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Accreditation Standard 2

Standard 2 - Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness.

Standard 2.1

The governing body establishes policies and support practices that ensure effective administration of the school.

OUR INTERPRETATION: School By-laws & Rules/Regulations (School handbook)
Level3: Policies and practices support the school's purpose and direction and the effective operation of the school. Policies and practices promote effective instruction and assessment that produce equitable and challenging learning experiences for all students. There are policies and practices regarding professional growth of all staff. Policies and practices provide requirements, direction for, and oversight of fiscal management.



Email archives to stakeholders about policy changes (accreditation process, grading etc)

Governing body policies

     - By Laws

     - Policies and procedures

Student handbook
Teacher handbook
Parent handbook

ATA SURWEP Assessment

Standard 2.2

The governing body operates responsibly and functions effectively.

OUR INTERPRETATION: School By-laws, segregation of duty
Level3: The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest. Governing body members participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. The governing body complies with all policies, procedures, laws, and regulations and functions as a cohesive unit.



Communication plan

Email archives about program regulations

Email archives about various trainings for governing body (example accreditation awareness meeting)

-          Presentation

Policies on roles and responsibilities, conflict of interest - Signed Bylaws

Proof of legal counsel - Email archive regarding the changes suggested by volunteer legal person

Standard 2.3

The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

OUR INTERPRETATION: Segregation of Duty, managing the day-to-day operations to provide all the required material
Level3: The governing body protects, supports, and respects the autonomy of school leadership to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school. The governing body maintains a distinction between its roles and responsibilities and those of school leadership.



Day to day operation checklist

Agendas and minutes of meetings - Sample meeting minutes

Roles and responsibilities - By Laws

Stakeholder input and feedback

       - Parent teacher conferences signup sheets, email archives and

       - ATA syllabus feedback meeting minutes

Survey results indicating that the governing body functions well

Standard 2.4

Leadership and staff foster a culture consistent with the school’s purpose and direction.

Level3: Leaders and staff align their decisions and actions toward continuous improvement to achieve the school's purpose. They expect all students to be held to high standards in all courses of study. All leaders and staff are collectively accountable for student learning. School leaders support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.



Examples of collaboration and shared leadership

Collaborate with ATA on curriculum development

School newsletters

Tamil association magazine

Examples of decisions aligned with the school's statement of purpose<

Learning Management System (OpenSIS) deployment

Examples of decision in support of school's continuous improvement plan

Tamil community's North American convention (FETNA 2014)

Survey results proving that leadership and staff foster good culture

Standard 2.5

Leadership engages stakeholders effectively in support of the school’s purpose and direction.

OUR INTERPRETATION: Monthly School Board Meetings and All hands Teacher Meetings. End of semester Parent/Teacher/Student conferences
Level3: Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders' efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership.


Weekly communication templates to parents

School's communication plan

Accreditation awareness meetings minutes

Involvement of stakeholder

   - Accreditation compliance team

   - Web/Facebook/OpenSIS admin team

   -Parent as teacher volunteers

Survey results providing positive feedback on stakeholder engagement.

Archives of old survey results

Standard 2.6

Leadership and staff supervision and evaluation processes result in improved professional practice and student success.

OUR INTERPRETATION: Weekly communication and progress report
Level2: The criteria and processes of supervision and evaluation include references to professional practice and student success. Supervision and evaluation processes are implemented at minimal levels. The results of the supervision and evaluation processes are used sometimes to monitor and effectively adjust professional practice and improve student learning.


ATA Online Live teacher trainings

ATA SURWEP teacher training

OpenSIS reports (missing attendance reports and grade/progress reports)

Teacher’s handbook

Native language speakers with formal education is required to serve as teachers

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