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AdvancED + Faith Indicators for Faith-based Schools |
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PDF Version of this Web Page PDF version of MSC Faith Indicators |
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Standard 1: Vision and Purpose |
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The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school. |
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Indicator for faith-based schools |
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| 1.1 |
The school’s Anabaptist/Mennonite identity is articulated clearly in the school’s mission, beliefs and publications. |
| 1.2 |
The school’s Anabaptist/Mennonite identity is integrated into school wide goals and objectives. | |
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Standard 2: Governance and Leadership |
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The school provides governance and leadership that promote student performance and school effectiveness. |
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Indicator for faith-based schools |
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| 2.1 |
The governance and leadership articulate and model the Anabaptist/Mennonite nature of the school. |
| 2.2 |
Policies, procedures and decisions of the governing body and leadership are based on the Anabaptist/Mennonite values and identity of the school. |
| 2.3 |
The structure and function of governance engages the school community in setting direction and ensuring the future of the school as a faith-based institution. |
| 2.4 |
The governance and leadership promote respect and collaboration among all members of the school community. |
| 2.5 |
Criteria for hiring school leaders include an assessment of the candidates understanding and commitment to the foundational beliefs and mission of the school. |
| 2.6 |
Criteria for hiring school personnel include an assessment of the candidates understanding and commitment to the foundational beliefs and mission of the school. | |
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Standard 3: Teaching and Learning |
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The school provides research based curriculum and instructional methods that facilitate achievement for all students. |
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Indicator for faith-based schools |
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| 3.1 |
The school environment portrays an identifiable integration of faith, life and culture. |
| 3.2 |
The Anabaptist/Mennonite nature of the school is appropriately reflected throughout the curriculum and co-curricular experiences. |
| 3.3 |
Faith formation of the students is a concern of all faculty members. |
| 3.4 |
The Anabaptist/Mennonite education program is well defined and consistent with the mission of the school and developmentally appropriate in nature. |
| 3.5 |
Faith development and service are seen as integral to the education program of the students. | |
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Standard 4: Documenting and Using Results |
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Assessment does not warrant additional faith responses. |
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Standard 5: Resources and Support Systems |
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The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students. |
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Indicator for faith-based schools |
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| 5.1 |
The governance makes judicious use of financial resources based on the Anabaptist/Mennonite values of the school. |
| 5.2 |
The governance provides financial resources to support and enhance the Anabaptist/Mennonite nature of the school. |
| 5.3 |
Institutional advancement efforts are supported by leadership staff, parents and alumni. |
| 5.4 |
Staff performance evaluations reflect the faith and values of the school. |
| 5.5 |
The guidance/counseling services reflect the school’s faith, identity and mission. |
| 5.6 |
Admission policies are consistent with the school’s Anabaptist/Mennonite values and traditions. | |
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Standard 6: Stakeholder Communication and Relationships |
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The school fosters effective communications and relationships with and among its stakeholders. |
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Indicator for faith-based schools |
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| 6.1 |
The school provides faith formation information based on the Anabaptist/Mennonite beliefs, values and traditions of the school for all community members. | |
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Standard 7: Commitment to Continuous Improvement |
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The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance. |
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Indicator for faith-based schools |
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| 7.1 |
Appropriate attention is given to values and traditions that demonstrate and reinforce the school’s Anabaptist/Mennonite nature. |
| 7.2 |
Professional development opportunities regularly provide for the spiritual development of all faculty and staff as spiritual leaders in the school community. | |
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