The Accreditation Team Experience: Ten Steps for Team and School Success

1. 1 The Accreditation Team Experience: Ten Steps for Team and School Success CEASD Conference Great Falls, Montana May 5, 2008 Claire Bugen and Joe Finnegan

2. 2 WHAT�S IT LIKE TO SERVE ON A CEASD ACCREDITATION TEAM?�IN FIVE WORDS OR LESS! INTENSE TEAMWORK STIMULATING INTELLECTUAL COLLEGIAL

3. 3 TEN STEPS TO TEAM SUCCESS Know �Accreditation� Know the Process Be Insightful About School Needs and Expectations Know Your Standards! Know Your Role and Play It Well Analyze Self-Study and Prepare On Site Work Based on Analysis Interview, Observe, Review Write a Great Report Know Your CEASD and Regional Resources Good Home Etiquette

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5. 5 �Accreditation� Voluntary School Improvement A planning process of self-evaluation An internal and external scan of the school environment An analysis of critical issues impacting the school An analysis of strengths and weaknesses in the school The development of action plans to achieve school improvement

6. 6 STEP TWO:KNOW HOW ACCREDITATIONIS DONE

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8. 8 STEP THREE:BE INSIGHTFULABOUT SCHOOL NEEDS ANDEXPECTATIONS

9. 9 What Do Schools Expect of Teams and Chairs? Respect for Time and Effort in Self-Study; Respect for the School�s expertise about itself Collegiality with appropriate professional distance Fairness and Integrity �Compassionate Rigor� Expertise in Applying Standards and Interpreting School Conditions Thorough Preparation and Earnest Interest in the Story of the School Consistency with Role Expectations and Conduct of the Visit

10. 10 What do Teams and Chairs Expect of Schools? Good Logistics (meeting room, computers, privacy, transportation, interview rooms) Tech Support (screen, LCD, power cords, multiple laptops) �Must See� versus �Everything You Ever Wanted to Know� Document Room On-Site Coordinator/Runner. (Schedule interviews, coordinate with interpreters, coordinate necessary transportation, find documents, etc.) A Host First Night Program; chance to get to know individuals A well organized Self-Study Flexibility with the schedule Electronic copy of the Standard Assessment Reports FOOD!!!!

11. 11 STEP FOUR:KNOW YOUR STANDARDS!

12. 12 TEAM ANALYSIS OF THECEASD/REGIONAL STANDARDS ALL TEAM MEMBERS SHOULD READ THE STANDARDS THOROUGHLY AND FLAG ISSUES PARTICULARLY RELEVANT TO THE AREA EACH MEMBER WILL REVIEW AT THE SCHOOL UNDER STUDY ANALYZE SELF-STUDY IN LIGHT OF THE STANDARDS PREPARE INTERVIEW QUESTIONS DRAWN FROM THIS ANALYSIS

13. 13 CEASD Standards Standard 1: Philosophy/Mission Standard 2: Governance and Leadership Standard 3: School Improvement Planning Standard 4: Finances Standard 5: Facilities Standard 6: School Climate and Organization

14. 14 CEASD STANDARDS Standard 7: Health and Safety Standard 8: Educational Program Standard 9: Assessment and Evidence of Student Learning Standard 10: Student Services Standard 11: Student Life Standard 12: Information Resources and Technology

15. 15 STEP FIVE:KNOW YOUR ROLEAND PLAY IT WELL!

16. 16 Role of the Team Chair

17. 17 Role of the Team Chair

18. 18 Things That Can Go Bad�

19. 19 Role of An Evaluator You are Invited because of your expertise, but remember the �peer� in �peer review� Expected to be thoroughly prepared in advance of the visit: KNOW CEASD STANDARDS and SCHOOL IMPROVEMENT PROCESS Cooperate with Team Chair in Site Visit Assignments, and maintain collegiality with team members Prepare each interview with care, and record notes carefully INTERVIEW, do not monologue! (If you hear yourself talking for more than 3 minutes, stop! Ask questions, don�t make speeches.) Refrain from making statements comparing this SCHOOL to yours Avoid Prescriptive Pronouncements--Be Objective Make Every Effort to Understand the SCHOOL Mission, Goals and Strategies Make sure that evaluative comments are rooted in CEASD AND REGIONAL STANDARDS

20. 20 When Good Teams Go Bad� The Inspector General Persona and �Gotcha!� Games �Well, at MY Institution here�s how it�s done�.� �I am the Great Oz and I know what you need to be doing�� �Let�s slam them on this �� �Could You Believe That President??� �I�ve arranged a small meeting with a few disaffected faculty to hear what�s REALLY going on at this place.� �Forget the Characteristics, this place is a mess and we need to fix it or shut it down.� �They�re lying.�

21. 21 STEP SIX:ANALYZE THE SELF-STUDYAND PREPARE ON SITE WORKBASED ON THIS ANALYSIS

22. 22 PRIOR TO THE VISIT: TEAM ASSIGNMENTS Chair: Establish a pre-visit work plan for the team to guide members in preparation Identify key areas for each team member to review, but stress that all team members must read the entire self-study and participate in the full review Ask team members to prepare written outline of the issues and questions they are likely to review on the campus visit Review the team outlines and questions to be sure that all team members understand their roles and are heading in the right direction prior to the visit Team: Study SCHOOL IMPROVEMENT THROUGH CEASD ACCREDITATION to create mental framework for analysis Read and Analyze Self-Study Prepare written outline of issues to probe during campus visit and likely questions to ask Communicate with team chair about any questions/concerns regarding role, issues, preparation

23. 23 Sample Matrix for Team Assignments

24. 24 Understanding the Self-Study Designs: The self-study process enables the campus community to examine the school�s strengths and challenges relative to accreditation standards. The process also enables each school to develop solutions to problems, and to identify opportunities for growth and development. The aim is to understand, evaluate and improve, not simply to describe or defend.

25. 25 Understanding the Self-Study Designs Common to All Protocols Self-Study = Involvement and collaboration of stakeholders Definition of the school�s purpose through mission/vision/philosophy/school profile The assessment process to collect, disaggregate and analyze student performance data Organization for student learning that supports high achievement for all students Curriculum and Instruction that supports high achievement for all students. Support for Student Personal and Academic Growth Resource Management Alignment of planning processes and capacity to implement Reflection of status against Standards

26. 26 Problem Set: Self-Study Meltdowns and Team Response Strategies Self-Study lacks the basics SS is disorganized and badly written Gaps in Data Too superficial/too self-congratulatory without analysis/too descriptive without analysis Overly self-critical where data and information suggests otherwise Political tensions on campus come through in report and create analytical skews in the narrative and data A significant problem or concern surfaces on site that is not in the self study. Team learns during visit that the self-study was largely written by administration with little campus engagement Chair discuss with Accreditation chair and Home Office staff Chair Discuss with Accreditation Chair and School prior to the visit, correct as possible in advance Be prepared to identify what data sets are necessary for the team visit to be successful and request the data Team must probe beneath the writing to get the insightful analysis that the document may lack. Need to distinguish between writing style preferences of team members and real problems with the self-study Chair and team discuss gaps between reality and statements in the report and reasons Team cannot get drawn into campus political issues; need to pierce through the tension to get at facts and analysis of performance and outcomes Chair must discuss issues with the institutional president as soon as the facts are in hand; consult with CEASD staff if necessary Problems of collegiality in the self-study process can be addressed in the team report.

27. 27 STEP SEVEN:INTERVIEW, OBSERVE, REVIEW: MAKE GOOD USE OF TIME ON CAMPUS

28. 28 MAXIMIZING TIME ON THE CAMPUS VISITINTERVIEWS, OBSERVATIONS, REVIEWS Chair and On-Site Coordinator: Prepare interview list and schedule well in advance in consultation with the school and the team; changes can and will occur during the visit, but have a game plan in advance and change strategically Team: All members should have a prepared set of issues and interview questions for the appointments Observe: An important part of the campus visit is observation of the environment, facilities, availability of services, general conditions; Review: A large part of time on campus is also spent reviewing source documents that support assertions in the self-study; the team should come prepared with a list of topics that bear additional research time when on campus

29. 29 How to Conduct InterviewsDuring a Team Visit Be neutral/open: Interviews test and illuminate the self-study. Good interviews start with thorough knowledge of the self-study and institutional materials. Teams divide up interview assignments according to the expertise of the team or the Standard assigned. Develop Interview Objectives and Questions: For each interview, the team member should know the objectives of the interview, develop clear questions, and be sure those questions relate to the self-study and accreditation criteria. Seek Dialogue, NOT Cross-Examination: Questions should be designed to evoke analysis and dialogue. This is not a cross-examination or interrogation, and questions that make the interviewee feel put on the spot are generally not helpful. Identify Key Players in Different Areas: Don�t be afraid to ask �who would know about_____?� Avoid Monologue and Prescription: Team members must not use interview times to lecture the interviewee, monologue about your opinions, or offer prescriptions about what the school should do. Take Careful Notes: Interviews form an important part of the background for the team report, and often a statement in an interview can shape the team�s understanding of some dimension of the self-study. Notes taken during the interview facilitate accuracy and completeness.

30. 30 STEP EIGHT:WRITING A GREAT TEAM REPORT

31. 31 TEMPLATE FOR TEAM REPORTSCEASD Chair will defer to Regional Template for ReportEveryone writes one or two areas Context and Nature of the Visit a) School Overview b) Scope of School c) Self-Study Process d) Visiting Team Process Compliance with Accreditation Standards For each standard (or by major heading in the self-study, with standards identified) the report should follow this outline: a) Summary of Evidence and Findings b) Significant accomplishments/progress/exemplary practices c) Significant recommendations c) Standard Reports Summary of Team Recommendations and Findings

32. 32 Completing the Visit Combination of Team time and Time in the field Reach consensus on school wide commendations and recommendations Rate Compliance with Standards Prepare the Oral Exit Report Tell them what will happen next Give them KUDOS!

33. 33 Commendations, Recommendations, Strengths, Areas for Improvement: What�s the Difference? Commendations and Recommendations School Wide (No formula) Usually the need for improvement is reflected in more than one standard May set forth steps a school should take and could affect accreditation status may reflect ideas for improvement in performance within accreditation standards May be something that if addressed will have the greatest student impact May be something with legal or safety implications Commendations cut across standards and are reinforced throughout the visit Commendations are often systemic or systematic Areas of Strength in a Standard identify something you saw in a standard that is making a difference Usually has evidence to support Why is this particular practice/program important Praises the school for its practices Opportunities for Improvement in a Standard When possible recommendations should begin with an action verb stating what action needs to be taken Opportunities to build upon strengths May describe an indicator within a standard that was missing or could be strengthened Sometimes these come from staff themselves in interviews, focus groups, etc.

34. 34 STEP NINE:KNOW YOUR RESOURCES!

35. 35 Resources for Team Support All of the CEASD and Regional Documents CEASD Home Office Experienced Evaluators Team Chair Accreditation Chair

36. 36 STEP TEN:GOOD HOME TRAINING

37. 37 Good Home Training Things that shouldn�t need to be said, but sometimes have to be: Leave your biases at home. Flash drives RULE! If you have a conflict of interest, reveal it before the visit. Respect the privacy and reputation of the school. Do not �share� what you have learned about the school when you get home. Keep your sense of humor apparent, but mild. This is not the time to try out for Second City. Do not be angry, or difficult, this is a TEAM and we all need to get along. Don�t include bar bills or movies or personal phone bills. There are no job opportunities for you at this school. If you hate the experience, do not volunteer for this gig again. If you love the experience definitely sign-up again. Be open to learning new things you didn�t anticipate. Put things back where you found them. Shred your notes. Expect to work hard! Always remember that this is a BIG deal!