Reflection, Affirmation, Transformation, Accountability:
THE AISNE ACCREDITATION PROCESS
For more than 30 years the Association of Independent Schools in New England has been accrediting our member elementary schools. AISNE’s accreditation process is an important service to our members and helps assure the independence of our schools.
The ultimate goal of the accreditation process is the enhancement of student learning and growth in our schools. The accreditation process:
• Should strengthen the school’s commitment and congruence to its mission.
• Requires institutional reflection and self-evaluation.
• Affirms the strengths of the school.
• Helps the school identify areas for improvement.
• Provides structure and a timetable for institutional reflection, dialogue, and change.
• Requires the school to compare its performance to a wide range of standards of
good practice.
• Demonstrates the school’s willingness to be held professionally accountable.
• Enhances the school’s credibility with its immediate constituents and with the
community at large.
• Demonstrates that the school is part of the larger entity of independent
school education.
• Focuses on the institution rather than on individuals which helps to ensure the
long-term health of the school.
MAJOR STANDARDS FOR ACCREDITATION
The AISNE Board of Directors approved in 1996 the membership criteria and the 10 major standards as part of the accreditation process.
The 10 Major Standards were delineated as critical to a school’s well being, and therefore every school being evaluated is required to pass these standards in order to be accredited or re-accredited.
1. The school has completed a thorough Self Study as outlined in the Manual for School
Evaluation: Pre•K–9, documented its strengths and weaknesses and described any plans to implement change. (Standard #8)
2. There is a high degree of congruence between the school’s stated mission and
philosophy and its actual program, planning and decision making. (Standard #10)
3. Faculty, administrators, and support staff are well suited to their specific responsibilities by training, background and/or experience. (Standard #25)
4. All faculty, administration and staff participate in a clearly defined program for
professional growth. (Standard #26)
5. The school has a clearly defined and implemented program for supervision and
evaluation of faculty, administration and support staff performance. (Standard #27)
6. The school’s curriculum is congruent with its stated mission and philosophy
and stems from a set of guiding beliefs. (Standard #30)
7. The faculty and administration have a consistent process by which they regularly review, appraise and revise the educational program. (Standard #31)
8. The school provides a safe and healthy environment for living and learning.
(Standard #41)
9. The governing board is responsible for and has adequate procedures for oversight
of major school policies which ensure the stability of the school. (Standard #48)
10. The school’s policies and procedures for management of its financial resources are
adequate and implemented appropriately. (Standard #60)
