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VISION, LEADERSHIP-GOVERNANCE,
AND SCHOOL COMMUNITY
The school community consists of the school's faculty and staff, its students
and their parents, and the other adults in the community served by that school.
The school's leadership works with the school community for the improvement
of student success. The school community's vision is expressed through its statements
of mission, goals, and current improvement initiatives. Such improvement initiatives
require the school community to regularly assess and act upon its student performance
data and to use these data to plan and implement programs that are effective
in attaining the goals of the school and the NCA CASI Standard. All members
of the school community share the responsibility for improving student success.
Vision
| VL-c 1 |
The school community, governing
board, and school staff develop and maintain a written statement of mission
and goals to be served by the educational program. |
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| VL-c 2 |
The statement of institutional purpose
reflects the individual character of the school, specifying the special
purposes that it seeks to accomplish. The statement is consistent with the
principles of American democracy. |
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| VL-c 3 |
The school's purposes and objectives
are expressed clearly; are formulated with input from the faculty, administration,
and clientele; and are approved by the governing board. |
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| VL-c 4 |
The written statement of philosophy
and goals is the governing document of the school and its program. |
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| VL-c 5 |
Evidence is available to confirm that the statement of purposes and
objectives is the governing document for the school and its program.
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| .VL-c 6 |
Provision is made for the periodic
review and appropriate modification of the statement in light of changing
conditions and circumstances. |
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Leadership-Governance
| VL-c 10 |
The school is organized to ensure the achievement of its stated
purposes, with administrative and supervisory personnel adequate for the
effective operation of its program. |
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| VL-c 11 |
A governing board is responsible for determining the general
policies of the school. |
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| VL-c 12 |
The board is responsible for the selection of the chief executive
officer. |
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| VL-c 13 |
The board adopts a set of policies to serve as a basis for
the administration of the school and as a guide for the chief executive
officer and other staff members in the conduct of their duties. Those policies
are in print and are available to employees and to the clientele of the
school. |
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| VL-c 14 |
The employment policies developed by the board attract and
retain the services of qualified and competent personnel. |
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| VL-c 15 |
The board has adopted a policy on non-discrimination in the
admission of students, employment of personnel, and operation of the school. |
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| VL-c 16 |
Students and, wherever appropriate, parents are informed in
writing about their rights and responsibilities pertaining to the school
program. |
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| VL-c 17 |
The school protects the legal rights of students and parents
as those relate to the school program. |
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| VL-c 18 |
Care is exercised to ensure that the privacy of students and
teachers is not violated through inappropriate collection, use, and retention
of personal information. |
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| VL-c 20 |
The school has a chief executive officer responsible for the
improvement of instruction and having the authority and resources needed
to accomplish that goal. |
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| VL-c 21 |
Lines of administrative and supervisory authority are defined clearly,
giving the chief executive officer responsibility for initiating appropriate
changes needed to adapt the school to the needs of the students.
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| VL-c 22 |
The chief executive officer is involved in the selection,
retention, promotion, and assignment of all personnel under the chief executive
officer's direction. All such persons are responsible to the chief executive
officer in the performance of their duties. |
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| VL-c 23 |
Instructional leadership is the chief function of the school's
administrator. |
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| VL-c 24 |
The working relationships between the board and the chief
executive officer are such as to ensure the effective administration and
operation of the school. |
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| VL-c 25 |
The working relationships between the chief executive officer
and the staff are such as to ensure the cooperative and effective administration
and operation of the educational program of the school. |
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| VL-c 26 |
Administrative procedures are carried out by processes that
utilize the abilities and contributions of staff members. |
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| VL-c 27 |
Before policy decisions are made, the chief executive officer
solicits the viewpoints of the professional staff members on matters affecting
the educational program. |
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School Community
The school establishes relationships with its community that result in a feeling
of mutual trust. These relationships are based on open, two-way communication.
The school displays a willingness to respond to the community and the community
supports the school and its program.
| VL-c 30 |
The program provides opportunities for individual parents
and for groups of parents and other members of the school community to express
their desires, identify their concerns, ask questions, and make suggestions
concerning the school and its program. |
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| VL-c 31 |
Parents receive regular and frequent assessments of the student's
progress. |
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| VL-c 32 |
The school makes a systematic effort to explain its aspirations,
policies, procedures, needs, program, and status to the school community.
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| VL-c 33 |
The school encourages and facilitates staff involvement in
civic activities and community organizations. |
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| VL-c 34 |
There is a planned communications program using a variety
of media such as television, radio, newspapers, school publications, and
other means to inform the school community about its school. |
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| VL-c 35 |
The school welcomes visits by parents. |
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| VL-c 36 |
The school involves parents in school activities. |
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| VL-c 37 |
There is a planned program to utilize community resources
in the instructional/ learning program of the school. |
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