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In the Self-study stage, your school community will identify your own strengths and areas for growth. The Self-study process typically lasts between 12 and 18 months, allowing time to identify issues and act to begin to resolve them. Your school will be a better institution by the end of the Self-study.
The Self-study report is a flexible, living document which will develop over the length of the Self-study period until it is submitted to CIS. It is built on the same design as the Preparatory report, so that your school and evaluators can track progress through the accreditation process.
School community involvement is crucial in the Self-study process. The Self-study should present an honest, broad view of the school. It should not exclusively represent the views of any minority group within the school. You will seek out the opinions of all stakeholder groups represented in the CIS Community Survey: students, faculty, support staff, members of the governing body, parents, and alumni. To encourage broad participation and ownership, your school should educate your community about this process and share updates throughout the Self-study period.
All staff members should participate in the Self-study process. They should reflect on their direct area of responsibility and their involvement in other aspects of whole-school life. Everyone involved should work in an atmosphere of open dialogue and constructive criticism. Participants should be encouraged to ask ‘how’ and ‘why’, and seek solutions instead of just identifying problems.
Reference:
https://community.cois.org/schools/s/article/Self-study-stage
The self-study is the most important part of the whole evaluation and accreditation process, both in
the commitment of time and effort involved and in the value to be derived. It normally takes
between one and two years to complete. The self-study begins with a specially designed Opinion
Survey which involves all the key constituents of the school community. The school then reviews
its Guiding Statements and submits each area of its operations to a searching evaluation following
the instructions laid out in the CIS Main Guide to School Evaluation and Accreditation 8th Edition
(Version 8.2).
▬Part One
▬Part Two:
a. School Guiding Statements
b. Teaching & Learning
c. Governance & Leadership
d. Faculty & Support Staff
e. Access to Teaching & Learning
f. School Culture & Partnerships for Learning
g. Operational Systems
▬Part Three
For each Section A to G listed above, the school assembles and analyses data, rates its current
practice in the light of its own Guiding Statements and the Standards for Accreditation, and writes
its findings - including plans for improvement - following the template instructions laid out in a
specially designed Reporting Booklet.
The self-study requires a considerable time commitment from all members of the school staff as
well as from a number of parents, governing body members and students. It is CIS’s intention that
the self- study should present an honest, broad-based view of the school, and that it should not
represent the views of any minority group. It is also the intention that the self-study process
should stimulate action to address any areas needing improvement. In this way, the school will be
a better institution at the end of the self-study process than it was at the beginning.
Reference:
Explaining CIS Evaluation and Accreditation (pp4-5). www.cois.org