Southwestern Association of Episcopal Schools SELF-STUDY v.6.14
Self-Study
v.6.14
Southwestern Association of Episcopal Schools
1420 4th Ave. Suite 29
Canyon, TX 79015-3748
Tel: 806-655-2400
Fax: 806-655-2426
www.swaes.org
The mission of the Southwestern Association of Episcopal Schools is to lead, to nurture, and to unify Episcopal schools in order to advance educational excellence within the faith community of the Episcopal Church.
TABLE OF CONTENTS
Page #
Preface 3
Instructions for Completing the Self-Study 3
The Self-Study 5
Cover Sheet for Self-Study 6
School Information 7
Introduction-Head of School Report I 10
A. Mission and Philosophy 11
B. Episcopal Identity, School Climate and Culture 12
C. Governance 17
D. Organization and Administration 22
E. Program 27
Early Childhood Programs 31
Lower School Programs 32
Middle School Programs 33
Upper School Programs 34
Residential/Boarding Program 36
Homestay Programs 38
Summer Programs 39
Other School-Related Programs 40
F. Professional Staff 46
G. School and Community 50
H. Finance 52
I. Facilities and Safety 57
Reflections and Conclusions – Steering Committee Report 62
Summary - Head of School Report II 62
Documents in Adherence to Standards (v.6.14) 63
Appendices 69
A. Parent/Guardian Survey 70
B. Faculty/Staff Survey 71
C. Alumni Survey 72
D. Enrollment Profile 73
E. Faculty and Staff Profile 75
F. Faculty/Staff Information Form 77
G. Academic Subject Assessment Form 79
H. School Safety Checklist (v.6.14) 80
PREFACE
Accreditation employs a process of evaluation that combines internal self-scrutiny with an external review by a team of peers. Both the internal and external reviews bring helpful and accurate observations, comments, and suggestions for the purposes of validation and improvement.
The Self-Study reflects the Association’s interest in each school’s efforts to meet the Standards of the Association and to provide the highest quality school program. The Self-Study is predicated on institutional self-examination and peer review that together, provide an accurate picture of the school so it can continue to operate responsibly and effectively.
INSTRUCTIONS FOR COMPLETING THE SELF-STUDY
The Self-Study contains fourteen distinct sections, starting with a School Information Form and Introduction, ending with Reflections and Conclusions, and containing sections related to all SAES Standards, A-J. Each lettered section begins with the Key Standards and Essential Criteria (in italics), followed by the School’s Response. In the School’s Response, questions that are directly linked to the Standards and Criteria are to be answered by the school. The head of school will designate one or more members of the Self-Study steering committee to collate the entire report into organized sections, creating a complete report. In recognition of the process of self-discovery often experienced by schools working on a self-study, the school is required in each standard section (A-I) to highlight both the strengths and challenges for the school that are discovered during this response process. The completion of an effective self-study traditionally takes six to twelve months depending on the size and complexity of the school.
The process for completion of the Self-Study is:
1. Once approved to begin the Self-Study by the Standards Committee of SAES, the head of school shall develop a plan to achieve this project. SAES strongly advises that the head of school not be the sole or major author of the report. Rather, a steering committee, which is under the direction of the head of school, should be formed that includes representatives from the school community. Depending upon the size and complexity of the school, the steering committee may oversee report section subcommittees or the steering committee may provide most of the authors of the report. Ultimately, administration, faculty, clergy, staff, trustees, parents, students, and alumni should all have a voice and a role in the study.
2. The Self-Study template (Word document) shall be accessed on-line at www.swaes.org, and downloaded to a school computer so answers to questions can be inserted into the report.
3. Report writers should read Key Standards and Essential Criteria for each section and then its accompanying questions in the School’s Response for each criteria. The final report must contain the Key Standards and Essential Criteria for each section as well as the questions and answers in the School’s Response. If a question does not pertain to this school, include the question and indicate it is not applicable (N/A). However, in the spirit of openness and with a shared goal of school improvement, answers should be as complete and honest as possible, yet succinct.
4. Each completed section of the Self-Study shall conclude with the names and titles of those members of the committee who wrote that section, with the chair/point person for each section indicated. Each section should also include a reflection by the section authors on what has been learned as part of their contribution to the section. Sections should be organized in the order indicated below.
· Cover Page
· School Information Form
· Introduction – Head of School Report I
· Standards A: Mission & Philosophy
· Standards B: Episcopal Identity, School Culture & Climate
· Standards C: Governance
· Standards D: Organization and Administration
· Standards E: Program
· Standards F: Professional Staff
· Standards G: School and Community
· Standards H: Finance
· Standards I: Facilities & Safety
· Reflections & Conclusions – Steering Committee Report
· Summary - Head of School Report II
· Documents in Adherence to Standards
· Appendices - data tables – to be filed with Documents in Adherence to Standards
5. Self-Study pages should be numbered, and back-to-back printing is preferred. Section dividers should be labeled and clearly tabbed. The entire Self-Study should be presented in one binder, spiral or 3-ring, and should be as compact a document as possible. NOTE: Reports sent to the SAES Office will not be returned to the school. Prior to visiting team members’ departure, annotated copies of the report will be destroyed.
6. Documents in Adherence to Standards is a list of documents, which must be up-to-date, labeled by Self-Study section and name, and made available to the Visiting Team at the time of the On-Site Visit. These documents must be organized in a “documents box” with one file folder per document clearly labeled by Self-Study section and name. The curriculum and scope and sequence must be organized in separate binders and labeled accordingly.
7. Mail one printed copy of the completed, bound Self-Study to the SAES Office and one copy to each member of the On-Site Visiting Team no later than one month prior to the scheduled visit. Also, email a digital copy of a PDF of the document to the SAES Office, the Director of Accreditation Services, and Associate Director of Accreditation Services for On-Site Visits.
The Self-Study
COVER SHEET FOR SELF-STUDY
School Name:
School Address:
City, County, State, Zip:
School Website:
School Phone #: School Year______
ACKNOWLEDGEMENT OF THE SAES MEMBERSHIP & ACCREDITATION REQUIREMENTS
The school shall demonstrate a commitment to on-going school improvement and shall fulfill the requirements of accreditation by providing Documents in Adherence to Standards, a Self-Study, an On-Site Visit, and interim reports.
a. The school shall retain its membership in the Association.
b. The school shall report progress on school improvements noted in the Recommendations of the On-Site Visit Report and as required in regular interim accreditation reports.
c. The school shall complete a yearly data form for the Association office.
d. The school shall communicate any major changes in its program or operation to the SAES office.
Please sign and date this report prior to sending it to the SAES Visiting Team and SAES Office.
______
(Head of School Name) (Head of School Signature)
______
(Date)
______
(President of Board of Trustees Name) (President of Board of Trustees Signature)
______
(Date)
Head of School E-mail: ______
Board President E-mail: ______
Rector (if applicable) Name and E-Mail: ______
Steering Committee Chair (Self-Study Coordinator): Name and E-Mail: ______
SCHOOL INFORMATION FORM
Check: ☐ Interim Report ☐ Self-Study ☐ Special Report ☐ Other ______
School Year Date
School
Address
City, State, Zip
School Telephone
Fax
School’s URL Web Address
ENROLLMENT
Grades (circle): Infant ( 1) PK1 PK2 PK3 PK4 K 1 2 3 4 5 6 7 8 9 10 11 12 PG
Age of Infants (if applicable): ______
# Students in Each Division (e.g., PS, LS, MS, US):
Total # Students, current year:
% of Students of Color (as defined by NAIS):
# Students Enrolled Last Year:
# Students Projected for Next Year:
Student:Teacher Ratio:
GENERAL SCHOOL INFORMATION
School Type (coed or boys or girls; day or boarding; grades/ages served): % Boys % Girls
Year of School’s Founding:
Special Programs (e.g. Summer, Military, Special Ed/LD, Outdoor Ed, Art, ESL, Extended Day):
% Episcopalian Students/Families:
# Students who graduate (if through Grade 12): % of all who could graduate:
# Students who pursue college (if through Grade 12): % of all who could attend college:
Tuitions (1st entry age/grade, 1,5, 9, 12, Boarding):
% Increases from Last Year for Tuition (highest grade):
# Instructional Days in School Year (days w/ children, does not include faculty/staff professional development days):
# Faculty/Staff Professional Development Days in School Year (does not include days with children):
HEAD OF SCHOOL/DIRECTOR
Name: Email:
Year of Appointment: Date of Last Head Evaluation by Board of Trustees:
RELIGIOUS AFFILIATION
Check one: ☐ Parish ☐ Multiple-Parish ☐ Diocesan ☐ Independent
Is the school separately incorporated? ☐ Yes ☐ No
Parish(es) / DioceseRECTOR/VICAR (if applicable)
Name: Email:
Year of Institution/Induction:
Church:
BISHOP
Name: Email:
Year of Institution/Induction:
CHAPLAIN
Name: Email:
Year of Institution/Induction:
SCHOOL EMPLOYEES
Administration / Faculty / Support Staff (Clerical, Maintenance, Security, Housekeeping, Dining Services)#
% Female
% Male
% Episcopalian
% Persons of Color (as defined by NAIS)
# Full-time (FT)
# Part-time (PT)
FT Faculty/Staff Salaries - Median
% Increase from last year – FT faculty/Staff salaries
CHIEF FINANCIAL OFFICER/FINANCIAL INFORMATION
Name and Title: Email:
Year of Appointment:
Date of Last Audit/Review:
Date of Last Strategic or Multi-year Financial Plan:
Endowment:
Current Year Budget:
# Days Cash Reserves (high-low):
Cost Ratio (total $ assets ÷ total $ liabilities):
Total Amount of Debt:
BOARD OF TRUSTEES
Name of Board Chair: Email:
Name of Board President (if different from Chair): Email:
Total # Board Members:
Standing Committees:
Task Forces and/or Ad Hoc Committees:
# Vestry Members on Board:
Date of Last Board Evaluation:
Date of Most Recent Strategic Plan:
Length & Number of Terms of Office:
% People of Color (as defined by NAIS) on Board:
% Current Parents on Board:
% Female:
% Male:
% Episcopalians on Board:
ACCREDITATION INFORMATION
Last Full-Scale On-Site Visit Year: Accrediting Association(s):
NATIONAL/REGIONAL MEMBERSHIPS (SAES, NAES, NAIS, ISAS, SAIS, ISM, etc.):
INTRODUCTION – HEAD OF SCHOOL REPORT I
The head of school should provide a narrative introduction to the Self-Study that includes the following:
a. A brief history of the school
b. The school’s current mission statement, noting when it was last updated
c. The school’s Episcopal connections
d. The current location and physical description of the school
e. Prominent strengths of the school.
f. Major changes that have occurred since the school hosted its last on-site visiting team.
g. Recent improvements for which the school should be commended.
h. Significant challenges that the school faces.
A. MISSION & PHILOSOPHY
A.1. There shall be a high degree of congruence between the stated mission, the philosophy of the school as an educational institution, and its actual program.
a. The mission is clearly understood by the administration, professional staff, parents, students, parents, and those responsible for governance, and is used in planning and decision-making.
b. The purposes and objectives for which the school exists shall include a clearly stated educational philosophy and core values that address the needs of students and a commitment to creating an environment that encourages freedom of inquiry and the respectful exchange of diverse viewpoints.
c. The mission and core values are incorporated in classroom activities.
SCHOOL’S RESPONSE – MISSION & PHILOSOPHY, A1:
A.1.a. In what ways does the mission guide planning and decision-making?
A.1.a. How is the mission statement introduced to constituents of the school?
Are the faculty, staff, and parents of the school able to explain the mission and purpose of the school effectively?
A.1.b. What are the core values that drive the school’s educational philosophy?
Describe the instructional priorities that reflect the educational philosophy of the school.
A.1.c. Provide a few examples of how the mission and core values are reflected in classroom activities.
SCHOOL’S RESPONSE – OBSERVATIONS & CONCLUSIONS
1. In what ways has work on this section of the Self-Study informed your understanding of the school?
2. Based on what you have learned, what suggestions and/or plans do you have for addressing these issues?
B. EPISCOPAL IDENTITY, SCHOOL CLIMATE AND CULTURE
B.1. The Episcopal Identity of the school shall be expressed within its mission and governance structure, school organization, and operations.
a. The mission of the school recognizes that the Episcopal ethos of the school makes a difference in the daily life of the school community.
b. The school shall clearly define in its governing documents its relationship to the Episcopal Church (diocesan canons, if any) and its sponsoring organization, if any, and the responsibilities of each. It will provide in its bylaws a clear statement about its church relationship to the vestry, in the case of a parish school, to the bishop in the case of a diocesan or mission school, or as an independent Episcopal school.
c. The governing documents should clearly state a requirement of Episcopal representation of Board members.
d. Board members shall participate in an orientation that includes information about what it means to be an Episcopal school, including governance practices and the role of all key leaders, intentional pluralism in admissions, religious programming and worship in the school, the philosophy of open inquiry in instruction, and support for service learning. In a parish school, invitations should be extended to the board members and other school leaders to attend church events, introducing them to the parish that hosts the school.