Characteristics of a Sample Preliminary Visitors' Report

A template for Preliminary/Preparatory Visitors’ Reports is available from CIS/NEASC. Nevertheless, given that the Visitors are typically experienced individuals, variations in format and style are acceptable.  However, all reports should include the following sections.

INTRODUCTION (in template format)

This should contain brief descriptions of such features as:

• the school’s history
• its current legal status and governance
• the span of grades and age-groups in the school
• nationalities and other important characteristics of the staff and students
• type(s) of curriculum offered
• school location and physical facilities
• the school’s position in the accreditation process
• the conduct of the current Visit

PART ONE: ASSESSING THE READINESS OF THE SCHOOL

This part of the report refers to the current position of the school with regard to the Standards for Accreditation.  It should be structured so as to refer to each of the Seven Sections A to G (Guiding Statements, Teaching and Learning, Governance and Leadership, etc.) and it should contain “Observations” and “Suggested Actions” for each Section. It is suggested that Visitors use a tool such as the Standards Aide Memoir provided by CIS to assist with this part of the report, as well as to give structure to formal discussions with those with whom the Visitors meet at the school.  

Visitors write their observations and suggested areas for attention on a template after each standard. The observations for each Section should reflect a focus on the school’s effectiveness/impact on student learning and well being, consideration of the school’s own guiding statements, the essential aspects of the Standards in each Section and the evidence leading to the Visitor(s)’ perceptions.

The following list of essential aspects for each Section may guide the Visitors in writing their observations and in identifying areas for attention, if any.   The list may be helpful also to the school in synthesizing and understanding the important aspects of the various sections.

Section A – Guiding Statements

• Clarity of, and the real impact/commitment to, the School’s Vision, Mission and Objectives (VMO).
• International/inter-cultural commitment.
• Admissions policy and procedures to ensure student-to-school match.

Section B – Teaching & Learning (T/L)

• Teaching/Learning program coherence with VMO, including internationalism aspects.
• Alignment between the written and taught curriculum
• T/L provision for all students with varied learning styles and learning needs.
• Curriculum documentation comprehensiveness and vertical/horizontal coherence.
• Resources for learning- library, ICT, facilities, space, human resources, classroom materials.
• Use of the locality and community diversity to enrich learning.
• Professional development to support T/L
• Use of a range of teaching practices to support diverse learner needs
• Varied assessment of student learning and developing use of resulting data for modification of T/L.
• Development of systems for analyzing student achievement based on data about school and individual performance
• Effectiveness of reporting of school and student achievement.
• Curriculum review procedures

Section C – Governance & Leadership

• Effective and interdependent governance and management structures.
• Clarity of roles and responsibilities, especially of Head and Governing Body, expressed in Policy Manual and procedures.
• Qualified and experienced school leadership
• Ethical treatment.
• Financial stability.
• School planning.

Section D – Faculty & Support Staff

• Staff (Faculty, Support, and leadership) in sufficient numbers and suitable for the job.
• Effectiveness of contractual arrangements.
• Robust recruitment and personnel practices leading to stability in staffing
• Appraisal process linked to professional development.

Section E – Access to Teaching & Learning

• Effectiveness of special needs support
• Effectiveness of ESL/Other Teaching Language support.
• Effectiveness of guidance/counselling.
• Provisions for health care on site and off site.
• Documentation- policies and procedures- supporting services in this area

Section F – School Culture & Partnerships for Learning

• Positive school climate.
• Communications within and beyond school.
• Home-school communications and partnerships in support of learning.
• Co-curricular programs and access.
• Quality of boarding services (if applicable).
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Section G – Operational Systems

• Effectiveness of financial management.
• Buildings, grounds, equipment as they support learning.
• Provisions for health and safety including well-designed, rehearsed and effective plans of action in cases of fire, accident, medical or other emergencies
• Effectiveness of auxiliary services and their staffing (food, security, transport, maintenance).