MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS STANDARDS FOR ACCREDITATION FOR SCHOOLS

MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS STANDARDS FOR ACCREDITATION FOR SCHOOLS 2014 3624 Market Street 2 West Philadelphia, PA 19104 (267) 284 5000 www.msa cess.org

All rights reserved. The Middle States Association of Colleges and Schools, Commissions on Elementary and Secondary Schools, retain full copyright ownership, rights, and protection of all material contained in this document. This document is to be used by members and candidate members of the Association for accreditation purposes only. No part of this document may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval systems, for any other purposes without the written permission of the Middle States Commissions on Elementary and Secondary Schools.

TABLE OF CONTENTS Page Introduction 1 The Role of the Standards in the Accreditation Process 1 The Role of Indicators of Quality in the Accreditation Process 3 The Standards for Accreditation for Schools 4 Organization of the Standards 4 The Mission Standard for Accreditation 5 The Governance and Leadership Standard for Accreditation 6 The School Improvement Planning Standard for Accreditation 12 The Finances Standard for Accreditation 13 The Facilities Standard for Accreditation 15 The School Organization and Staff Standard for Accreditation 17 The Health and Safety Standard for Accreditation 21 The Educational Program Standard for Accreditation 23 The Assessment and Evidence of Student Learning Standard for Accreditation 28 The Student Services Standard for Accreditation 31 The Student Life and Student Activities Standard for Accreditation 34 The Information Resources Standard for Accreditation 36 Glossary of Terms 38

INTRODUCTION The Middle States Association of Colleges and Schools (MSA) was established in 1887 and is a nongovernmental, nonprofit, peer administered organization. MSA provides leadership in developing and recognizing quality in education for its member schools throughout the United States and in more than 90 countries outside the United States. The Middle States Association has three accrediting commissions: The Commission on Higher Education [dba as Mid Atlantic Region Commission on Higher Education (MARCHE)] serves academic, degree granting institutions and evaluates and accredits post secondary institutions and programs; The Commission on Secondary Schools (MSA CSS) evaluates and accredits institutions providing middle and/or secondary education, including vocational technical schools that offer non degree granting post secondary programs; and The Commission on Elementary Schools (MSA CES) serves institutions that provide middle, elementary, and early age education. Together, the elementary and secondary Commissions operating as the Commissions on Elementary and Secondary Schools serve institutions providing early age through grade 12 or 13 education or any combination of grade levels served by the Commissions. THE ROLE OF STANDARDS IN THE ACCREDITATION PROCESS The Middle States Standards for Accreditation are qualitative statements that reflect researchbased best practices for schools. These Standards complement content area standards, which designate what students are expected to learn in various curriculum areas. The latter may be incorporated in the accreditation process in a variety of ways, but because content standards vary among schools, states, and overseas locales, it is not possible to designate a single set of content standards for all Middle States accredited schools. Middle States Standards for Accreditation have several important functions in the accreditation process. Most importantly, they serve as a mechanism for improving a schoolʹs ability to produce the levels of student performance that are both desired and expected by its community of stakeholders. Because they are based on research and reflect best practices, they serve as a qualitative guide to expectations for an accredited school. The Standards are not designed to make all schools look alike. The Middle States accreditation process respects the individual nature and character of each school. The diversity of Middle States member schools reflects this important principle. Although it is required that all schools meet the same Standards for Accreditation for Schools (2014) Page 1

Standards for Accreditation, there is sufficient flexibility within the Standards so that different schools can demonstrate they meet the Standards in different ways. The Standards serve as the primary basis upon which the Commissions make accreditation decisions. The Commissions offer a variety of protocols for self study and accreditation, each of which begins with the requirement that a school meets the Standards for Accreditation. Then, building on the requirements of the Standards, a school proceeds to establish a plan for growing or improving student performance and the school s capacity to produce the levels of student performance desired and expected by its community of stakeholders. THE ROLE OF INDICATORS OF QUALITY IN THE ACCREDITATION PROCESS Indicators of Quality have been developed for each Standard. The Indicators amplify a Standard and show possible ways that a school can demonstrate that a particular Standard is met. Indicators provide greater clarity regarding best practices related to each Standard. Although it is expected that all accredited schools will meet the Standards, not all Indicators will apply to or be appropriate for each school. It is imperative that the use of Indicators respects the individual integrity of each school and that no attempt to conform a school s operation to these Indicators be made. A number of the Standards for Accreditation include sub sets of Indicators that are applicable to different types of schools and to schools with special programs or services. For example, the Governance and Leadership Standard includes a set of Indicators for independent/non public schools and a different set of Indicators for schools in public school districts, archdiocesan/diocesan systems, and other school organizations with a central office staff. For some of the Standards, there are also Indicators for schools that have early age programs and Indicators for schools that deliver some or their entire educational program using a distance modality. Each school uses only the Indicators that are applicable and appropriate for the school. Standards for Accreditation for Schools (2014) Page 2

THE STANDARDS FOR ACCREDITATION FOR SCHOOLS Organization of the Standards The Standards for Accreditation and Indicators of Quality are numbered for ease of reference only. No relative weight or other significance should be attributed to those numbers. Additionally, the Standards are organized in two broad categories based on the following: Foundational Standards: Standards addressing best practices in the components of a school that provide the foundations for quality in the education program, services, and results in terms of student learning. Mission Governance and Leadership School Improvement Planning Finances Facilities School Organization and Staff Health and Safety Information Resources Operational Standards: Standards addressing best practices in delivering the education program, services, and activities to the students. Educational Program Assessment and Evidence of Student Learning Student Services Student Life and Student Activities Standards for Accreditation for Schools (2014) Page 3

THE MISSION STANDARD FOR ACCREDITATION The school has a mission that conveys clearly and concisely the school s vision of a preferred future for the school s students and its expectations for student learning. The mission is consistent with ethical norms and demonstrates respect for persons of all races, creeds, and cultures. The mission serves as the basis for daily operational and instructional decisionmaking as well as strategic planning. It is developed using a process that considers input by appropriate stakeholders of the school and is aligned with the needs of the community(ies) the school serves. Indicators of Quality for all schools The school s statement of mission: Is communicated widely to the school s community of stakeholders by inclusion in the 1.1 school s publications and website and by being displayed prominently throughout the school. Is reviewed periodically to determine its effectiveness in communicating the school s 1.2 purposes and vision. Is understood and supported by the students, their families (if appropriate), and the 1.3 school s community of stakeholders. Was developed using a process that considered input by appropriate stakeholders of 1.4 the school. Indicators of Quality for faith based schools 1 The school s religious identity is: 1.5 Articulated clearly in the school s mission and beliefs. 1.6 Integrated into its school wide goals and objectives. 1.7 Visible in symbols and artifacts throughout the school. 1 The use of the Faith Based Indicators for this and the other Standards for Accreditation by faith based schools is voluntary and not required, unless their use is directed by the head of a parent school system. The Faith Based Indicators allow faith based schools, if they desire, to include in their self study and accreditation process Indicators of Quality that address unique characteristics of and expectations for schools whose mission and educational program are defined wholly or in part by their particular faith. Standards for Accreditation for Schools (2014) Page 4

GOVERNANCE AND LEADERSHIP STANDARD FOR ACCREDITATION The school is chartered, licensed, or authorized by the appropriate civil authority(ies) and is in compliance with all applicable statutes, ordinances, and regulations of all civil authorities of the jurisdiction(s) in which the school operates. There are no legal or proprietary ambiguities in the ownership and control of or responsibility for the school. The school s governing body and leadership act ethically and consistently to ensure an atmosphere of mutual respect, purposeful effort, and a productive environment for teaching and learning while demonstrating adherence to the school s mission. The governing body and leadership maintain timely and open communication with the school s community of stakeholders. The governing body and leadership provide the vision that drives strategic planning and day to day operations. They ensure the integrity, effectiveness, and reputation of the school by establishing policies, providing necessary resources, and ensuring the quality of the school s educational program. Indicators of Quality for all schools not part of a larger system of schools, diocese, or archdiocese The school s governing body ensures that the school: Is in compliance with all applicable statutes, ordinances, and regulations of all civil 2.1 authorities of the jurisdiction(s) in which the school operates. 2.2 Has no legal or proprietary ambiguities in ownership, control, or responsibility. Partnerships and any corporate linkages in ownership/governance are expressed as 2.3 enforceable agreements. Is provided with effective leadership, support, and continuity, including succession 2.4 planning to ensure stability of the school s leadership. Is provided with leaders that possess the appropriate qualifications, experience, and 2.5 competencies for their position. Is provided with the sufficient qualified personnel to deliver its programs, services, and 2.6 activities. The school s governing body ensures that it: Is focused on selecting, evaluating, and supporting the head of the school, policy 2.7 development, planning, assessing the school s performance, and ensuring the availability of adequate resources to accomplish the school s mission. Uses a clearly defined performance appraisal system for the head of the school. The 2.8 appraisal is conducted with the knowledge and participation of the head of the school. Standards for Accreditation for Schools (2014) Page 5

Indicators of Quality for all schools not part of a larger system of schools, diocese, or archdiocese Thinks and acts strategically, reflecting on its decisions and the consequences of its 2.9 actions. Refrains from undermining the authority of the school s leadership to conduct the daily 2.10 operation of the school. Works cooperatively with the school s leadership to establish and maintain clear, 2.11 written policies and procedures that are consistent with the school s mission, are implemented at all times, and reviewed regularly. Has and implements written policies and/or procedural guidelines that define for the governing body: Its proper roles and responsibilities; Qualifications for its members; 2.12 The body s composition, organization, and operation; Terms of office for its members; and Provisions for identifying and selecting new board members when vacancies occur. 2.13 Implements a process for reviewing/revising its policies regularly. 2.14 Evaluates systematically and regularly its own effectiveness in performing its duties. Provides appropriate opportunities for education of its members, including orientation 2.15 and training sessions so that all members understand their responsibilities and roles. Conducts a regular schedule of meetings that is communicated to the school s 2.16 community of stakeholders. 2.17 Includes members that represent constituencies served by the school. Maintains appropriate and constructive relations with the school s leadership, staff, 2.18 students, families, the community, and with each other in the interest of serving the needs of the students. 2.19 Recognizes the accomplishments of staff members and students. 2.20 Adheres to appropriate guidelines concerning confidentiality in communications. The school s leadership: Is accountable to the governing body and is responsible for ensuring the school s 2.21 students achieve the expected levels of achievement. Maintains a relationship with the school s governing body characterized by mutual 2.22 trust and cooperation. Ensures that all school programs and activities are adequately and appropriately 2.23 planned, supervised, resourced, and staffed with qualified personnel. Provides a program of professional development based on the needs of the school and 2.24 staff identified in the school s growth and improvement process. Ensures that professional and support staff members stay well informed about 2.25 educational developments. Standards for Accreditation for Schools (2014) Page 6

Indicators of Quality for all schools not part of a larger system of schools, diocese, or archdiocese 2.26 Undertakes operational, long range, and strategic planning aimed at accomplishing the school s mission and goals. 2.27 Stays well informed of and implements best practices identified in educational research and literature. 2.28 Maintains appropriate and constructive relations with families, students, the staff, the community, and with each other in the interest of serving the needs of the students. 2.29 Adheres to appropriate guidelines concerning confidentiality in communications. Indicators of Quality for schools that are part of a larger system of schools, diocese, or archdiocese The governing body and the school system s/diocesan leadership ensure that the school: Is in compliance with all applicable statutes, ordinances, and regulations of all civil 2.30 authorities of the jurisdiction in which the school are located. 2.31 Has no legal or proprietary ambiguities in ownership, control, or responsibility. Documents partnerships and any corporate linkages in ownership/governance as 2.32 enforceable agreements. Is provided with effective leadership, support, and continuity, including succession 2.33 planning to ensure stability of the school s leadership. Is provided with leaders that possess the appropriate qualifications, experience, and 2.34 competencies for their position. Is provided with the sufficient qualified personnel to deliver its educational program, 2.35 services, and activities. The governing body ensures that it: Is focused on selecting, evaluating, and supporting the head of the school, policy 2.36 development, planning, assessing the school s performance, and ensuring the availability of adequate resources to accomplish the school s mission. Thinks and acts strategically, reflecting on their decisions and the consequences of their 2.37 actions. Refrains from undermining the authority of the school s leadership to conduct the daily 2.38 operation of the school. Works cooperatively with the leadership of the school system/diocese and school to 2.39 establish and implement clear, written policies and procedures that are consistent with the mission of the school. Standards for Accreditation for Schools (2014) Page 7

Indicators of Quality for schools that are part of a larger system of schools, diocese, or archdiocese Has and implements written policies and procedures that define for the governing body: Its proper roles and responsibilities Qualifications for its members; 2.40 The body s composition, organization, and operation; Terms of office for its members; and Provisions for identifying and selecting new board members when vacancies occur. 2.41 Implements a process for reviewing/revising its policies regularly 2.42 Evaluates systematically and regularly its own effectiveness in performing its duties. Provides appropriate opportunities for education of the members of the governing 2.43 body, including orientation and training sessions so that all members understand their responsibilities and roles. Conducts a regular schedule of meetings that is communicated to the school s 2.44 community of stakeholders. 2.45 Includes members that represent constituencies served by the school. Maintains appropriate and constructive relations with the school s leadership, staff, and 2.46 students, families, the community, and with each other in the interest of serving the needs of the students. 2.47 Adheres to appropriate guidelines concerning confidentiality in communications. 2.48 Recognizes the accomplishments of staff members and students. The school system s/diocese s leadership: Is accountable to the governing body and is responsible for ensuring the school s 2.49 students achieve the expected levels of achievement. Maintains a relationship with the school s leadership that evidences mutual trust and 2.50 cooperation. 2.51 Ensures that all school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. Provides a program of professional development based on the needs of the 2.52 school/school system and staff as identified in the school growth and improvement process. 2.53 Undertakes operational, long range, and strategic planning aimed at accomplishing the school s mission and goals. Stays well informed of and implements best practices identified in educational research 2.54 and literature. Maintains appropriate and constructive relations with families, students, the staff, the 2.55 community, and with each other in the interest of serving the needs of the students. 2.56 Adheres to appropriate guidelines concerning confidentiality in communications. Standards for Accreditation for Schools (2014) Page 8

Indicators of Quality for faith based schools The school s governing body and leadership: 2.57 Articulate and model the religious tenets of the school. 2.58 Maintain the religious identity of the school as a priority. 2.59 Use the school s religious values and identity to inform its policies, procedures and decisions. 2.60 Accept the authority of the sponsoring religious institution. 2.61 Engage the school s community of stakeholders in setting direction and planning for the future of the school as a faith based institution. Include an assessment of candidates understanding and commitment to the religious 2.62 beliefs and mission of the school when hiring the school s leadership and members of the staff. 2.63 Promote respect and collaboration among all members of the schoolʹs ʺfaithʺ community. 2.64 Give appropriate attention to building a respectful and collaborative faith community among the faculty and staff. Indicator of Quality for schools that deliver all or part of their educational program by a distance modality The school s leadership: Includes personnel with the appropriate qualifications, experience, and competencies to 2.65 lead an institution that uses a distance modality(ies) to deliver all or part of its educational program and/or services. Indicators of Quality for proprietary schools The proprietary school: 2.66 Is chartered or licensed to operate as an educational institution by civil authority(ies) in the geographic location(s) within which it operates. The proprietor/leader: 2.67 Possesses knowledge and experience in fields of study offered by the school or ensures that others within the institution s leadership possess that knowledge and experience. 2.68 Establishes and implements clear, written policies and procedures that are consistent with the institution s mission, implemented at all times, and reviewed regularly. 2.69 Operates according to a clear table of organization and lines of responsibility. 2.70 Ensures that the members of the institution s staff understand their proper roles and responsibilities. Standards for Accreditation for Schools (2014) Page 9

Indicators of Quality for proprietary schools 2.71 Recognizes the accomplishments of members of the staff and students. Thinks and acts strategically, reflecting on decisions and the consequences of those 2.72 decisions. Is focused on policy and curriculum development; planning; assessing the performance 2.73 of the institution s staff; and ensuring the availability of adequate resources to accomplish the institution s mission. 2.74 Uses a clearly defined performance appraisal system for the proprietor/leader. Standards for Accreditation for Schools (2014) Page 10

SCHOOL IMPROVEMENT PLANNING STANDARD FOR ACCREDITATION The school plans strategically and continuously to grow and improve its students performance and the school s capacity to produce the levels of student performance desired and expected by its community of stakeholders. The school s strategic plan is aligned with and supports achievement of its mission. The school uses a collaborative process to develop and implement its strategic plan for growth and improvement and ensures that the plan includes professional development activities the staff needs to implement the plan and achieve its goals. Indicators of Quality for all schools The governing body and leadership ensure that the school: Develops a strategic plan for growth and improvement that is approved by the 3.1 governing body (if appropriate) and supported by the school s community of stakeholders. Bases its strategic plan on longitudinal data regarding the achievement and 3.2 performance of the school s students and the school s capacity to produce the levels of student achievement and performance expected by its community of stakeholders. Communicates regularly to its community of stakeholders information about the 3.3 school s planning process, strategic plan, and the results being achieved by implementing the plan. Provides members of its community of stakeholders with appropriate opportunities to 3.4 provide input into its strategic planning for growth and improvement. Takes into consideration the school s capacities in terms of time, energy, and resources 3.5 when planning new initiatives, setting goals, and developing action plans. Guarantees that its action plans address all areas of the school s programs, services, 3.6 operations, and resources that are relevant to the strategic plan s goals. Monitors implementation of its strategic plan and revises it as needed to ensure it is 3.7 producing the intended results. Submits its strategic plan for periodic internal and external reviews to validate the plan 3.8 and its goals and planning process used to develop the plan. Indicator of Quality for faith based schools The governing body and leadership ensure that the school: Maintains as a priority in all planning activities the spiritual life of the school and its 3.9 community. Standards for Accreditation for Schools (2014) Page 11

FINANCES STANDARD FOR ACCREDITATION The school has financial resources that are sufficient to provide its students with the educational program defined in the school s mission and strategic plan. Financial resources are stable, and indications are they will continue to be stable for the foreseeable future. The school uses business practices that are ethical and follow accepted budgeting and accounting principles. The practices promote confidence in the school s ability to manage its fiscal and material resources in a responsible manner. The school dedicates its financial resources to implementing its educational program, services, activities, and operations. Indicators of Quality for all schools The governing body and leadership ensure that the school: 4.1 Is free of any contingent financial liabilities or on going litigations that could affect the school s ability to continue operation. 4.2 Maintains levels of income and expenditures that are in appropriate balance. Has and implements written policies and procedures that require the governing body 4.3 and leadership to exercise prudent control over the school s finances and all financial operations. 4.4 Entrusts the overseeing and conducting of its financial and business operations only to those who possess the appropriate qualifications. 4.5 Develops short and long range financial plans to ensure financial resources are available to deliver its educational program and services. Submits official financial records of the school such as periodic financial audits, external 4.6 reviews that are conducted by qualified external agencies, or other evidence of financial viability and stability. 4.7 Responds appropriately to the results and recommendations of financial audits or reviews. 4.8 Gives stakeholders appropriate opportunities to provide input into financial planning. 4.9 Provides the staff with appropriate opportunities to participate in determining financial priorities for curriculum and instructional needs. 4.10 Informs families enrolling students in the school about any financial obligations for attending the school. Sets tuitions and fees, if applicable, that are related to the content of the school s 4.11 educational program, the length of study, and equipment and supplies required for learning. 4.12 Has and implements written, reasonable, and equitable tuition, collection, and refund policies. 4.13 Carries appropriate insurance coverage that is adequate for protecting the interests and operations of the school (e.g., business interruption, casualty, property, liability Standards for Accreditation for Schools (2014) Page 12

Indicators of Quality for all schools The governing body and leadership ensure that the school: insurance for employees and the governing body/owner). Makes prudent use of resources available through development activities, grants, 4.14 foundations, and other partnerships. Indicators of Quality for faith based schools The school s governing body and leadership ensure that the school: Has the financial resources necessary to support and enhance the religious nature of the 4.15 school. Considers the religious values of the school when making decisions regarding the use 4.16 of its financial resources. Conducts advancement efforts that are supported by the school s leadership, staff, 4.17 parents, and alumni. Standards for Accreditation for Schools (2014) Page 13

FACILITIES STANDARD FOR ACCREDITATION The school provides facilities that are safe, clean, and well maintained and that are appropriate and adequate to achieve the school s mission. The facilities provide a physical environment that supports delivery of the school s educational program, services, and activities, and the ability of students to achieve the levels of learning and performance expected of them. The facilities are inspected regularly for effective operation and are in compliance with all applicable health and safety codes of the civil jurisdiction(s) within which the school is located. Indicators of Quality for all schools The governing body and leadership ensure that the school: 5.1 Provides sufficient and appropriate facilities for all aspects of the school s educational programs, activities, and services including: 5.1.a. Instructional areas/classrooms 5.1.b. Administrative offices 5.1.c. Conference rooms 5.1.d. Student activities 5.1.e. Student services 5.1.f. Safe and secure storage of school property, equipment, and materials (e.g., cleaning supplies and chemicals). 5.1.g. Safe and secure storage of student belongings 5.2 Includes in its budget the resources needed for facilities, equipment, and materials to support its educational program, services, and activities. 5.3 Conducts regular and systematic assessments of the adequacy of its facilities, equipment, and materials. 5.4 Plans for, funds, and schedules regular preventative measures, repairs, and maintenance of its facilities, equipment, and materials. 5.5 Includes considerations regarding the appropriateness and adequacy of its facilities in its strategic planning. 5.6 Considers the capacities of its facilities and equipment before adopting new programs. 5.7 Has sufficient systems in place to monitor and provide appropriate air quality throughout its facilities. 5.8 Has adequate and appropriate lighting throughout its facilities. 5.9 Has sufficient space for entering, exiting, and traffic flow within its facilities. Indicators of Quality for schools with early childhood education programs The governing body and leadership ensure that the learning environment: Standards for Accreditation for Schools (2014) Page 14

Indicators of Quality for schools with early childhood education programs The governing body and leadership ensure that the learning environment: 5.10 Provides an effective learning environment which supports the education goals for students and effective teaching for faculty. 5.11 Is aesthetically pleasing with predominantly child produced items on display 5.12 Includes interest centers that have materials in an orderly, accessible arrangement with sufficient space for the number of children and activities intended. 5.13 Includes appropriately sized furniture designed to assure accessibility to children. Standards for Accreditation for Schools (2014) Page 15

SCHOOL ORGANIZATION AND STAFF STANDARD FOR ACCREDITATION The school s organization facilitates achievement of its purposes and core values as expressed in its mission and successful implementation of its educational program, services, and activities. Members of the administrative, instructional, and support staffs are qualified, competent, and sufficient in number to provide a high quality educational experience as defined by the school s mission. Staff members possess the qualifications required by the civil authority in which the institution operates to administer and teach the program(s) to which they are assigned. Staff members are evaluated regularly based on clear expectations for performance and are provided with professional development experiences that address areas in which staff members need to grow and/or improve. The school s leaders and staff demonstrate collegial and collaborative relationships. Indicators of Quality for all schools The governing body and leadership ensure that the school s organization promotes in its students: An understanding and acceptance of the high expectations the school holds for learning 6.1 and citizenship. A sense of being trusted, supported, and recognized for their accomplishments and 6.2 contributions. 6.3 Pride in their school. The governing body and leadership ensure that the school s organization promotes in its staff: A sense of collegiality, high expectations for performance, trust, support, recognition 6.4 for accomplishments and contributions, and pride in their school. Commitment to the school, dedication to their work, and pride in the outcome of their 6.5 efforts. 6.6 Professional satisfaction and good general morale. The governing body and leadership ensure that the school s organization: Is described by a logical and clear table of organization that includes written job 6.7 descriptions and that specifies levels of responsibility and reporting relationships. Defines clearly in writing roles, responsibilities, expectations, and reporting 6.8 relationships of its staff that support a high quality educational program and experiences for the school s students. The governing body and leadership ensure that the school has and implements written policies and/or procedural guidelines for ensuring a positive work environment, including: 6.9 The day to day operation of the school. 6.10 Determining adequate compensation, arriving at reasonable workloads and acceptable Standards for Accreditation for Schools (2014) Page 16

Indicators of Quality for all schools working conditions, and defining just and fair treatment for all members of its staff. 6.11 Evaluating staff members performance. 6.12 Handling complaints/ grievances by members of the staff. 6.13 Orienting and mentoring of new staff members. 6.14 Appropriate orientation and supervision for service providers not employed by the school. The governing body and leadership ensure that: 6.15 Due diligence is conducted in the hiring process to ensure that all members of the staff are eligible and continue to be eligible to work with children. 6.16 Due diligence is conducted to ensure that employees of providers of contracted services are eligible and continue to be eligible to work with children. The governing body and leadership ensure that the school s staff: 6.17 Is led by designated and qualified leaders who provide coordination, supervision, support, and direction for the school s educational program, services, and activities. 6.18 Is assigned to work based on the members education, preparation, experience, expertise, and commitment to the school s success. 6.19 Is evaluated regularly based on professional standards and expectations that have been communicated to the staff in advance. 6.20 Is evaluated with the knowledge of the staff member and reported to the staff member in writing as well as verbally. Is provided with an opportunity to discuss performance evaluations with the 6.21 evaluator(s) and the ability to appeal evaluations to a designated level of leadership above the evaluator(s). 6.22 Is provided opportunities to offer input into the content of professional development experiences. 6.23 Is encouraged by the leadership to affiliate with professional organizations. 6.24 Feels safe in the school. 6.25 Enforces the student code of conduct fairly and uniformly. The governing body and leadership ensure that the school s students: 6.26 Understand and abide by the school s code of conduct. 6.27 Feel safe in the school. The governing body and leadership ensure that school s families and community of stakeholders: 6.28 Understand and support the school s code of student behavior. 6.29 Feel safe in the school. 6.30 Demonstrate a commitment to, pride in, and support for the school by participating in its activities, promoting its mission, and ensuring the school has needed financial resources. Standards for Accreditation for Schools (2014) Page 17