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NEASC - Self Study Committee

PART TWO - Section F

Hatem Radwan

on 18 April 2017

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Transcript of NEASC - Self Study Committee

A school climate characterized by fairness, trust, and mutual respect shall support student learning and wellbeing.

(6 indicators)
F1a A culture of shared responsibility for the social and emotional well-being and protection of students is promoted by the school leadership and teachers through programs to address awareness, prevention and responsiveness to issues such as child abuse, sexual harassment, substance abuse, hazing and bullying, and discrimination in any form.

F1b The school has policies, procedures, and practices that promote and address the physical, emotional, and social wellbeing of students and staff.

F1c School community members demonstrate an understanding of and appreciation for diversity, thereby supporting a climate of mutual respect.

F1d Fairness in dealing with student concerns is enhanced by clearly written statements of expected behavior, the consequences of non-compliance, and a mechanism for appeal.

F1e The school celebrates students’ efforts and achievements in meaningful and culturally sensitive ways.

F1f Student, staff and parent information is treated with an appropriate degree of confidentiality.

The school shall offer effective programs and activities which complement the formal curriculum in supporting the school’s Guiding Statements.

(4 indicators)
F3a The development and delivery of the school’s complementary programs demonstrate sensitivity to the needs and beliefs of different cultures, foster engagement with the local culture and promote global citizenship.

F3b The school actively supports the development of student leadership and encourages students to undertake service learning.

F3c The school actively promotes and models global environmental awareness and responsibility across its community.

F3d The school regularly evaluates its complementary programs to ensure they remain aligned with its Guiding Statements, meet student needs and interests, and foster global citizenship.

Effective communication processes shall foster a productive home-school partnership and a positive learning community.
(5 indicators)
F2a Effective, formal processes are in place to facilitate a flow of information and a meaningful interchange of opinions among all sectors of the school community.

F2b A “whole-school” climate and a positive learning community are fostered by effective horizontal and vertical communication among the various sections of the school.

F2c The school engages students and parents in creating a collaborative culture based on a shared vision, shared responsibility and a sense of belonging.

F2d Opportunities are provided for parents to learn about the school’s educational aims, programs, and pedagogical approaches so that they can support student learning.

F2e The school creates student learning opportunities by effectively using the skills of its own community members and by building partnerships with external agencies such as local businesses and professional organizations.

April 2017
May 2017
November 2017
February 2018
Mission & Scope

The NEASC Commission on International Education (CIE) evaluates, accredits, and supports international PreSchool-12 educational institutions and programs in accordance with standards of best educational practice. CIE leads educational discourse and action, is a catalyst for innovation, and advocates for ethical conduct in education.
The Benefits of the Accreditation Process
The Award of Accreditation Itself
The Opportunity for Self-Assessment
The Opportunity for Improved Intra-School Contact and Understanding
An Evaluation by Professionals
A Plan for the Future
Confirmation of the School’s Needs
The accreditation program is a three-step process:

A Self-Study conducted by the school requesting accreditation.

An evaluation by a Visiting Team (VT) of experienced educators.
A follow-up program in which the school addresses recommendations by CIS/NEASC Visiting Team members.

The Self-Study
The self-study, lasting one to two years, is the most important part of the entire evaluation and accreditation process, both in the commitment of time and effort involved and in the value to be derived. The self-study begins with the Part One Committee collecting and analysing data, including outcomes from opinion surveys applied to all constituent groups in the school community. In Part Two, members of the school community conduct a searching review of school operations. Each self-study committee using the Part One data, the Accreditation Standards and Indicators, and the School Guiding Statements as the starting points for its work.

Part Two of the self-study is divided into seven Sections, listed below. Each Section covers a major area of the school’s operation, for which there are Standards for Accreditation against which the school will rate itself. Indicators for each Standard will guide the school in assessing its own alignment with the stated Standards.

A - School Guiding Statements
B - Teaching & Learning (multiple committees)
C - Governance & Leadership
D - Faculty & Support Staff
E - Access to Teaching & Learning
F - School Culture & Partnerships for Learning

G - Operational Systems



A school climate characterized by fairness, trust, and mutual respect shall support student learning and well being.

Effective communication processes shall foster a productive home-school partnership and a positive learning community.

The school shall offer effective programs and activities which complement the formal curriculum in supporting the school’s Guiding Statements.

Committee members must follow five steps in completing their study about each standard.
SSC Step (i)
On the basis of the evidence, the committee should rate the school’s alignment with the Indicators for a given Standards using these abbreviations:

WA Widely Aligned
PA Partially Aligned
NA Not Aligned
SSC Step (ii)
The committee should then rate the school’s alignment with the Standard, using this progressive scale 1 to 4.

SSC STEP (iii)
The Committee should write a short analytical summary, with a list of supporting evidence, of the ways in which the school is aligned with the Standard. If appropriate, but not as a substitute for an analytical summary, cross references within this report or hyperlinks to other documents could be used. Any hyperlink should lead to a very specific piece of evidence, not simply to a general document which would need to be extensively searched by the reader.

The Committee should write an analytical summary of the ways (if any) in which the school is not yet well aligned with the Standard and/or of the ways it could improve its alignment still further.

The Committee should write proposals which will assist the school in its future efforts to address the points summarised in Step (iv) for this Standard.

The visit team will be looking at these documents in order to investigate section F:
Policy Documents
School Climate Documents
School Communication Documents
School and Community Partnerships
Student Extra-curricular/Co-curricular Activities
We can use these documents as sources to find evidence and complete our study.

Policies and admissions materials especially those related to student demographics (SPED, ESL or ELL, race, and ethnicity)
Boarding Section: Guiding Statement*
Boarding Section: Policy Manual Boarding Section: Operations/Procedures Manual*
Boarding Section: Policy and Procedural Manual for students boarded with external providers*
School's Counseling Policy

Policy Documents
School Climate Documents
Plan for evaluating and determining the effectiveness of the school's climate
Evidence of the school having evaluated and assessed the effectiveness of the school's climate
Student Handbooks
Faculty/Staff Handbook
Residential Supervisory Staff Manual*
School Communication Documents
A list and/or samples (electronic and non-electronic) of documents relating to how school communicates between members of the school community including: faculty and staff, students, parents, external community, and alumni
Listing of people and their specific responsibilities related to school communications
School and Community
Examples of roles parents play in supporting home school partnerships
Listing of local business partnerships
Listing of internships/community service learning opportunities and projects

Student Extra-curricular/
Co-curricular Activities
Listing of student activity advisors
Listing of student activities by level and day
Listing of boarding school student activities (weekends)*

by Hatem Radwan
All Rights Reserved @7atemradwan
Copy Rights 2017
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