REACH 101/201 Accreditation Training
January 11, 2016 9:00 AM–January 12, 2016 3:30 PM
What is the purpose of Accreditation 101/201? Accreditation 101/201 is designed to provide assistance to schools (EE, EE-5, EE-6, EE-8, or EE-12) who are on Candidate Status for ACSI accreditation, and schools who are considering accreditation through ACSI and for schools renewing their accreditation through the new REACH 2.0 protocol.
What subjects or items will be covered during the training class? Accreditation 101/201 will thoroughly review the ACSI Standards of Accreditation for the new REACH 2.0, as well as give direction into developing your school's self-study, curriculum guides (including scope and sequence, objectives, biblical integration), and board policy manual. Sample timelines will be made available to help school stay "on task" as they move through the accreditation process. The ACSI certification process will also be discussed.
Which training course should I attend? All new and candidate schools should attend the Monday and Tuesday class (Accreditation 101/201). All renewing accredited schools should attend the 201 only class.
How long does it last each day? Each session/day will last approximately 5-6 hours with an hour break for lunch (on your own).
Who should attend these meetings? Each school is highly recommended to send at least TWO representatives to the training sessions. Schools who are interested in pursuing ACSI accreditation in the future would also find these meetings to be informative.
Who will be leading the training program? The ACSI Florida regional office staff will be teaching the different components of Accreditation 101/201.
How do I register my school for Accreditation 101/201? Please fill out the registration form and fax/email it to the Florida Regional Office. If paying by credit card, please fax the registration form to the Florida Regional Office at 727-734-3666.
Professional development (PD) opportunities are nearly universal in the experiences of U.S. educators, both in public school settings and in Christian schools. The question of which PD strategies are most effective has become more critical in recent years, as schools face increasing internal and external pressures to improve student outcomes and optimize instructional expenditures. As a result, many school leaders are seeking to identify PD opportunities with high return on investment (ROI) in terms of student learning and achievement.
In an effort to address this issue systematically, a comprehensive literature synthesis was commissioned by ACSI (Swaner 2016). The synthesis, which surveyed over 500 scholarly articles and resources over the past 20 years, asked the question, “What are best practices in PD for Christian school teachers and leaders?” While little research was found specific to Christian education, what was available corroborated much of the broader literature on PD in K–12 schools. A set of characteristics of effective PD were identified in the literature, as well as a range of practices for which there exists research on their effectiveness. The synthesis also reviewed the evidence for the importance of cultures of continuous improvement to the effectiveness of any PD efforts.
An annual affirmation of commitment to the school and expected responsibilities as a board member.
A six step strategy for resolving school conflict in accordance with Matthew 18
As employees of an educational institution, you are held to a higher standard by parents, students, colleagues, and members of the public. We support and endorse a strict policy of respect toward students and expect employees to act at all times as adult role models.
Questions that should be asked by directors in determining the scope of their responsibilities and how these responsibilities should be fulfilled?