STANDARD 2: GOVERNANCE AND LEADERSHIP · 2012. 2. 23. · expectations for quality included in this...

Excellence by Design (SV) (2010) Page GOV-1

Self-Study Report

Profile of Organizational Capacity – Governance and Leadership Standard for Accreditation

©2010, Middle States Commissions on Elementary and Secondary Schools

SELF-ASSESSEMENT

STANDARD 2:

GOVERNANCE AND LEADERSHIP


Self-Study Report



STANDARD 2: GOVERNANCE AND LEADERSHIP

A. 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. FOR INDEPENDENT, RELIGIOUS, AND PROPRIETARY

SCHOOL SYSTEMS

These issues are not applicable to our school system.

1. Is the school system incorporated? Yes

X No

If yes, Name of Corporation:

2. Is the school system licensed to X Yes


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operate as an educational school

system?

No

If yes,

In what state(s) is the school system

licensed to operate?

Maryland

In what country(ies) is the school system

licensed to operate?

United States of America

If no, explain the school system’s

authority to operate:

3. Is the school system licensed to grant

diplomas or certificates? X Yes

No

If yes,

In what state(s) is the school system

licensed to grant diplomas or certificates?

Maryland

Type(s) of diplomas or certificates

offered

Maryland State Department of

Education Diplomas and Certificates of

Attendance

If no, explain the school system’s

authority to grant diplomas or

certificates:

B. 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


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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:

Governance and Leadership

The Standard: The school system is chartered, licensed, or authorized by a state,

nation, or authority that operates in the public interest. The governance and leadership

ensure the integrity, effectiveness, and reputation of the school system through the

establishment of policy, provision of resources, and assurance of a quality educational

program. The governance and leadership act ethically and consistently to assure an

atmosphere of mutual respect and purposeful effort on behalf of students and their

learning. School system leaders foster a productive environment for teaching and

learning, timely and open communication with stakeholders, and the vision necessary

for day-to-day operations and long-term planning.

2.1 – 2.20: Indicators for the school system

School System Governance

MSA Indicator of Quality Rating

1 2 3 4

2.1 The school system is in compliance with the laws,

ordinances, and regulations of all civil authorities

with jurisdiction over the location in which the

X


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1 2 3 4

school system is located.

2.2 No legal or proprietary ambiguities in ownership,

control, or responsibility exist. Partnerships and

any corporate linkages in ownership/governance

are expressed as enforceable agreements.

X

2.3 The governance works cooperatively to establish

and maintain clearly formulated written policies

and procedures that are consistent with the school

system’s philosophy/mission. The policies and

procedures are implemented and reviewed regu-

larly.

X

2.4 The governance provides appropriate opportuni-

ties for education of the trustees/board, including

orientation and training sessions so that all mem-

bers understand their responsibilities and roles.

X

2.5 The governance appropriately recognizes the ac-

complishments of the staff and students. X

2.6 The governance provides the school system with

effective leadership, support, and continuity, in-

cluding succession planning to ensure stability of

the system’s leadership.

X

2.7 The governance thinks and acts strategically, re-

flecting on its decisions and the consequences of

its actions.

X

2.8 The governance implements a system for evaluat-

ing its own effectiveness in performing its duties. x

2.9 The governance focuses its activities on selecting,

evaluating, and supporting the head of the school

system, policy development, planning, assessing

the organization’s performance, and ensuring

adequate resources to accomplish the system’s

philosophy/mission.

X X

2.10 Governance refrains from undermining the au-

thority of the leadership to conduct the daily op-

eration of the school system.

X

2.11 The governance utilizes a clearly defined perfor- X


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1 2 3 4

mance appraisal system for the head of the school

system. The appraisal is conducted with the

knowledge and participation of the head of the

school system.

School System Leadership


1 2 3 4

2.12 The head of the school system is accountable to

the governance and is responsible for ensuring

achievement of expected levels of student perfor-

mance.

X

2.13 Together with the school system's governance, the

school system's leadership undertakes

operational, long range, and strategic planning

aimed at accomplishing the school’s mission and

goals.

X

2.14 The school system's leadership ensures that all

school system programs and activities are ade-

quately and appropriately planned, supervised,

resourced, and staffed with qualified personnel.

X

2.15 The school system's leadership stays well

informed of educational developments. X

2.16 The school system leadership adheres to appro-

priate guidelines concerning confidentiality in

communications.

X

2.17 The school system's leadership provides the com-

ponent schools with effective leadership, support,

and continuity, including succession planning to

ensure stability of the schools’ leadership.

X

2.18 The school system's leadership focuses its

activities on selecting, evaluating, and supporting

the leadership of the component schools,

X


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1 2 3 4

planning, assessing the system’s performance, and

ensuring adequate resources to accomplish the

philosophy/mission of the system and its

component schools (if appropriate).

2.19 The school system's leadership refrains from un-

dermining the authority of the component

schools' leadership to conduct the daily operation

of the component schools.

X

2.20 The school system's leadership uses a clearly

defined performance appraisal system for the

schools’ leadership. The appraisal is conducted

with the knowledge and participation of the

schools’ leadership.

X

2.21 – 2.28: Indicators for faith-based school systems

1

X These Indicators are not applicable to our school system.


1 2 3 4

2.21 The school system's governance and leadership

articulate and model the religious tenets of the

system.

2.22 Maintaining the religious identity of the school

system is a priority of the system's governance

and leadership.

2.23 Policies, procedures and decisions of the school

system's governing body and leadership are based

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.


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1 2 3 4

in and informed by the religious values and iden-

tity of the system.


accept the authority of the sponsoring religious

institution.


engages the school system's community in setting

direction and ensuring the future of the school

system as a faith-based institution.

2.26 Criteria for hiring the school system’s leadership

include an assessment of the candidates’ under-

standing and commitment to the religious beliefs

and mission of the system.


promote respect and collaboration among all

members of the school system's "faith" commu-

nity.

2.28 Attention is given to building a respectful and

collaborative "faith" community among the sys-

tem's leadership, faculty, and staff.

2.29: Indicator for school systems that provide all or part of their

educational program by a distance modality

X These Indicators are not applicable to our school system.


1 2 3 4

2.29 The school system’s leadership includes personnel

with expertise in distance education methodolo-

gies.


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2.30 – 2.34: Indicators for component schools

School Leadership

School #1: BAYSIDE ELEMENTARY

MSA Indicator of Quality

Rating

1 2 3 4

2.30 Our school's leadership maintains appropriate

and constructive relations with families,

students, the staff, the community, and with

each other in the interest of serving the needs

of the students.

X

2.31 Our school's leadership undertakes

operational and long range planning aimed at

accomplishing the school’s mission and goals.

X

2.32 Our head of the school is accountable to the

school system's governance and leadership

and is responsible for ensuring expected

levels of student performance.

X

2.33 Our school's leadership ensures that all school

programs and activities are adequately and

appropriately planned, supervised, resourced,

and staffed with qualified personnel.

X

2.34 Our school's leadership ensures that members

of the professional and support staffs stay

well informed of educational developments.

X

2.35 Our school's leadership adheres to

appropriate guidelines concerning

confidentiality in communications.

X

School #2: CENTREVILLE ELEMENTARY SCHOOL


Rating

1 2 3 4


and constructive relations with families, students,

the staff, the community, and with each other in

X


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School #2: CENTREVILLE ELEMENTARY SCHOOL


Rating

1 2 3 4

the interest of serving the needs of the students.

2.31 Our school's leadership undertakes operational

and long range planning aimed at accomplishing

the school’s mission and goals.

X

2.32 Our head of the school is accountable to the school

system's governance and leadership and is re-

sponsible for ensuring expected levels of student

performance.

X


programs and activities are adequately and ap-

propriately planned, supervised, resourced, and

staffed with qualified personnel.

X

2.34 Our school's leadership ensures that members of

the professional and support staffs stay well in-

formed of educational developments.

X

2.35 Our school's leadership adheres to appropriate

guidelines concerning confidentiality in commu-

nications.

X

School #3: CHURCH HILL ELEMENTARY


Rating

1 2 3 4

2.30 Our school's leadership maintains appropriate and

constructive relations with families, students, the staff, the

community, and with each other in the interest of serving

the needs of the students.

X

2.31 Our school's leadership undertakes operational and long

range planning aimed at accomplishing the school’s

mission and goals.

X

2.32 Our head of the school is accountable to the school system's

governance and leadership and is responsible for ensuring

expected levels of student performance.

X

2.33 Our school's leadership ensures that all school programs


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School #3: CHURCH HILL ELEMENTARY


Rating

1 2 3 4

and activities are adequately and appropriately planned,

supervised, resourced, and staffed with qualified

personnel.

X

2.34 Our school's leadership ensures that members of the

professional and support staffs stay well informed of

educational developments.

X

2.35 Our school's leadership adheres to appropriate guidelines

concerning confidentiality in communications. X

School #4: GRASONVILLE ELEMENTARY


Rating

1 2 3 4





X



mission and goals.

X




x




personnel.

X




X

2:35 Our school's leadership adheres to appropriate guidelines


School #5: KENNARD ELEMENTARY


Rating

1 2 3 4

2.30 Our school's leadership maintains appropriate and X


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School #5: KENNARD ELEMENTARY


Rating

1 2 3 4






mission and goals.

X




X




personnel.

X




X

2:35 Our school's leadership adheres to appropriate guidelines


School #6: KENT ISLAND ELEMENTARY


Rating

1 2 3 4





of the students.

X


and long range planning aimed at ac-

complishing the school’s mission and goals.

X



and is responsible for ensuring expected levels

of student performance.

X


programs and activities are adequately and ap- X


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School #6: KENT ISLAND ELEMENTARY


Rating

1 2 3 4

propriately planned, supervised, resourced,



of the professional and support staffs stay well

informed of educational developments.

X


guidelines concerning confidentiality in

communications.

X

School #7: MATAPEAKE ELEMETARY


Rating

1 2 3 4





of the students.

X




X





X





X




X



communications.

X

School # 8: SUDLERSVILLE ELEMENTARY Rating


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MSA Indicator of Quality 1 2 3 4





of the students.

X




X





X





X




X

2,35 Our school's leadership adheres to appropriate


communications.

X

School #9: CENTREVILLE MIDDLE


Rating

1 2 3 4





X



mission and goals.

X




X


and activities are adequately and appropriately planned, X


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School #9: CENTREVILLE MIDDLE


Rating

1 2 3 4


personnel.




X

2,35 Our school's leadership adheres to appropriate guidelines

concerning confidentiality in communications.

X

School #10 : MATAPEAKE MIDDLE


Rating

1 2 3 4

2.30 Our school's leadership maintains

appropriate and constructive relations with

families, students, the staff, the community,

and with each other in the interest of

serving the needs of the students.

X


operational and long range planning aimed

at accomplishing the school’s mission and

goals.

X





X

2.33 Our school's leadership ensures that all

school programs and activities are

adequately and appropriately planned,

supervised, resourced, and staffed with

qualified personnel.

X

2.34 Our school's leadership ensures that

members of the professional and support

staffs stay well informed of educational

developments.

X

2, 35 Our school's leadership adheres to



X


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School #11 : STEVENSVILLE MIDDLE


Rating

1 2 3 4



families, students, the staff, thE

community, and with each other in the

interest of serving the needs of the

students.

X




goals.

X





X






X




developments.

X




X

School #12: SUDLERSVILLE MIDDLE


Rating

1 2 3 4






X

2.31 Our school's leadership undertakes X


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School #12: SUDLERSVILLE MIDDLE


Rating

1 2 3 4



goals.





X






X




developments.

x




X

School # 13: KENT ISLAND HIGH


Rating

1 2 3 4






X




goals.

X





X X


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School # 13: KENT ISLAND HIGH


Rating

1 2 3 4






X




developments.

X




X

School # 14: QUEEN ANNE’S HIGH


Rating

1 2 3 4




and with each other in the interest of serving


X




goals.

X





X






X



X


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School # 14: QUEEN ANNE’S HIGH


Rating

1 2 3 4


developments.




X

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

STANDARD: Governance and Leadership

Source of Comments Comments

Central Administration

and Staff

2.1

100% responded favorably that the school system is in

compliance with the laws, ordinances, and regulations of

all civil authorities with jurisdiction over the location in

which the school system is located.

2.2

100% responded favorably that no legal or proprietary

ambiguities in ownership, control, or responsibility exist.

Partnerships and any corporate linkages in

ownership/governance are expressed as enforceable

agreements.

2.3

90% responded favorably that the governance works

cooperatively to establish and maintain clearly formulated

written policies and procedures that are consistent with

the school system’s philosophy/mission. The policies and

procedures are implemented and reviewed regularly.

2.4

80% responded favorably that the governance provides

appropriate opportunities for education of the

trustees/board, including orientation and training sessions

so that all members understand their responsibilities and

roles.

2.5


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80% responded favorably that the governance

appropriately recognizes the accomplishments of the staff

and students.

2.6


the school system with effective leadership, support, and

continuity, including succession planning to ensure

stability of the system’s leadership.

2.7

60 % responded favorably that the governance thinks and

acts strategically, reflecting on its decisions and the

consequences of its actions.

2.8


implements a system for evaluating its own effectiveness

in performing its duties.

2.9

40% responded favorably that the governance focuses its

activities on selecting, evaluating, and supporting the

superintendent of the school system, approving policy

and ensuring adequate resources to accomplish the

system’s philosophy/mission.

2.10

40% responded favorably that Governance refrains from

undermining the authority of the leadership to conduct

the daily operation of the school system.

2.11

80% responded favorably that the governance utilizes a

clearly defined performance appraisal system for the

superintendent of the school system. The appraisal is

conducted with the knowledge and participation of the

superintendent of the school system.


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Governing Body 2.1

100% agreed or strongly agreed that the school system is

in compliance with the laws, ordinances, and regulations

of all civil authorities with jurisdiction over the location

in which the school system is located

2.2

100% agreed or strongly agreed that no legal or

proprietary ambiguities in ownership, control, or

responsibility exist. Partnerships and any corporate

linkages in ownership/governance are expressed as

enforceable agreements.

2.3

100% agreed or strongly agreed that the governance

works cooperatively to establish and maintain clearly

formulated written policies and procedures that are

consistent with the school system’s philosophy/mission.

The policies and procedures are implemented and

reviewed regularly.

2.4


provides appropriate opportunities for education of the

trustees/board, including orientation and training

sessions so that all members understand their

responsibilities and roles.

2.5



and students.

2.6


provides the school system with effective leadership,

support, and continuity, including succession planning to

ensure stability of the system’s leadership.

2.7


thinks and acts strategically, reflecting on its decisions


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and the consequences of its actions.

2.8




2.9

100% agreed or strongly agreed that The governance

focuses its activities on selecting, evaluating, and

supporting the superintendent of the school system,

approving policy and ensuring adequate resources to

accomplish the system’s philosophy/mission.

2.10

60% agreed or strongly agreed that governance refrains

from undermining the authority of the leadership to

conduct the daily operation of the school system.

2.11


utilizes a clearly defined performance appraisal system

for the superintendent of the school system. The

appraisal is conducted with the knowledge and

participation of the superintendent of the school system

2.12

80% agreed or strongly agreed that the superintendent of

the school system is accountable to the governance and is

responsible for ensuring achievement of expected levels

of student performance

2.13

80% agreed or strongly agreed that together with the

school system's governance, the school system's

leadership undertakes operational, long range, and

strategic planning aimed at accomplishing the school’s

mission and goals.

2.14

80% agreed or strongly agreed that the school system's

leadership ensures that all school system programs and

activities are adequately and appropriately planned,


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personnel.

2.15


leadership stays well informed of educational

developments.

2.16

80% agreed or strongly agreed that the school system

leadership adheres to appropriate guidelines concerning


2.17


leadership provides the component schools with effective

leadership, support, and continuity, including succession

planning to ensure stability of the school’s leadership.

2.18


leadership focuses its activities on selecting, evaluating,

and supporting the leadership of the component schools,

planning, assessing the system’s performance, and

ensuring adequate resources to accomplish the

philosophy/mission of the system and its component

schools (if appropriate

2.19


leadership refrains from undermining the authority of

the component schools' leadership to conduct the daily

operation of the component schools

2.20


leadership uses a clearly defined performance appraisal

system for the school’s leadership. The appraisal is


school’s leadership.


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Component School #1: Bayside Elementary

Staff 2.1





2.2





agreements.

2.3






2.4





roles.

2.5



and students.

2.6





2.7

84% responded favorably that the governance thinks and



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2.8

92% responded favorably that the governance implements

a system for evaluating its own effectiveness in performing

its duties.

2.9



superintendent of the school system, approving policy and

ensuring adequate resources to accomplish the system’s

philosophy/mission.

2.10

92% responded favorably that the governance refrains



2.11






2.12

91% reported favorably that the superintendent of the

school system is accountable to the governance and is

responsible for ensuring achievement of expected levels of

student performance.

2.13

92% reported favorably that together with the school

system's governance, the school system's leadership

undertakes operational, long range, and strategic planning

aimed at accomplishing the school’s mission and goals.

2.14

75% reported favorably that the school system's leadership

ensures that all school system programs and activities are

adequately and appropriately planned, supervised,



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2.15

92% reported favorably that the school system's leadership

stays well informed of educational developments.

2.30

99% reported favorably that our school's leadership

maintains appropriate and constructive relations with

families, students, the staff, the community, and with each

other in the interest of serving the needs of the students.

2.31


undertakes operational and long range planning aimed at


2.32

100% reported favorably that our leadership of the school

is accountable to the school system's governance and

leadership and is responsible for ensuring expected levels


2.33


ensures that all school programs and activities are



2.34


ensures that members of the professional and support

staffs stay well informed of educational developments.

2.35


adheres to appropriate guidelines concerning


Students 2.30

84% responded favorably that my principal treats

everyone with respect.

2.31, 2.32, 2.33

95% responded favorably that my principal is the leader of


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the school.

Parents 2.1

96% responded favorably that to my knowledge, the

school system obeys all applicable laws and regulations of

Queen Anne’s County and the State of Maryland.

2.6

84% responded favorably that the School Board and the

Superintendent provide effective leadership for the school

system.

2.17


Superintendent of the school system provide effective

leadership for this school.

2.10

84% responded favorably that the School Board supports

the Central Office Staff and Administrators in the daily

operations of the school system.

2.18

82% responded favorably that the School Board and

Superintendent create an atmosphere of mutual respect

and focus their effort on students and their learning.

2.30

95% responded favorably that this school's administration

ensures that there is an atmosphere of respect in the school

and the focus is on student achievement.

2.30

94% responded favorably that this school’s administration

maintains positive relationships with parents, students,

and the community.

2.33


ensures that all school programs and activities are well

planned, supervised, staffed with qualified personnel, and

given appropriate resources

Component School #2: Centreville Elementary


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Staff 2.1





2.2





agreements.

2.3






2.4

100% responded favorably that The governance provides




roles.

2.5



and students.

2.6





2.7





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2.8


a system for evaluating its own effectiveness in

performing its duties.

2.9

84% responded favorably that The governance focuses its





2.10




2.11






2.12





2.13





2.14

86% reported favorably that the school system's




personnel.


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2.15



developments.

2.30





2.31




2.32

91% reported favorably that our leadership of the school is

accountable to the school system's governance and



2.33





2.34




2.35




Students 2.30


everyone with respect. (2.30) 31 (68.89%) 14 (31.11%) 0


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(0.00%) 0 (0.00%)

2.31, 2.32, 2.33

100% responded favorably that my principal is the leader

of the school.

Parents 2.1



Anne’s County and the State of Maryland.

2.6



system.

2.17



leadership for this school

2.10




2.18




2.30


ensures that there is an atmosphere of respect in the

school and the focus is on student achievement.

2.30



and the community.

2.33



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given appropriate resources.

“This is a wonderful school. It has the best staff. I had two

children go through and one more to go, Cannot be happier.”

Component School #3: Church Hill Elementary

Staff 2.1





2.2





agreements.

2.3






2.4





roles.

2.5

95 % responded favorably that the governance


and students.

2.6


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stability of system’s leadership.

2.7




2.8

87 % responded favorably that the governance



2.9






2.10




2.11






2.12





2.13




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2.14





personnel.

2.15

% reported favorably that the school system's leadership

stays well informed of educational developments.

2.30





2.31




2.32





2.33





2.34




2.35



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Students 2.30



2.31, 2.32,2.33)


of the school.

Parents 2.1




2.6



system.

2.17




2.10




2.18




2.30




2.30



and the community.


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2.33





“The staff at CHES are top-notch. You can’t ask for better, up

and down the hallways there is always a friendly smile to greet

you and that is something you don’t see often.”

“CHES is a wonderful school. Under the leadership of _____.

My children are excelling beyond my expectations. A big thank

you to__ and the staff.”

Component School #4: Grasonville Elementary

Staff 2.1





2.2





agreements.

2.3






2.4






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roles.

2.5



and students.

2.6





2.7




2.8


a system for evaluating its own effectiveness in


2.9






2.10




2.11






2.12



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2.13





2.14





personnel.

2.15



developments.

2.30





2.31




2.32





2.33





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2.34




2.35




Students 2.30



2.31, 2.32, 2.33


of the school.

Parents 2.1




2.6



system.

2.17




2.10




2.18




2.30


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96% reported favorably that this school's administration



2.30



and the community.

2.33





“GES’s school administration is very open to parental input

and receptive to ideas. They are extremely willing to meet and

discuss any issues or concerns.”

“We have had a great experience at GES.”

“GES is an amazing school with an incredible principal,

teachers and staff! We feel lucky to be here.”

Component School #5: Kennard Elementary

Staff 2.1

94% reported favorably that the school system is in




2.2

91% reported favorably that no legal or proprietary




agreements.

2.3

96% reported favorably that the governance works



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2.4

88% reported favorably that the governance provides



so that responsibilities and roles.

2.5

85% reported favorably that the governance appropriately

recognizes the accomplishments of the staff and students.

2.6

82% reported favorably that the governance provides the

school system with effective leadership, support, and



2.7

91% reported favorably that the governance thinks and



2.8

88% reported favorably that the governance implements a

system for evaluating its own effectiveness in performing

its duties.

2.9

78% reported favorably that the governance focuses its





2.10

91% reported favorably that the governance refrains from



2.11

84% reported favorably that the governance utilizes a


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2.12





2.13





2.14





personnel.

2.15



developments.

2.30





2.31




2.32




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2.33





2.34




2.35




Students 2.30



2.31, 2.32, 2.33


of the school.

Parents 2.1

93% reported favorably that to my knowledge, the school

system obeys all applicable laws and regulations of Queen


2.6

86% reported favorably that The School Board and the


system.

2.17

86% reported favorably that the School Board and the



2.10

77% reported favorably that the School Board supports the

Central Office Staff and Administrators in the daily


Self-Study Report






2.18

79% reported favorably that the School Board and



2.30




2.30

92% reported favorably that this school’s administration


and the community.

2.33





“The administration does a great job of keeping parents

informed of upcoming events. They are very involved in all the

activities taking place at school.”

“Kennard fosters a wonder team approach and spirit with all

kids. The principal knows EVERY child’s name and most

parents’ names too. It is very evident the entire staff, including

the janitorial staff care about the success of the students.”

“I cannot sing enough praises about this school, the staff and the

administration. I have had two children go through this school

and many, many more parents I know whom have had nothing

but the best experiences with this school and the staff- from the

principle to the custodians to the bus drivers. It is a total team

effort in educating every child.”

Component School #6: Kent Island Elementary

Staff 2.1


Self-Study Report









2.2





agreements.

2.3






2.4





roles.

2.5

84% reported favorably that The governance


and students.

2.6





2.7

66% reported favorably that The governance thinks and



2.8


Self-Study Report







its duties.

2.9

84% reported favorably that The governance focuses its





2.10

75% reported favorably that Governance refrains from



2.11






2.12





2.13





2.14





personnel.

2.15


Self-Study Report







developments.

2.30





2.31




2.32





2.33





2.34




2.35




Students Students in pre-k-2 schools were not surveyed.

Parents 2.1




2.6


Self-Study Report







system.

2.17




2.10




2.18




2.30




2.30



and the community.

2.33





“My experience with the leadership including the school board

and superintendent have been great…I had a minor issue when

my daughter we in kindergarten and it was dealt with quickly

and with professionalism. Thank you.”

Component School #7: Matapeake Elementary

Staff 2.1

94% reported favorably that The school system is in


Self-Study Report








2.2





agreements.

2.3

90% reported favorably that The governance works





2.4

76% reported favorably that The governance provides




roles.

2.5



2.6

86% reported favorably that The governance provides the




2.7




2.8




Self-Study Report





its duties.

2.9






2.10




2.11






2.12





2.13





2.14





personnel.

2.15




Self-Study Report





developments.

2.30





2.31




2.32





2.33





2.34




2.35




Students 2.30

95% reported favorably that my principal treats everyone

with respect.

2.31,2.32,2.33

98% reported favorably that my principal is the leaders of

the school.

Parents 2.1


Self-Study Report








2.6



system.

2.17




2.10




2.18




2.30




2.30



and the community.

2.33





“The school’s administration is very strong and supportive.

They create a great relationship with parents, students and the

community. “


Self-Study Report





“Think the Superintendent does a much better job than the

school board!”

I am extremely pleased with the principal at MES. He is top-

notch and will fulfill the criteria listed above.”

“What a nice school, the kids love it.”

Component School #8: Sudlersville Elementary

Staff 2.1





2.2





agreements.

2.3






2.4


appropriate opportunities for education

of the trustees/board, including orientation and training

sessions so that all members understand their

responsibilities and roles.

2.5




Self-Study Report





2.6





83% reported favorably that The governance thinks and



2.8

82 % reported favorably that the governance implements a


its duties.

2.9






2.10




2.11






2.12





2.13




Self-Study Report







2.14





personnel.

2.15



developments.

2.30





2.31




2.32





2.33





2.34




2.35


Self-Study Report








Students 2.30



2.31, 2.32, 2.33


of the school.

Parents 2.1



Anne’s County and the State of Maryland. 2.6



system.

2.17




2.10




2.18




2.30




2.30



Self-Study Report






and the community.

2.33





“I am very happy with our local school. “

Component School #9: Centreville Middle

Staff 2.1





2.2





agreements.

2.3






2.4

83 % reported favorably that the governance provides




roles.

2.5



Self-Study Report






2.6





2.7




2.8



its duties.

2.9


activities on selecting, evaluating, and supporting

the superintendent of the school system, approving policy



2.10




2.11






2.12





2.13


Self-Study Report









2.14

86 % reported favorably that the school system's




personnel.

2.15



developments.

2.30





2.31




2.32





2.33





2.34




Self-Study Report






2.35




Students 2.30

90% reported favorably that my school's leaders maintain

positive relationships with parents, students, and the

community.

92% reported favorably that my school's leaders

(Principal, Assistant Principal) provide effective

leadership to our school.

Parents 2.1



Anne’s County and the State of Maryland. 2.6



system.

2.17




2.10




2.18




2.30




Self-Study Report






2.30



and the community.

2.33




given appropriate resources

”I could not be more satisfied with the middle school

administration and teachers both of my children have worked

with. The communication, personal attention, professionalism

and education are superior.”

“______ does a fantastic job operating the school, ensuring

every student safety and parent involvement on all levels.”

Component School #10: Matapeake Middle

Staff 2.1





2.2





agreements.

2.3






Self-Study Report






2.4


appropriate opportunities for education of the trustees/

board, including orientation and training sessions so that

all members understand their responsibilities and roles.

2.5

89% reported favorably that The governance


and students.

2.6

55% reported favorably that The governance provides the




2.7




2.8



its duties.

2.9






2.10




2.11




Self-Study Report








2.12





2.13





2.14





personnel.

2.15



developments.

2.30





2.31




2.32





Self-Study Report






2.33





2.34




2.35




Students 2.30



community.

2.31, 2.32,2.33




Parents 2.1




2.6



system.

2.17




2.10

90%reported favorably that the School Board supports the


Self-Study Report







2.18




2.30

83% reported favorably that his school's administration



2.30



and the community.

2.33





Component School #11: Stevensville Middle

Staff 2.1





2.2





agreements.

2.3






Self-Study Report






2.4





roles.

2.5

71% reported favorably that the governance


and students.

2.6





2.7




2.8



its duties.

2.9






2.10




2.11



Self-Study Report









2.12





2.13





2.14





personnel.

2.15



developments.

2.30





2.31




2.32




Self-Study Report







2.33





2.34




2.35




Students 2.30



community.

2.31, 2.32,2.33

91% reported favorably that My school's leaders



Parents 2.1




2.6



system.

2.17




Self-Study Report






2.10




2.18




2.30




2.30



and the community.

2.33





“Our superintendent does a fantastic job communicating with

parents and truly cares about our children and teachers.”

“The staff goes the extra distance to make school and activities

associated with the school fun and safe. The make an extra effort

to make sure parents are well-informed about events planned

and executed by the school.”

“The school programs and activities are superb… and very well

attended by the student body!”

“Sup and board are for the most part great. Seems that there is

some pain in dealing with a certain board member. Watching


Self-Study Report





meetings one in particular is just a complainer and has an

agenda that seems to be self-serving.”

Component School #12: Sudlersville Middle

Staff 2.1

99% reported favorably that The school system is in




2.2

85% reported favorably that No legal or proprietary




agreements.

2.3






2.4





roles.

2.5



and students.

2.6





2.7


Self-Study Report








2.8



its duties.

2.9






2.10

85% reported favorably that Governance refrains from



2.11


clearly defined performance appraisal system for

the superintendent of the school system. The appraisal is



2.12





2.13





2.14




Self-Study Report







personnel.

2.15



developments.

2.30





2.31




2.32





2.33





2.34




2.35




Students 2.30

90% responded favorably that my school’s leaders


Self-Study Report





maintain positive relationships with parents, students and

the community.

2.31,2.32,2.33

93% responded favorably that my school’s leaders


leadership in our school.

Parents

2.1




2.6



system.

2.17




2.10




2.18




2.30




2.30



and the community.

2.33



Self-Study Report








Component School #13: Kent Island High

Staff 2.1





2.2





agreements.

2.3






2.4





roles.

2.5



and students.

2.6





Self-Study Report






2.7




2.8



its duties.

2.9






2.10

69 % reported favorably that the governance refrains from



2.11





superintendent of the school system. .

2.12





2.13





2.14


Self-Study Report









personnel.

2.15



developments.

2.30





2.31




2.32





2.33





2.34




2.35





Self-Study Report





Students 2.30



community.

2.31,2.32, 2.33




Parents 2.1




2.6



system.

2.17




2.10




2.18




2.30




2.30



and the community.


Self-Study Report





2.33





I wish that all of our county schools could have an

administration as effective as one at KIHS. Because______ takes

time to get to know all of __ students, she earns their respect.”

“I think KIHS is one of the best schools in our county…ran very

efficiently. Just maybe needs a little tweaking.”

Component School #14: Queen Anne’s County High

Staff 2.1





2.2

83% reported favorably that No legal or proprietary




agreements.

2.3




the school system’s philosophy/mission.

The policies and procedures are implemented and

reviewed regularly.

2.4






Self-Study Report





roles.

2.5



and students.

2.6





2.7




2.8



its duties.

2.9






2.10




2.11






2.12



Self-Study Report








2.13





2.14





personnel.

2.15



developments.

2.30





2.31




2.32





2.33





Self-Study Report






2.34




2.35




Students 2.30



community.

2.31,2.32, 2.33




Parents 2.1




2.6



system.

2.17




2.10




2.18



Self-Study Report







2.30




2.30



and the community.

2.33





“The Superintendent is very supportive of this school. However,

some of the board members have another agenda. There are

issues that affect this high school but some just consider the

personal impact rather than all the students that are served. “

The school board is less supportive. The Superintendent is

incredible.”

“There is no leadership at QACHS and lack of support from

students of other students and teachers is not acceptable.”

“The school office staff. They are unpleasant and difficult to deal

with and have absolutely no interest in being helpful or useful.”

B.2. Evidence:


Self-Study Report



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

Meet)

Indicator

No. Evidence

N/A

97 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. 97 % of staff system-wide agreed that the school system meets

this standard.

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

2.6 The governance provides the school x


Self-Study Report



system with effective leadership,

support, and continuity, including

succession planning to ensure stability

of the system’s leadership.

2.7

The governance thinks and acts

strategically, reflecting on its decisions

and the consequences of its actions.

x

2.8

The governance implements a system

for evaluating its own effectiveness in


x

2.9

The governance focuses its activities on

selecting, evaluating, and supporting the

head of the school system, policy

development, planning, assessing the

organization’s performance, and

ensuring adequate resources to

accomplish the system’s

philosophy/mission.

x

2.10

Governance refrains from undermining

the authority of the leadership to

conduct the daily operation of the school

system.

x

2.11

The governance utilizes a clearly defined

performance appraisal system for the

head of the school system. The

appraisal is conducted with the

knowledge and participation of the head

of the school system.

x

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(s) : N/A

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

the system:


Self-Study Report



ROOT CAUSE ANALYSIS

Foundational Issue: Governance and Leadership

Are there governance and

leadership 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:

All Survey Data, Documentation

Hypothesis derived from your

conclusion:

The organizational capacity of QACPS is of

high quality overall, but could be strengthened

by addressing the several indicators related to

role of the Board in focusing on its legal roles

and responsibilities and supporting the system

leadership in the collaborative, strategic

planning process.

IMPLICATIONS FOR PLANNING

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

Leadership Standard.

The commitment of the Superintendent and the administrative team to academic

excellence and collaborative leadership.

Active Professional Learning Communities at the system, school and grade, content and

classroom levels provide many opportunities for collaborative leadership and build

shared ownership in the school system and its mission, vision, profile of a graduate and

strategic plan for growth and improvement.


Self-Study Report



A long-standing history of strategic planning and data- driven goals setting and

improvement planning.

The small size of the school system is an asset in the dissemination of information, and

in being able to communicate and engage stakeholders.

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

the Governance and Leadership Standard.

Overall, there were no significant areas identified as in need of improvement for this

standard, but there were several indicators that staff consistently assigned a relatively

lower score. We will need to gather additional information to understand the basis for

this and to address, as needed, in our strategic planning. Taken as a whole, the

group of lower-scored indicators suggest that the staff perceive that the school system

would be strengthened by increasing the positive engagement of the Board

(governance) in the strategic planning process for academic achievement within the

collaborative leadership ethic of the school system, clarifying their role so as not to

undermine the authority of the leadership to conduct the daily operation of the school

system and in implementing a system for evaluating its own effectiveness.

The following 4 indicators were rated by staff as needing improvement:

2.7 The governance thinks and acts strategically, reflecting on its decisions and the


2.8 The governance implements a system for evaluating its own effectiveness in performing

its duties.

2.9 The governance focuses its activities on selecting, evaluating, and supporting the head of

the school system, policy development, planning, assessing the organization’s

performance, and ensuring adequate resources to accomplish the system’s

philosophy/mission.

2.10 Governance refrains from undermining the authority of the leadership to conduct the

daily operation of the school system.

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

important next steps or strategic priorities related to Governance and

Leadership that should be included in the action plan in the Plan for Growth

and Improvement.

The Governance might reflect on the results of the Leadership and Governance self-

assessment and develop strategies to address the areas noted above, such as:


Self-Study Report



Review its legal roles and responsibilities and determine a process for evaluating

its effectiveness in performing its duties that would be included in Board

Handbook.

EVIDENCE TO SUPPORT THE ASSESSMENT OF THIS

STANDARD

Evidence

For All School Systems:

The orientation and training plan for members of the school system's

governance.

The QACPS

Board of

Education

Handbook

MABE training

materials and

workshops

Copies of

materials/agendas

used for training

new elected

Board and

succeeding

members who

were appointed

The process the school system's governance uses for evaluating its

own effectiveness in performing its duties.

Middle States

Surveys

Copy of sample

evaluations

provided by

MABE and

being

considered by


Self-Study Report



Evidence

Board

Chart of lines of authority/responsibilities in the school system Organizational

Chart

Staff Roles and

Responsibilities

Handbook

Job descriptions for the head of the school system and other key

members of the central office administrative staff

Job

Descriptions

Job descriptions for the heads of the component schools and other

key members of component schools' administrative staff

Job

Descriptions

Appraisal tool and/or description of the process used to appraise the

performance of the head of the school system

Superintendent

Evaluation

Protocol

Appraisal tool and/or description of the process used to appraise the

performance of the heads of the school system's component schools

QACPS

Administrator

Evaluation

Process and

Tool

School system policies pertaining to the governance and leadership, including:

the roles and responsibilities of the governing body

QACPS Policy

and Procedure

Handbook

educating the members of the governing body regarding the

governance's responsibilities and roles

Board Member

Training

Materials

MABE

Handbook

Ethics Policy

QACPS Board

Member

Handbook


Self-Study Report



Evidence

selecting the head of the school system MABE

Materials

QACPS Policy

and Procedures

the governing body's evaluation of its own effectiveness in

performing its duties and responsibilities

Middle States

Surveys

Copy of sample

evaluations

provided by

MABE and

being

considered by

Board

appraising the performance of the head of the school system

QACPS

Superintendent

Evaluation

Process and

Protocol

adhering to appropriate guidelines for confidentiality in

communications

QACPS Ethics

Policy

selecting the heads of the component schools Personnel

Policies

appraising the performance of the heads of the component

schools

QACPS

Administrator

Evaluation

Process and

Protocol

For Faith-Based School Systems: N/A

Evidence that…

The school system's policy(ies) regarding establishing and

maintaining the religious identity of the school system

The policies, procedures, and decisions of the school system's

governing body and leadership are based in and informed by

the religious values and identity of the system


Self-Study Report



Evidence

The school system's governance and leadership articulate and

model the religious tenets of the system

The ways in which the school system's governance and

leadership engage the system's community in setting

direction and ensuring the future of the system as a faith-

based institution

Maintaining the religious identity of the school system is a

priority of the system's governance and leadership

For School Systems that Provide Distance Education N/A

Evidence of the distance education expertise of personnel in the

school system's leadership

For Proprietary School Systems:

Names, addresses, and organizational position of the institution’s

owners

Names, address, affiliation of the members of the board of

governance

For Component Schools

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

Standard for Accreditation and its Indicators of Quality

TELL Survey

Middle States

Surveys

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