Transcript Obstacles to Overcome - ELEA - ELCA Schools and Learning

ELEA
500 N. Estrella Parkway, Suite
B2, Box 601
Goodyear, AZ
(800) 500-7644
8770
85338
FAX: 623-882-
E-Mail: [email protected]
Web Site: www.eleanational.org
Copyright 2011 ELEA
Accreditation
Why Do It?
Why Accreditation?
Schools pursue accreditation for a wide variety of reasons. Some use accreditation as a way of assuring
parents, the community, and the congregation that the school is of high quality. As a result, it becomes a
powerful tool for student recruitment. Other schools choose to begin the process as a way of addressing
nagging concerns. For such schools, accreditation provides a systematic framework for school
improvement. Generally, schools pursue accreditation for:

Improvement of student learning

A sharpened focus on your school’s ministry

Self-evaluation based on your Lutheran school’s unique purposes and on national standards

Public recognition of schools that complete the process successfully

Increased accountability to your community, constituents, and congregation

Development of a school improvement plan

Demonstration of quality as assessed by objective educational professionals not personally
involved in the school. This is often a requirement of eligibility for numerous external grants.
Purposes
This process focuses on student learning.
How is this process different from earlier accreditations?
<<<<<<<
Old: Improve Instruction
New: Improve Learning >>>>>>>
Obstacles to Overcome
Newton’s Three Laws of Accreditation
Law 1. Every educational center tends to maintain its existing
state of motion. Translated: we don’t like to change.
Law 2. F=ma Translated: The future is dependent on the mass
of work it takes to accomplish accreditation.
Law 3. For every action there is an equal and opposite action.
Translated: What every good we try to do there will be an
equal negative response. So why try?
Reasons to Not Do Accreditation
 The
majority of
Lutheran Schools
and Early
Childhood
Centers are not
accredited, why
should we?
Reasons to Not Do Accreditation
 This
is a lot of
hard work.
Reasons to Not Do Accreditation
 It
seems that most
people are
satisfied with OK,
as long as it does
not cost very
much.
Reasons to Not Do Accreditation
 We
have enough
to do and not
enough time and
resources as it is.
Reasons to Not Do Accreditation
 This
quality talk
means that we
never arrive. I
want to get there
and rest!
Even So, Our Children Deserve Better

We are called to be
different, to nurture
and develop Christcentered citizens
who dare to be
different as
servants and
saints.
How to Begin
1.

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
Preconditions
Before school or centers are eligible to begin the accreditation
process, the pre-conditions listed below must be met:
Membership in ELEA
Completion of the ELCA’s “Ministry of the Congregation”
Recognition Program
Policies requiring: portfolio-based evaluations for faculty and
administration, training in child abuse issues, criminal
background checks as a condition of employment, a crisis
management plan, a blood pathogen plan, and a nondiscrimination plan for faculty and students.
When a center or school is accredited, it must maintain
membership in ELEA throughout the entire seven year period of
the accreditation. If membership is dropped, during this time
period, then the accreditation itself becomes null and void.
Ministry of the Congregation
A Self-Study of Ministry and Relationships
For Evangelical Lutheran Church in America School and Preschool Ministry Programs
A Brief Look

Table of Contents

Self Study
Introduction
Mission and Ministry
Spiritual Formation
Governance
Administration
Finance






KEY QUESTIONS
Where are we now?
Where do we want to be?
What do we need to do to
get there?
How to Begin
2.
Getting Started
Once the decision has been made to pursue accreditation, contact
should be made with the ELEA National Office since it has the
responsibility to manage the school accreditation process for all of the
Lutheran schools in the ELCA. The process can be initiated by
contacting Gayle Denny, Executive Director of ELEA, by writing, calling
or visiting the ELEA web site (www.eleanational.org) and clicking on
“Accreditation” to purchase the self study and supporting materials .
The ELEA full contact information is:
Gayle Denny, Executive Director, ELEA
500 North Estrella Parkway, Suite B2, Box 601
Goodyear, AZ 85338
800-500-7644 FAX: 623-882-8770
E-Mail: [email protected]
Web Site: www.eleanational.org
What Your $250 Investment Buys
In return, you will receive an application, a copy of the Self-Study
Preparation Guide, a Supporting Materials and Samples Guide, and an
electronic or digital copy of the instrument in Microsoft Word. Included
is an invoice for the $250 fee plus shipping and handling if not
previously paid. The accreditation coordinator will provide mentorship
until a team chair is assigned .
What Your $500 Deposit Provides
Once the center or school makes a final decision to attain
accreditation, they submit a $500 deposit to the national office of ELEA
with their application. At this time a team chair is assigned and the
previsit is scheduled. The deposit is applied toward the expenses such
as travel, housing and meals of the team chair. During the previsit the
chair will meet with the administrator and other leaders and conduct a
portfolio training with the teaching staff. At this time the dates of the
site visit are finalized. Any remaining funds of the deposit not used
during the previsit are held at the national office and credited toward
the expenses of the site visit. If the previsit expenses exceed the
deposit the school or center will be invoiced for the remaining balance.
Accreditation Costs
Self-Self-Study costs:
$250 application fee *paid to ELEA, and valid for a maximum of 2 years. $300 if doing both early childhood and
elementary accreditation.
$500 deposit* toward costs of accreditation, including honorariums
Secretarial time
Reproduction costs
*Nonrefundable
Visitation team:
Transportation, Meals, Incidentals, Housing, Substitute Teachers
Meals
Honorariums
$200.00 per day for chairperson;
$100.00 per day for other team members
The chairperson also serves as a mentor throughout the accreditation process. Costs of the pre-visit and mentoring
must be paid by the center or school. In the case of conditional accreditations the school or center will bear the
cost of any additional visits or expenses incurred in order to meet the conditions. All expenses of the site visit are
paid by the school or center.
Ongoing costs
$100/year
The annual report is to be sent to the ELEA Office no later
than June 15 of the academic year.
What Do You Want to Explore Next?
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Reports
People
Self
Study
Annual
Report
Artifacts
The
Team
Visit
Improvement
Plan
The School Team
Faculty involvement
Since faculty members are key individuals in the self-study process,
they should be involved in the decision to conduct a self-study and
be fully aware of the process and requirements before that decision
is made. Additionally, they should be continuously involved
throughout the self-study process. These may be the same people
who served on the steering committee which completed the ELCA’s
“Ministry of the Congregation” Recognition program self study for
early childhood accreditation. It is strongly recommended that they
should participate in the chairperson’s orientation pre-visit to the
school.
Self-Study Steering Committee
Once a decision has been made to seek school accreditation, 5-8
people, representing various parts of the educational community,
are appointed to the accreditation Steering Committee by the
governing board or church council. The Steering Committee’s
primary task is to plan, guide and coordinate the Self-Study. Its
responsibilities include: appointing necessary subcommittees,
preparing the Self-Study report, reviewing the report of the
Visitation Team, and making recommendations for continued
improvement. A sample Steering Committee may include parents,
teachers, administrator, pastor, other church staff members other
educators, community members, and board of education. The
administrator cannot chair this committee.
Steering Committee Chair Role
1. keep everyone on task
2. ensure the subcommittees are functioning and carrying
out their tasks
3. encourage and motivate those working with the
accreditation process
4. work closely with the school’s administrator
5. attend the pre-visit of the Visitation Team Chairperson
6. chair the Steering Committee meetings
7. ensure that the work of the committee stays on the task
timeline.
Qualifications of the Steering
Committee Chairperson
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Dedication to the mission of the church and school
Familiarity with the school or center
No employment, either personally, or of a family
member within the church and/or center
Strategic planning, technological, and organizational
skills
Strong interpersonal skills
Makeup of the Steering
Committee

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Chair: Organized, works well with people, able to motivate people to do the
necessary work
School or Center Administrator: Committed to the process, walks the line
between supporting staff and insuring compliance
Clerical Manager: Overview and assistance with clerical/organizing duties
Financial Wizard: Understands the qualities and procedures of good
financial systems.
Curriculum Experts: Understands the qualities and procedures of early
childhood and/or elementary curriculums.
Teacher Representatives: Provide insights about the staff and
communication concerning the accreditation process
The committee members should not include anyone that retains a conflict
of interest for the program.
The Visitation Team
The minimum number of members on a Visitation Team is four. To save
expenses, team members within commuting distance of the school
ordinarily are used. In the event that there is not a trained chairperson
available in your geographic area, airfare expenses may be required.
Team members’ selection must occur in consultation with the chairperson
of your Visitation Team. Team members can be selected from the
following:
1.
2.
3.
4.
the chairperson will be assigned by the ELEA National Office
a teacher or administrator from a public or non-ELCA school
center
a teacher or administrator from an ELCA center or school
a specialist or college professor
In order to be eligible to serve on a team, team members must attend the
half-day training and orientation to the accreditation process led by the
Visitation Team chair at the time of the pre-visit to the school, during one
of the days prior to the team visit or held by ELEA as one of its regularly
scheduled conferences.
Key Tasks for the Team

Determine if the data and materials in place
are adequate and reliable
Key Tasks for the Team

Assess data as whether it meets these
standards
Key Tasks for the Team

Conduct interviews
Key Tasks for the Team

Determine if all materials and sources of
data are in place

Write section drafts and turn into captain
before leaving
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Exploration
The Reports
Self-Study Report
Annual Report
The Self-Study Report is much
more extensive ad thorough. It is
the result of a year-long selfevaluation of every aspect of the
school, based on the school or
center’s philosophy and national
standards.
Annual Report briefly indicates the
progress toward further selfimprovement and standard attainment,
based on recommendations made by
the Visitation Team and the
improvement plan.
Self Study Report
Introduction
School Overview
I.
Conceptual Framework: Christian Mission/Educational Philosophy
II.
Professional Personnel
a.
Administrators
b.
Teaching Staff
III.
Curriculum
IV.
Governance & Resources
a.
Structure
b.
Governing Board/Committees
c.
Finances
d.
Resources
e.
Facilities
Preparing the Self-Study Report
The Self-Study Report Form is to be used as a tool for selfevaluation and improvement. For each section, the report requires:
1. responses to selected questions and statements.
2. presentation of data and multiple performance assessments
demonstrating that standards have been met. Artifacts and
documents used to demonstrate attainment of a standard
should be varied. No artifact should be used more than twice
throughout the document.
3. specific required exhibits (identified by an asterisk)
4. comments about the strengths, need for improvement, and
plans for improvement for each section of the instrument.
Section 1-Overview of the School
It begins with the overview of the center or school. The overview
should include information about the congregational and school or
center history, the community, the structure of the church and
school or center, enrollment trends, faculty and staff, etc. Its
purpose is to provide a context for the Visitation Team and for the
report.
Mission and Philosophy Framework
The next section of the Self-Study addresses the
Conceptual Framework. The Conceptual Framework
acts as a lens through which the rest of the report is
interpreted. The report clearly states the Mission and
Philosophy and presents information as to how it is
assessed for appropriateness and effectiveness.
Evidence should be presented as a part of this section,
verifying that the Conceptual Framework is appropriate,
embedded in the school, and effective.
Professional Personnel
The Professional Personnel Section of the report
focuses on the school’s administration and faculty.
All create a professional portfolio appropriate to
their position within the school. If an administrator
both teaches and administrates, then the
administrator should prepare teaching and
leadership portfolios. For each type of portfolios, a
web site is listed immediately under the section title.
The web site provides additional information about
each of the standards and further explains the
rubrics, terms found within the rubrics, etc
Curriculum
For each of the curricular sections, web sites are listed
to help faculty understand and effectively respond to
each of the standards and rubrics. The Self-Study
report should address each of the standards holistically
and present information or data that demonstrate that
students know and are able to do the items addressed
within a standard.
Governance and Resources
The final section, Governance and Resources, concludes the SelfStudy report. In this section, the report should present data that
enables the team to determine if the standards have been met.
After Gathering and Analysis
Finally, for each section of the instrument, you will be asked to identify
specific strengths, areas of improvement, and plans for improvement for
that section.
The required thoroughness of this report is designed to stimulate thought
and to assist a thorough self-study and self-improvement process. It is
also designed to give enough evidence to the Visitation Team to determine
whether or not your center or school is eligible for accreditation. The SelfStudy report is due to the members of the Visitation Team no later than 8
weeks prior to the accreditation visit. Keep in mind that this will be more
than a binder – it may encompass a box of materials. Individual
professional portfolios, however, do not need to be mailed to the team;
they need to be available for inspection during the site visit.
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Exploration
Artifacts-Required Evidence of Actions
That Support Student Learning
Each “Please Respond To” section serves as a starting point
for discussion and study. The statements and questions are
written not only for the purpose of clarifying and explaining,
but also for stimulating thought, reflection and self-evaluation.
Supporting data and information should be categorically
labeled, gathered, and made available in the Visiting Team
meeting room by the time of the visit. Items marked with an
asterisk (*) must be attached to the report.
Assessments and Data
The Steering Committee works collaboratively with teachers,
congregational and community members, parents, and the
board to assess the school and to prepare the Self-Study
Report. An important task during this time is the creation of
assessments and the collection and use of data resulting
from these assessments for school improvement. As the
Self-Study Report is prepared, the school must indicate how
students, faculty, and the school’s structure and resources
are evaluated. Data resulting from such assessments should
be gathered, summarized, and then used for decisionmaking.
Artifacts as Supporting Data
Very simply, artifacts consist of data, charts, tables, lesson plans, assessments, etc.
that are used to document that a standard has been addressed and met. Since the
content of the standards varies widely, artifacts themselves can take many forms.
For instance, an artifact for a teacher’s portfolio could be students’ scores, compared
as pre/post test assessments, to document that the teacher has had a positive
impact on student learning.
A science artifact might include samples of students’ work on an experiment to
document that students understand the scientific process. In this case, the artifacts
would include not only a sampling of student work but also the average score
received by the class and samples of materials used to re-teach the material, if
needed.
Artifacts to document the collaborative development of the Conceptual Framework
could include minutes of meetings and public comment and feedback forms and
resulting data. Finally, trend data of students’ achievement test results could be
summarized and used to affirm that students are making appropriate academic
progress.
Artifacts Continued
Given the wide variety of documents, videotapes, assessments, and
materials that can be used as artifacts, no artifact should be used more
than twice throughout the entire accreditation process. It is also critical that
artifacts used to document student progress toward curricular standards be
a sampling across all of the center or school’s classrooms and grades.
Overuse of artifacts or use of artifacts from a limited number of classrooms
will hamper the work of the Visitation Team and could result in the citation
of weaknesses.
Artifacts
Items which
demonstrate that
the standards
have been met.
This is a test on
famous
Americans.
Another Artifact
Photographs of
students
successfully
pointing out the
correct response
in a group project
for music
What’s in These Containers?
Artifacts
File folders for each
standard in
noncurricular areas
File folders for each
element of the
curricular standards
Drawers for Non Curricular Areas
Heads of steering
committee and
subcommittees
turn in artifacts
and supporting
data here
One Idea for Organizing Artifacts
Supporting data and
information should be
categorically labeled,
gathered, and made
available in the Visiting
Team meeting room
Tub Idea
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Exploration
Preparing for the Visit
Typically, the center or school prepares for an accreditation visit a
minimum of one full academic year prior to the visit itself. Generally 18
months after the initial decision is made the team visit can be
scheduled. The chairperson of the Visitation Team is selected by the
ELEA National Office and a mandatory pre-visit of the chairperson to
the school is scheduled roughly one year prior to the team visit. The
purpose of this pre-visit is to clarify the process, plan the length of the
team visit, conduct portfolio training for administrators and teachers and
meet with the Steering Committee. In cases where local people are
used as team members, an orientation to the process for these people
will occur as a part of the pre-visit. In such cases, an extra half day will
be added to the visit. It is the school’s responsibility to pay all
expenses, including the chairperson’s honorarium, for this visit.
The Team Visit
At the end of the self-study process, a team of
educators will visit the school and make
recommendations for the improvement of the center or
school. The site visit shall include no less than two full
days. Four to five days, beginning with a Saturday and
culminating with a brief exit report, is a typical visit.
Characteristics of the Team Room
The team room will be the space where the visiting team will spend the
majority of its time. It needs to be a quiet space, where much
collaboration and writing will take place. The space should be
sufficient for up to five people to spread out their materials, have
sufficient electrical outlets for laptop computers, and not used by the
center or school’s personnel during the visit. If there are telephones
in the room, they should be able to be unplugged during the visit, and
the room should be free from interruptions from school staff. Snacks
should be provided along with noon meals.
After the Visit
The visiting team will report the observed strengths, concerns, and
recommendations for each of the sections of the standards. These will be
reviewed in light of the local school’s philosophy and the standards. The
team will make a recommendation to the ELEA National Board about
accreditation for the school or center and provide supporting statements.
The draft report will be sent for any corrections in errors of fact within 20
business days upon conclusion of the onsite visit.
A final copy of the team report will be sent to the school or center and to
the ELEA office within 10 days of receiving response from the center or
school on the draft report. Once the center or school has received the final
report of the visiting team, the center or school will have 20 business days
in which to respond to the report or to challenge any of its findings through
the rejoinder process. Only information available at the time of the visit can
be used in the rejoinder.
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Exploration
The Dispute Process
Once a school or center has received its final report and if it has either not been
granted accreditation or has been granted conditional accreditation, it has the
right to comment or to question some or all of the findings. This information is
submitted as a single document called a Dispute. Schools or centers that are
recommended for full accreditation cannot submit a Dispute.
Content of the Dispute
The Dispute may address issues of substance related to:
1.
2.
3.
any cited weakness statements
perceived erroneous statements in the narrative section of the report
any procedural concerns with the visit.
Dispute Conditions
Conditions for a Dispute
A Dispute must meet the following conditions:
1.
2.
3.
4.
discuss or include only evidence that existed at the time of the
visit
discuss or include only evidence that was available to the
Visitation Team
refrain from submitting changes made after the visit since these
cannot be considered by the ELEA National Board Review
Committee
attach as Appendices any documents that are referred to in the
Dispute itself.
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Exploration
The School Improvement Plan (SIP)
An outcome of the accreditation process is an institutional
improvement plan that has been approved by the Team
Captain. Based on the visiting team’s final report, the
school or center will develop an Improvement Plan, which
addresses those standards “not met” or “met with
weakness” and states its plan for continuous
improvement over the period of accreditation. A copy of
this plan is not only used internally and distributed to all
stakeholders, but is also sent to the ELEA National Office
to be kept in the school or center’s file. For more
information on the development of an Improvement Plan,
please refer to the ELEA ELEA Accreditation Prep
Guide”.
Sample Improvement Plan
For Every Preschool 2011-2017
Building and
Grounds
committee of
congregation
and special
playground
committee
appointed by
the board of
education.
Congregational
family willing to
donate up to
$25,000 in
matching funds.
Status
Fund
raising to
be done in
year 201112.
Playgroun
d to be
installed
and ready
by
September,
2013
Notes
Responsibility
of
3
Time Frame
to Complete
Create an all
weather outdoor
play area that is
safe, welldrained and
handicapped
assessable.
Priority
(1-4) 4 is high
1. Children have
varied
opportunities and
are provided
equipment to
engage in large
motor experiences.
Improvement
Area/
Standard
Number
Example from
Physical
Development/
Health/Safety
Special committee is
in place and
beginning research
into the best type of
equipment and
surface. Aim to have
bids ready for
Building and
Grounds committee
by December, 2010.
Each need for
improvement will be
listed in this way
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Exploration
The Annual Report
Every year for the length of the accreditation, school or center must submit a
report that:




Describes any changes that have occurred from the previous report. This may
include a change in administrator or teachers, changes in enrollment or make
up of the student body, etc.
States progress being made on the Improvement Plan
Gives assessment data that shows the school or center is improving as a result
of its plan. If the data shows otherwise, the improvement plan should be
revised until improvement occurs.
Describes ongoing challenges the school or center faces as it continues its
work on its improvement plan
These reports are to be sent to the ELEA National Office no later than June 15
of every calendar year. Failure to submit a report in a timely manner may result
in revocation of the accreditation by ELEA.
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Timeline for Accreditation
18 – 24 months prior to the anticipated visit
•
collegial decision to pursue accreditation
•
contact ELEA National Office and receive accreditation materials and name of
•
Visitation Team Chair
•
pay fees to ELEA
12 – 18 months prior to the anticipated visit
•
appoint Steering Committee chair and committee members
•
set up subcommittees and begin work
•
work with Visitation Team Chair to select the Visitation Team
•
schedule pre-visit of the Visitation Team Chair to your school or center
Timeline for Accreditation
6 – 12 months prior to the anticipated visit
•
prepare the Self-Study Report
•
prepare administrator and teacher portfolios
•
make preliminary travel and hosting arrangements for the Visitation Team
3 months prior to the anticipated visit
•
assemble team room materials needed for the visit
•
make final travel and hosting arrangements for the Visitation Team
•
complete the Self Study report
2 months prior to the anticipated visit
•
send Self Study and required handbooks to the each member of the Visitation Team
•
make final decision to proceed with Team visit at this time
•
schedule people for all interviews needed for the visit
The Final Act
After visit and
accreditation has been
received-celebrate!