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Accreditation Plan

A tailored plan for the self-study and Team Evaluation that you will co-create with the IAA and Peer Evaluator

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A written response to the school's Learning Stories, including commendations and recommendations for future steps

A recommendation on the award of accreditation

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To continue ongoing relationship building with the school

To confirm progress and identify areas needing further attention based on updated evidence

To make key decisions about the school's next steps for accreditation and related timelines

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To identify areas of strength and areas needing development through dialogue and authentic experiences within the school

To agree on and then document the main components of the school’s plan for the self-study as well as the Team Evaluation timeline and team size

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Each stage has three corresponding notecards for Purpose, Outcome, and Evaluator Role. Sort the notecards by dragging and dropping them beneath the correct stage of the accreditation cycle.

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BETWEEN ACCREDITATION CYCLES

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To listen and provide feedback on initial findings in the school's portfolio, with a focus on the Cornerstone Expectations

To support the school's initial re-/accreditation process by ensuring full understanding of the Learning Communities Protocol, the Cornerstone Expectations, and the framework of standards

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To engage in dialogue around the school's documentation and implementation of the Cornerstone Expectations

To make decisions about the focus of the Preparatory Engagement Visit and identify possible areas of focus for the self-study

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BEFORE THE PREPARATORY ENGAGEMENT

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To advance standards-aligned strategic development through a community-led process, improve systems for change management and organizational learning, and improve documentation and/or implementation of Cornerstone Expectations

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CIS personnel (the International Accreditation Advisor - IAA) engage in dialogue with school leaders regarding their progress since the Team Evaluation and the evolution and current status of the Cornerstone Expectations, including follow-up on recommendations made by the evaluating Team

To make key decisions about the school's next steps for accreditation and related timelines

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Key decisions about the school's next steps for accreditation and related timelines

Agreement on action steps to support the school's continued development between accreditation cycles

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Relationship building with the school

A bespoke schedule for the school's Preparatory Engagement Visit

An emerging understanding of key areas of strength and areas needing development in the school

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To share both positive and constructive insights that will shape the school's self-study period

Engage with school community members and school leaders to identify areas of strength and areas needing development, and to co-construct a plan for the self-study period

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To celebrate successes and provide constructive feedback to the school through a response to the school’s Learning Stories, through authentic experiences and community and professional dialogue within the school

To agree on a recommendation for the school's accredited status

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Seek deep understanding of the school's progress, change management systems, successes, and challenges

Provide constructive, prioritised feedback on the school's next steps for development

Recommend the award of re-accreditation OR further evaluation

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CIS (and partner agency liaisons, if any) provide support and feedback to the school as they advance their Development Initiatives, as needed

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Learning Stories

A portfolio of curated evidence and reflections on the outcomes of the Development Initiatives and wider organizational learning