant goals, but also distinctively Christian objectives — or those features of the school’s intended purpose which distinguish it from the secular schools in the community.

    4. The school engages board-defined ministry partners/stakeholders in the process of continuous improvement.

    5. The school aligns the plans for continuous effectiveness and improvement with the mission and purpose of the school and the expectations for student growth and performance.

    6. The school provides training/professional development for school staff to help them to understand and use delivery systems and interventions to achieve growth and performance goals.

    7. The school maintains the data gathered and communicates the results to board-determined stakeholders in order to maintain accountability.

    8. The school gathers, evaluates, and documents the effectiveness of its continuous process of improvement.

    9. The school communicates the vision, mission, and expectations for student learning and goals for improvement to the ministry partners/stakeholders.

    10. The school provides ongoing information about students, their performance, and school effectiveness that encourages the prayer, financial, and activity support of the ministry partners/stakeholders.

    11. The school creates and uses formal channels to listen to and communicate with ministry partners / stakeholders.

    12. The school solicits the knowledge, skills, and resources of ministry partners/ stakeholders to enhance the work of the school. The school involves all ministry partners/stakeholders in the process of maintaining and evaluating continuous school improvement.

    13. The school employs a process to reflect on its performance collectively and individually in light of the school’s mission and commitment to school improvement and student performance.

November 2011
Last Edited October 27th, 2016

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