^{Learning Stories}

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

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

^{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}

^{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}

_{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}

^{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}

^{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}

^{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}

^{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}

^{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}

^{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}

^{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}

^{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}

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

^{A recommendation on the award of accreditation}

^{Accreditation Plan}

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