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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
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
| VL-o 1 |
A school has the responsibility of serving the educational
needs of its students within a democratic society. In order to establish
priorities, aid in decision-making, and provide an effective basis for comprehensive
and continuous evaluation, each member school develops and maintains a written
statement of its mission and goals. |
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| VL-o 2 |
The written statement of mission and goals is the governing
document of the school and its program.
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| VL-o 3 |
The school's statement of mission and goals is expressed clearly,
is representative of faculty, student, and community thinking, and has been
approved by the school's governing board. |
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| VL-o 4 |
The mission statement reflects the individual character of
the school, indicating its special purposes. It reflects the characteristics
and the needs of the students it serves. |
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| VL-o 5 |
Provisions are made for the periodic review and appropriate
modification of the mission and goals as the needs and characteristics of
society and its students change.
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Leadership-Governance
| VL-o 10 |
The school has a governing board that includes representation
reflecting the public interest. Note: Governing board members elected by
the public officials will be generally regarded as reflecting the public
interest on the board. Where governing board members are elected or appointed
by persons or groups having interest in the operation of the institution
(including the board itself), the Commission expects to find on the governing
board some persons having responsibility for reflecting the public interest. |
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| VL-o 11 |
The relationships between the school and its governing board
are such as to be effective in helping the school carry out its major purposes.
The governing board is responsible for establishing and monitoring policies
for the school. |
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| VL-o 12 |
Relationships between the school and above-school administration
are such as to support the school's program. The administration of the school
has the necessary authority and autonomy needed to assure the achievement
of the stated purposes of the school. |
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| VL-o 13 |
Instructional leadership is the chief function of the school's
administrator. |
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| VL-o 14 |
The school is organized to ensure the maximum achievement
of its stated purposes. Special Purpose schools may assume a variety of
organizational forms. The test of the organizational structure is whether
it facilitates the achievement of the school's stated purposes. |
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| VL-o 15 |
The relationships between the school and the above-school
administration have been defined clearly in full recognition of the unique
characteristics and needs of the school. Policies pertaining to the discretionary
authority of the administration of the school have been clearly determined. |
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| VL-o 16 |
The school functions in a fashion that ensures the involvement
of students, staff, parents, and community in the major facets of its decision-making.
The structure for shared decision-making and decision-implementation is
specific and well defined. |
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| VL-o 17 |
The school has the authority to administer its discretionary
budget. The school is significantly involved in the selection, assignment,
and retention of all its personnel. The school has been granted the discretionary
authority to develop its program and processes, subject to the approval
of the central administration. |
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| VL-o 18 |
The school enrolls an appropriate number of students and employs
an adequate staff, both professional and non-certificated, to enable it
to realize its stated purposes. |
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| VL-o 19 |
In all cases relative to organization, administration, and
control, the school shall meet all applicable state requirements and regulations,
unless official exemption has been granted by the state authorities. |
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| VL-o 20 |
The school protects the legal rights of students and parents
as those relate to the school program. |
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School Community
The school establishes meaningful relationships with its community to promote
and enhance the achievement of the school's learning goals.
| VL-o 30 |
The school seeks to establish its own community by involving
students, staff, parents, and other local people in its decision making,
as well as in various cooperative efforts. |
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| VL-o 31 |
The school considers the interests of the broader community
in the development and the operation of its program. |
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| VL-o 32 |
Where consistent with its program, the school utilizes people
and places in its broader community as legitimate resources for learning
and other school activities . |
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| VL-o 33 |
The school's program recognizes the potential relationships
of its students with the state, the nation, and the world community . |
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