MIDDLE STATES SELF- ASSESSEMENT STANDARD 1: PHILOSOPHY/MISSION€¦ · 1.2 The philosophy/mission...

Excellence by Design (SV) (2010) Page PM-1 Self-Study Report

Profile of Organizational Capacity – Philosophy/Mission Standard for Accreditation

©2010, Middle States Commissions on Elementary and Secondary School

MIDDLE STATES SELF- ASSESSEMENT

STANDARD 1: PHILOSOPHY/MISSION




STANDARD 1: PHILOSOPHY/MISSION

ISSUES RELATED TO THIS STANDARD

The following requirements ask the school system to provide a self-assessment of

expectations for quality included in this Standard for Accreditation. The information

and data requested in this section are not for evaluation purposes. Instead, the

information and data assist the school system in making the determination whether it

meets the Standard and its Indicators of Quality.

A.1. List the stakeholders who participated in the most recent development/review

of the philosophy/mission and the stakeholder group each participant

represents.

Name Stakeholder Group

See Profile of the Organization Executive Team

See Profile of the Organization Administrators and Supervisors Team

See Profile of the organization Curriculum and Instruction Team

See Standard 1 Appendix Teacher Specialists

See Standard 1 Appendix Reading Specialists

See Standard 1 Appendix Math Specialists

All faculty were asked for input School Faculties- All Schools

Team members District-wide Planning Team (See Profile

of the Organization)

Jackie Carter Character Counts




Walter Pauls Minority Achievement Committee

Parents and Community Members were

asked for input through the website and

through various regularly scheduled

school and community meetings.

Parent and Community

A.2. List the date(s) of the most recent revision/adoption of the school system's

philosophy/mission.

September, 2011

A.3. By what body was the most recent revision/adoption of the school system's

philosophy/mission approved.

The district’s Vision/Mission /Core Values were reviewed, revised and adopted by the

District-wide Planning Team with broad based input from staff and the community. The

Profile of the Queen Anne’s County Public Schools graduate was developed through the

same process. All foundation documents were endorsed by the members of the Board of

Education.

A.4. Indicate the places where and documents in which the philosophy/mission is

formally published.

Queen Anne’s County Public Schools website: www.qacps.org

Posters located in each school and in local businesses

Calendar/ Handbook

Recruitment Materials

Brochures

http://www.qacps.org/




A. SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY

The school system must meet this Standard for Accreditation to be granted

“Accreditation” by the Middle States Association. The Indicators of Quality for the

Standard identify the types of evidence that, when taken together, indicate whether

the school system meets the Standard. Rate the degree to which the school system

meets each Indicator by using the following scale:

Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school system does not meet

the expectations of this Indicator

2. Partially Meets/In

Need of Improvement

The evidence indicates that the school system partially

meets the expectations of this Indicator and is in need of

improvement

3. Meets The evidence indicates the school system meets the

expectations of this Indicator

4. Exceeds The evidence indicates the school system exceeds the

expectations of this Indicator




Middle States Association Accreditation Standard:

Philosophy/Mission

The Standard: The school system has a clearly written and actively implemented

statement of philosophy/mission that conveys the general and specific purposes of its

educational program, expresses expectations for quality, and serves as the basis for

daily operational and instructional decision making as well as long-range planning.

Stakeholders give input into the development of the philosophy/mission and

understand and support it. This mission/philosophy is aligned with the community

served and is reviewed periodically by stakeholder representatives.

1.1. – 1.5: Indicators for the school system

MSA Indicator of Quality Rating

1 2 3 4

1.1 The school system takes steps to ensure that its

students and their families understand and

support the system's philosophy/mission.

x

1.2 The philosophy/mission is consistent with ethical

norms and demonstrates respect for persons of all

races, creeds, and cultures.

x

1.3 The philosophy/mission is free of contradiction,

ambiguity, and excessive abstraction. x

1.4 The school system implements a system to assess

its effectiveness in fulfilling its philosophy/

mission. X

1.5 The school system’s philosophy/mission is clearly

communicated in its brochures, promotional

materials, policy and procedural handbooks, web

site, and similar resources.

x




1.6 – 1.8: Indicators for faith-based school systems1

X These Indicators are not applicable to our school system.

MSA Indicator of Quality Rating

1 2 3 4

1.6 The school system's religious identity is

articulated clearly in the system's mission, core

values, and publications.

1.7 The school system's religious identity is integrated

into its philosophy/mission and its system-wide

goals and objectives.

1.8 Symbols and artifacts of the school system

community’s faith are visible in the system.

1.9 – 1.13: Indicators for component schools

Bayside Elementary

MSA Indicator of Quality

Rating

1 2 3 4

1.9 Our school takes steps to ensure that students and

their families understand and support the school

system's/school’s philosophy/mission.

x

1.10 Our school’s philosophy/mission is consistent

with ethical norms and demonstrates respect for

persons of all races, creeds, and cultures, if

applicable.

x

1.11 Our school’s philosophy/mission is free of

contradiction, ambiguity, and excessive

abstraction, if applicable.

X

1 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based

school systems is voluntary and not required, unless their use is directed by the head of a parent school

system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow

faith-based school systems, 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.




Bayside Elementary


Rating

1 2 3 4

1.12 Our school implements a system to assess its

effectiveness in fulfilling the school system's and

its philosophy/mission.

X

1.13 Our school system's/school’s philosophy/mission

is clearly communicated in its brochures,

promotional materials, policy and procedural

handbooks, web site, and similar resources

X

Centreville Elementary


Rating

1 2 3 4




X




applicable.

X




X




X





X

Church Hill Elementary


Rating

1 2 3 4




Church Hill Elementary


Rating

1 2 3 4




X




applicable.

X




X




X





X

Grasonville Elementary


Rating

1 2 3 4




X




applicable.

X




X




X

1.13 Our school system's/school’s philosophy/mission x




Grasonville Elementary


Rating

1 2 3 4




Kennard Elementary


Rating

1 2 3 4




X




applicable.

X




X




X





X

Kent Island Elementary


Rating

1 2 3 4




X




applicable.

X




Kent Island Elementary


Rating

1 2 3 4




X




X





X

Matapeake Elementary


Rating

1 2 3 4




X




applicable.

X




X




X





X




Sudlersville Elementary


Rating

1 2 3 4




X




applicable.

X




X




X





X

Centreville Middle


Rating

1 2 3 4




X




applicable.

X




X




X


is clearly communicated in its brochures, x




Centreville Middle


Rating

1 2 3 4



Matapeake Middle


Rating

1 2 3 4




X




applicable.

X




X




X





X

Stevensville Middle


Rating

1 2 3 4




X




applicable.

X


contradiction, ambiguity, and excessive x




Stevensville Middle


Rating

1 2 3 4





X





X

Sudlersville Middle


Rating

1 2 3 4




X




applicable.

x




X




X





X

x

Kent Island High


Rating

1 2 3 4




X




Kent Island High


Rating

1 2 3 4




applicable.

X




X




X





X

Queen Anne’s County High


Rating

1 2 3 4




X




applicable.

X




X




X





X




B.1. Stakeholders’ comments to support the ratings:

STANDARD: Philosophy/Mission

Source of Comments Comments

Central Administration

and Staff

1.1

88% of staff agreed or strongly agreed that The school system

takes steps to ensure that its students and their families

understand and support the system's philosophy/mission.

1.2

100% of staff agreed or strongly agreed that the

philosophy/mission is consistent with ethical norms and

demonstrates respect for persons of all races, creeds, and

cultures.

1.3


philosophy/mission is free of contradiction, ambiguity, and

excessive abstraction.

1.4

88% of staff agreed or strongly agreed that the school system

implements a system to assess its effectiveness in fulfilling its

philosophy/ mission.

1.5

100% of staff agreed or strongly agreed that the school

system’s philosophy/mission is clearly communicated in its

brochures, promotional materials, policy and procedural

handbooks, web site, and similar resources.

Governing Body 1.1

80% agreed or strongly agreed that the school system takes

steps to ensure that its students and their families

understand and support the system's philosophy/mission.

1.2

100% agreed or strongly agreed that the philosophy/mission

is consistent with ethical norms and demonstrates respect

for persons of all races, creeds, and cultures.

1.3

100% agreed or strongly agreed that the philosophy/mission

is free of contradiction, ambiguity, and excessive abstract.






1.4

80% agreed or strongly agreed that The school system

implements a system to assess its effectiveness in fulfilling

its philosophy/ mission.

1.5

60% agreed or strongly agreed that the school system’s

philosophy/mission is clearly communicated in its



Component School #1: Bayside Elementary

Staff 1.1



understand and support the system's philosophy/ mission.

1.2

100% of staff agreed or strongly agreed that the philosophy/

mission is consistent with ethical norms and demonstrates

respect for persons of all races, creeds, and cultures.

1.3




1.4




1.5





Students 1.1, 1.5

100% agreed or strongly agreed that I know and understand

my class mission statement

Parents 1.1, 1.5

100% agreed or strongly agreed that I know, understand






support and respect the school’s mission or philosophy.

“BES is very good at communicating with parents.”

Component School #2: Centreville Elementary

Staff 1.1


system takes steps to ensure that its students and their

families understand and support the system's philosophy/

mission.

1.2




1.3




1.4




1.5





Students Pre-K- grade 2 students were not surveyed.

Parents 95% agreed or strongly agreed that I know, understand


Component School #3: Church Hill Elementary

Staff 1.1









mission.

1.2




1.3




1.4

100% of staff agreed or strongly agreed that The school

system implements a system to assess its effectiveness in

fulfilling its philosophy/ mission.

1.5





Students 1.1, 1.5


my class mission statement.

Parents 1.1, 1.5

98% agreed or strongly agreed that they know, understand


“I am quite familiar with the stated mission, but I am not sure they

always live up to it.”

Component School #4: Grasonville Elementary

Staff 1.1




1.2









1.3




1.4




1.5





Students 1.1, 1.5

83%agreed or strongly agreed that I know and understand


Parents 1.1, 1.5

100% agreed or strongly agreed that know, understand


“I do not have knowledge of the stakeholders’ ability to input into

the philosophy/mission. However, the school makes it clear that

they have one and regularly discuss its importance.”

“I love the teaching staff and administration in this school. All the

resources available to my children is far beyond any expectations I

have of a school”

“We have three children; all three attended or are attending GES.

The school has surpassed our expectations and we could not be

prouder of the fact that our children attend GES. The staff here in

our opinion is the best there is.”

Component School #5: Kennard Elementary

Staff 97% of staff agreed or strongly agreed that the school system








1.2




1.3




1.4




1.5





Students 1.1, 1.5



Parents 1.1, 1.5



“Love Queen Anne’s county schools and support them in any way

possible.”

Component School #6: Kent Island Elementary

Staff 1.1




1.2









1.3




1.4




1.5





Students Pre-K-grade students were not surveyed.

Parents 1.1, 1.5

95%agreed or strongly agreed that I know, understand


Component School #7: Matapeake Elementary

Staff 1.1




1.2




1.3




1.4









1.5





Students 1.1, 1.5

99%agreed or strongly agreed that I know and understand


Parents 1.1, 1.5



Component School #8: Sudlersville Elementary

Staff 1.1




mission.

1.2




1.3




1.4

100% of staff agreed or strongly agreed that The school

system implements a system to assess its effectiveness in

fulfilling its philosophy/ mission.

1.5










Students 1.1, 1.5

100% agreed or strongly agreed that I know, understand, and

support my school's mission.

Parents 1.1, 1.5



Component School #9: Centreville Middle

Staff 1.1




1.2




1.3




1.4




1.5





Students 1.1, 1.5



“I strongly agree because the school has rules and people respect

rules.”






“The school wants what is best for kids.”

“They want me to be successful and do well.”

“Our school is Great with teaching what we need to know I know

alot now, Learn something different every day.”

“My school does very well meeting standards. I love my school!”

Parents 1.1, 1.5



“I know I have seen it, but don’t know it. I am going to the website

to see what it is…”

Component School #9: Matapeake Middle

Staff 1.1




1.2




1.3




1.4




1.5










Students 1.1, 1.5



“respect is our school mission.”

“The school's mission is to help me have a better future.”

“Our school tells us to do our best and certainly provides the school

necessities to do that.”

“My schools mission is to help further my education and make me a

better person in and out of school.)”

Parents 1.1, 1.5



Component School #11: Stevensville Middle

Staff 1.1




1.2




1.3




1.4




1.5










Students 1.1, 1.5



“The school addresses the mission in the beginning of the year and

then a little bit throughout the year but a lot of us tend to forget

some things, especially if they aren't brought into our minds every

so often.”

“Stevensville middle schools goal is to be the best school it can be

and that’s what the staff and students prove every day we enter this

building.”

“I think our school does a really good job of teaching us life lessons

and trying to prepare us for future success or problems we have.”

“My schools mission is to work as a team and get good grades and

always try our hardest.”

“Being a team is a strong indicator because you need help ask your

team. Work together so we can all exceed in our school and

activities. That’ why _____________ is great he believes in us and

knows we can exceed whatever we want if we work as a team. “

“Our school takes the time to make sure everyone can succeed at

something. they make sure there is as minimal arguments and

unresolved situations as possible. our school also makes sure that

people are being responsible and teachers are doing their job.”

“We are a team, not just a school. Mr. _____ makes that clear. We

all pull our own weight and contribute something. We try and try






until we get what we are trying to accomplish. All of the staff helps

us become the best school in the county. They also encourage us to

do something to help the school.”

“I think our school does a great job with teaching and

responsibilities.”

“Our school works very hard to achieve this goal, and we also pay

attention, make the right choice, and even respect one and another.

Our school is very successful!”

“We have posters over the school to tell us to try our best.”

“Well I do believe that our school does meet the school's mission

because we work together” I mean yes of course we fight there are

always disagreements there are hundreds of individual minds in

this school think of different things all working at a different pace.

We are Stevensville- one brain is not as good as all of our brains.”

Parents 1.1, 1.5



“Stevensville middle is such a great school. The teachers and staff

are motivated and clearly enjoy working with kids and making each

day a fun learning experience.”

“Every teacher my child has seems dedicated to her being a good

student. My child is and easy kid that respects the school and

teachers. This makes for a great relationship.”

Component School #12: Sudersville Middle

Staff 1.1









1.2




1.3




1.4




1.5





Students 1.1, 1.5


support my school's mission

“My school meets these indicators well because they teach me in a

method that I understand.”

“my school helps me all the time.”

Parents 1.1, 1.5



“Thank you for everything you do for my child.”

“The mission is quite clear and widely available in a variety of

locations and formats such as on the school specific website and in

various locations on the school grounds and on PTA/program






newsletters and correspondence.”

Component School #13: Kent Island High

Staff 1.1




1.2




1.3




1.4




1.5





Students 1.1, 1.5

75% agreed or strongly agreed that know, understand, and

support my school's mission

“They want us to succeed.”

“The only thing I really know is that they want to help students get

through high school and possible to college. That's enough for me.”

Parents 1.1, 1.5

92% agreed or strongly agreed that I understand support and

respect the school’s mission or philosophy.






Component School #14: Queen Anne’s High

Staff 1.1




1.2




1.3




1.4




1.5





Students 1.1, 1.5


support my school's

mission

Parents 1.1, 1.5



B.2. Evidence:




X There were no Indicators for this Standard that were rated 1 (Does Not

Meet)

Indicator

No. Evidence

B. SELF-ASSESSMENT OF THE DEGREE TO WHICH THE

SYSTEM MEETS THIS STANDARD FOR

ACCREDITATION

x

Our self-assessment is that our school system MEETS this Standard for

Accreditation

Our self-assessment is that our school system DOES NOT MEET this

Standard for Accreditation because it does not meet or meets only partially

the Requirement(s) of the Standard and/or the Indicator(s) of Quality

indicated below:

Requirement of the Standard Does Not

Meet

Meets

Partially

Indicator

Number Indicator

Does Not

Meet

Meets

Partially




C.1. Identify in the table below any component school for which the ratings for

this Standard and its Indicators of Quality differ significantly from the

system's average rating.

Name of Component School: NONE

Describe the degree to which this school's performance differs from the average for

the system: N/A

C. ROOT CAUSE ANALYSIS

Foundational Issue: Philosophy/Mission

Are there philosophy/mission

standard indicators not met or in

need of improvement that inhibit

the attainment of the

organizational capacity objective?

YES

X NO

Data to support your conclusion:

Survey results indicate that stakeholders rate

this indicator as meets or exceeds the

standard.

Hypothesis derived from your

conclusion:

N/A

D. IMPLICATIONS FOR PLANNING

E.1. List the school system’s significant strengths in meeting the

Philosophy/Mission Standard.




Timely Review and Updating of Documents:

The school system has just completed a year long process of engaging stakeholders in

reviewing and revising as needed its mission, vision and core values. Stakeholders

have also provided input into developing a Profile of a QACPS Graduate. This review is

timely in that it not only coincided with the comprehensive self- assessment phase of

our strategic planning and continuous improvement cycle, it also provided an

opportunity to align our vision, mission, core values and Profile of a Graduate with the

new directions of the Race to the Top, education reform initiative.

Broad Stakeholder Engagement:

Through the course of the process of reviewing and revising the vision, mission, core

values and developing the Profile of a QACPS Graduate we were able to involve broad

representation of our a stakeholders.

E.2. List the school system’s significant areas in need of improvement in meeting

the Philosophy/Mission Standard.

NONE

E.3. Based on the strengths and areas for improvement identified, list any

important next steps or strategic priorities related to Philosophy/Mission that

should be included in the action plan in the Plan for Growth and

Improvement.

Continue to publicize the updated vision, mission, core values and Profile of the

Graduate and their link to national and state education reform initiatives.

Implement steps to ensure that they are used to guide decisions and daily practice at all

levels of the organization.

E. EVIDENCE TO SUPPORT THE SELF-ASSESSMENT OF

THIS STANDARD

Evidence

For All School Systems:

The school system’s philosophy/mission Website




Evidence

www.qacps.org

Publications that communicate the mission/philosophy to the school

system’s/schools' communities of stakeholders

Website

Newsletters,

Agendas

Budget

Marketing, recruitment, and admissions materials that communicate

the school system's/school's philosophy/mission

Recruitment

materials

Evidence that…

The school system implements a system to assess its

effectiveness in fulfilling its philosophy/ mission.

Agendas

Data collected

The school system’s philosophy/mission is clearly

communicated in its brochures, promotional materials, policy

and procedural handbooks, web site, and similar resources.

Brochures

Web site

Policies related to the system's philosophy/mission, including (but not limited to):

Periodic review and revision (if warranted) of the school

system's philosophy/mission

QAPCS Plan for

a Continuous

Planning Ethic

A system for evaluating the effectiveness of the school system's

philosophy/mission

QAPCS Plan for

a Continuous

Planning Ethic

For Faith-Based School Systems:

Evidence that…

The school system's religious identity is articulated clearly in

the system's mission, core values, and publications

The school system's religious identity is clearly communicated

in its brochures, promotional materials, handbooks, web site,

and similar resources

For Component Schools:

Results of the schools’ self-assessments of compliance with this

Standard for Accreditation and its Indicators of Quality

Standard 1 Self-

Assessment

Data and Report

http://www.qacps.org/




Appendix




Stakeholder Groups `

Teacher Specialists Linda Jefferson .5 Louisa Welch Christina Heckard Marjorie Hershberger Cassandra Cornish Ann Apple Arlene Reading Tom Walls Luke Ensor Debbie Gibson Dina Clark Theresa Farnell .5

Reading Specialists Michelle McNeil Karen Hipp Cathy Crew Mary Lou Nelson Stacey Rankin Robin Plummer Barb Thurber Elaine O'Neal Jen Dryer Carrie Mitten (until 1/12) Michelle Dewey Susan Randow Michele Hustead

Math Specialists Lynn Beauchamp Kathy Fowler Lynn Beauchamp Jeanine Brizendine Allison McLean Laura Phillips Kathy Quesenberry Terri Gloyd Gail Johnson Lauren Bardsley Laura Harding Theresa Wheeler

MIDDLE STATES SELF- ASSESSEMENT STANDARD 1: PHILOSOPHY/MISSION€¦ · 1.2 The philosophy/mission...

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