U n i v e r s i t y o f Te x a s A r l i n g t o n

D e p a r t m e n t o f E d u c a t i o n a l L e a d e r s h i p a n d P o l i c y S t u d i e s

J a n e t G i l r o y

F e b r u a r y 2 0 1 2

Accreditation: A Tool for Increasing Instructional Effectiveness

The Problem/Issue

To accomplish this, a

comprehensive scope and

sequence must be developed

for each subject.

As a part of the accreditation

process, a school-wide

core curriculum map must be developed.

Trinity Christian School is seeking

accreditation with Southern Association of Colleges and

Schools.

Context

Trinity Christian School was founded 25 years ago with only grades 1-3.

The school grew to grades K-12 across three divisions.

A school-wide core curriculum map never was developed.

A core map is an essential element for accreditation.

Literature Review

Accreditation:

helps schools improve their instructional effectiveness through an initial and a continual process of review.connects schools to a large network that facilitates continued improvement in instructional effectiveness.eases the transfer of students from one accredited school to another.

authenticates the quality of a student's record to college representatives, thus helping with college admission.

promotes accountability through ongoing external evaluation of the institution or program.

Accreditation assures:

everyone that a neutral, external party (the accrediting organization) has reviewed the quality of education provided and has found it to be satisfactory.parents and the public that the school is committed to raising student achievement, providing a safe and enriching learning environment, and maintaining an efficient and effective operation.families and the community that the school is able to translate its vision into reality.

governmental agencies that that the school is a viable educational institution.

Literature Review

Purpose & Goals

The purpose and goals were to…

…create a comprehensive

scope and sequence (S&S) for each subject

within the foreign language

department.

…reveal gaps and/or

unintended overlaps in the

curriculum.

…provide consistency of

learning objectives for courses that require more

than one teacher.

Goals & Objectives

The goals and objectives were to…

…encourage reflective

practice among teachers to

improve instructional

effectiveness.

…link all course objectives to the

institutional objectives of

fostering knowledge,

character, and service.

…see where we are in relation to where we want

to go.

MethodsThe expected final product drove the data collection and analysis for this project.

The comprehensive S&S was to contain:Course descriptionsCourse objectives tied to

Core Curriculum GoalsUnit descriptions with:

Unit sequence Unit topic and time frame Unit objectives tied to Core

Curriculum Goals Teaching methods Methods of learning assessment

Data Request Data Format

Each foreign language teacher was asked for:a course description, course objectives,

based on the three pillars of the school’s mission: knowledge, character and service, and

unit objectives.

This data for each course was organized using the form below for easier analysis.

Methods: Data

Methods: Analysis

•is aligned with state and national standards of foreign language instruction?

Course Description

• incorporate and work with the school’s mission?

• align with and accomplish the Course Description?

Course Objectives •adhere to Bloom’s

Taxonomy?•have inconsistencies, omissions, or unintended overlaps?

Unit Objectives

Methods: Analysis

An iterative process was developed so that after each step, any issues were sent back to teachers for review and amendment.

The final step was to connect course and unit objectives to school-wide Core Curriculum Goals.

If an objective could not be connected to a core goal, then it was either rewritten or discarded.

The end product was the comprehensive S&S, which is being used to develop the Core Curriculum Map.

FindingsEvery teacher said that the process…

…helped them to formulate better objectives, aligned with their true curriculum.

…showed them where they had gaps in their S&S.

…improved their reflective practice by forcing them to deliberate on desired learning outcomes.

Most courses needed at least one iteration.

There were some gaps in the original scope and sequence documents, but there were no unintended overlaps.

Some objectives were not being assessed, either formally or informally.

Conclusions

The process of developing a complete S&S was useful for encouraging

reflective practice among teachers, especially new teachers.

By encouraging reflective practice, the process of accreditation helps teachers to improve their instructional practice.

Teachers have well-developed course objectives and well-planned means to

fulfill and assess them.

Now all the components are available for the development of a Core

Curriculum Map for the school.

Implications & Future Action Research

Implications

• A regular curricular review schedule should be developed as the school continues to expand.

• A review schedule will encourage teachers to reflect on course and unit objective alignment.

Future

Researc

h

• How much of our curriculum is driven by textbooks vs. the curriculum driving textbook selection?

• The results of that study would determine whether another iteration of this process is necessary.

References

The value of accreditation. (2010, June). Retrieved from CHEA.

Bassett, P. F. (2004, Fall). Accountability and independence for schools. Retrieved from National Association of Independent Schools: http://www.nais.org/publications/ismagazinearticle.cfm?ItemNumber=147077

Bruner, D. Y., & Brantley, L. L. (2004). Southern Association of Colleges and Schools Accreditation: Impact on elementary student performance. (G. V. Glass, Ed.) Educational Policy Analysis Archives, 12(34), 1-19.

CPSS Assoc. Dir. (2005, September 27). The meaning and value of accreditation.

Dewey, M. (2012, February 2). Upper School Principal. (J. Gilroy, Interviewer)

Gow, P. (2011, Summer). Harry Potter and the accreditor's nightmare. Retrieved from National Association of Independent Schools: http://www.nais.org/publications/ismagazinearticle.cfm?ItemNumber=155238

SACS-CASI. (2004, August 11). Accreditation benefits.