I. The Larger Purpose of Accreditation

1. Part I: The Larger Purpose of AccreditationPart II: Working as a TeamPart III: The On-Site VisitPart IV: The Product

2. I. The Larger Purpose of Accreditation • “Creditum” = something entrusted to another • Accreditation = trustworthiness • History: until 1960s UC and colleges accredited schools • Accreditation assumes value in • Self-reflection • Observations, judgments of professional peers • Ethic of continuous improvement • Tensions • Filling out a tax return vs. opportunity for growth • Unique mission vs. general standards • Spending minimal time vs. cultivating depth of thought • Benefits • Viewpoint shift: from silos to broad (complicated) view • Generation/analysis of information and moments of truth • Looking with new eyes: professional feedback • Catalyst for needed change/improvement

3. I. The Larger Purpose of Accreditation • “Creditum” = something entrusted to another • Accreditation = trustworthiness • History: until 1960s UC and colleges accredited schools • Accreditation assumes value in • Self-reflection • Observations, judgments of professional peers • Ethic of continuous improvement • Tensions • Filling out a tax return vs. opportunity for growth • Unique mission vs. general standards • Spending minimal time vs. cultivating depth of thought • Benefits • Viewpoint shift: from silos to broad (complicated) view • Generation/analysis of information and moments of truth • Looking with new eyes: professional feedback • Catalyst for needed change/improvement

4. I. The Larger Purpose of Accreditation • “Creditum” = something entrusted to another • Accreditation = trustworthiness • History: until 1960s UC and colleges accredited schools • Accreditation assumes value in • Self-reflection • Observations, judgments of professional peers • Ethic of continuous improvement • Tensions • Filling out a tax return vs. opportunity for growth • Unique mission vs. general standards • Spending minimal time vs. cultivating depth of thought • Benefits • Viewpoint shift: from silos to broad (complicated) view • Generation/analysis of information and moments of truth • Looking with new eyes: professional feedback • Catalyst for needed change/improvement

5. I. The Larger Purpose of Accreditation • “Creditum” = something entrusted to another • Accreditation = trustworthiness • History: until 1960s UC and colleges accredited schools • Accreditation assumes value in • Self-reflection • Observations, judgments of professional peers • Ethic of continuous improvement • Tensions • Filling out a tax return vs. opportunity for growth • Unique mission vs. general standards • Spending minimal time vs. cultivating depth of thought • Benefits • Viewpoint shift: from silos to broad (complicated) view • Generation/analysis of information and moments of truth • Looking with new eyes: professional feedback • Catalyst for needed change/improvement

6. I. The Larger Purpose of Accreditation • “Creditum” = something entrusted to another • Accreditation = trustworthiness • History: until 1960s UC and colleges accredited schools • Accreditation assumes value in • Self-reflection • Observations, judgments of professional peers • Ethic of continuous improvement • Tensions • Filling out a tax return vs. opportunity for growth • Unique mission vs. general standards • Spending minimal time vs. cultivating depth of thought • Benefits • Viewpoint shift: from silos to broad (complicated) view • Generation/analysis of information and moments of truth • Looking with new eyes: professional feedback • Catalyst for needed change/improvement

7. I. The Larger Purpose of Accreditation • “Creditum” = something entrusted to another • Accreditation = trustworthiness • History: until 1960s UC and colleges accredited schools • Accreditation assumes value in • Self-reflection • Observations, judgments of professional peers • Ethic of continuous improvement • Tensions • Filling out a tax return vs. opportunity for growth • Unique mission vs. general standards • Spending minimal time vs. cultivating depth of thought • Benefits • Viewpoint shift: from silos to broad (complicated) view • Generation/analysis of information and moments of truth • Looking with new eyes: professional feedback • Catalyst for needed change/improvement

8. II. Working as a Team Learning about the school • Chair schedules initial visit at school with head • Chair checks on self-study progress, major issues, and visit details

9. II. Working as a Team Activating the committee • Chair initiates personal contact with team members • Members identify areas of interest and expertise • Chair organizes committee’s work • Members begin early: • read accreditation manual • read self-study • draft intros, commendations, recommendations • Chair maintains contact and sends reminders • Be prudent stewards with regard to expenses

10. II. Working as a Team Reflecting on benefits of serving • “Cross-cultural” immersion • Chance to observe alternatives to your daily life--and bring home ideas • Professional camaraderie • Opportunity to help others understand themselves better and improve their school

11. II. Working as a Team Increasing Collaboration on the Visiting Committee

12. II. Working as a Team Significant Advantages to Using Google Docs/Drive include: • Minimal paper usage • No Mac/PC, .doc/.docx conflicts • Noflash drives needed • You and your team members can edit and see the changes in the document in real time • Most importantly: significant collaboration possible

13. III. The On-Site Visit • Team identity • How we perceive ourselves: Note-taker? Journalist? Prosecuting attorney? Friend? Counsel? Anthropologist? • Most appropriate role: tactful and truthful observer and reporter • How we are perceivedby the school community: projection of hopes, fears • School improvement model • Commendations (thoughtful, sincere celebrations) • Recommendations (Opportunities for growth, not threats or criticisms) • De-emphasis of term: replacement of “term” with accreditation “status” • Standards and mission • Schools evaluated against both CAIS/WASC standards and individual missions

14. III. The On-Site Visit • Interviews • Usually with committees, sometimes with individuals • Attentivelistening and probing questioning, with intent to generate insightful, constructive conversation • Should be professional in tone, style, and general interaction with community • Review of self-study issues and accreditation standards • Consistency between stated mission and lived realities • Testing of team members’ initial/evolving impressions • Challenges • Over- or under-involved head • Rogue community members looking for Supreme Court to reverse school decisions • Team and time management: so many commendations/ recommendations, so little time • “Just between you and me: We’re getting a 6--right?” • no time for promises • Role of CAIS Boards of Standards and Board of Directors

15. III. The On-Site Visit • Recommendation to CAIS Board of Standards and WASC Commission • Old World Order: Terms of6, 6R, 3, 2, 1 • New World Order: • 7-year cycle • “Accreditation Status” • 7 years, with • mid-term progress report • mid-term progress report and visit • mid-term progress report, visit, and additional requirements • Probationary Status • 2-year: urgent change needed • 1-year: immediate change needed

16. III. The On-Site Visit • Revised Policies: • Code of Ethics • Statement of Fundamental Membership Requirements