Cognia System Accreditation Review
Darlington County School District
2023 - 2024
Key Characteristic 1:
Culture of Learning
Standards 1 - 6
A good institution nurtures and sustains a healthy culture of learning. In a healthy culture, learners, parents, and educators feel connected to the purpose and work of the institution as well as behave in alignment with the stated values and norms. The institution also demonstrates evidence that reflects the mission, beliefs, and expectations of the institution (e.g., student work; physical appearance of the institution; participation in institution activities; parents’ attendance at institution functions).
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Key Characteristic 2: Leadership for Learning
Standards 7 - 15
The ability of a leader to provide leadership for learning is a key attribute of a good school. Leaders who engage in their own learning while tangibly supporting the learning process for learners and teachers have a significant positive impact on the success of others. Leaders must also communicate continuously with consistency and purpose the learning expectations for all learners and teachers. The expectations are embedded in the culture of the school reflective in learners’, teachers’, and leaders’ attitudes and behaviors about learning.
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Key Characteristic 3: Engagement of Learning
Standards 16 - 23
A good institution ensures that learners are engaged in the learning environment. Learners who are engaged in the learning environment participate with confidence and display agency over their own learning. A good institution adopts policies and engages in practices that support all learners being included in the learning process.
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Key Characteristic 4: Growth in Learning
Standards 24 -30
A good institution positively impacts learners throughout their journey of learning. A positive impact on the learner is reflected in readiness to engage in and preparedness for the next transition in their learning. Growth in learning is also reflected in learners' ability to meet expectations in knowledge and skill acquisition.
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