WELCOME &INTRODUCTION
Irving Hendrick, Interim President
Accreditation 2020 Training
AGENDA
ACCJC Update and Overview
Accreditation Standards
Evidence Protocol & Assessment Strategies
Fostering Productive Teams
Training Assessment
SPECIAL GUEST PRESENTER
Gohar Momjian
Vice President
ACCJC
• 20+ years’ experience in higher education
• Served as the Associate Vice Chancellor of Institutional Development at City College of San Francisco
• Formerly Interim Director of Operations at Cañada College
• Previously, Accreditation Liaison Officer for the American University of Armenia
• B.A. in Psychology from UCLA
• M.A. in International Education, Administration, and Policy Analysis from Stanford University
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ACCJC New Directions, Philosophy
Riverside City CollegeFebruary 26, 2018
Gohar Momjian
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ACCJC New Directions, New Philosophy• Mission: The Accrediting Commission for Community and Junior
Colleges works with its member institutions to advance educational quality and student learning and achievement. This collaboration fosters institutional excellence and continuous improvement through innovation, self-analysis, peer review, and application of standards.
• ACCJC Core Values: Integrity; Quality Assurance; Institutional Improvement; Peer Review; Student Learning and Achievement; Collegiality
• Strategic Plan & Goals
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Strategic Plan – Great Strides
• Educational Programming - Redesigned training model with peers from field (e.g. Janet Fulks); New Peer Reviewer Training; Advanced ISER Training; First-ever ACCJC annual conference with sold-out participation
• Communications - New staffing and VP model to support colleges, redesigned website, partnering with organizations
• Strategic Planning and Evaluation – implementation and monitoring of progress; using feedback to make changes for improvement
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Strategic Plan – New DirectionsAlign accreditation processes and structures to support the dual purposes of institutional quality assurance and improvement
Outcome 1: Support member institutions’ efforts to increase student achievement and address low performance as identified by the US Education DepartmentOutcome 2: Create and implement strategies to support institutions assessed to be in financial risk Outcome 3: Develop a new taxonomy of standards to enable a more holistic institutional review
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We are Excited! The VP Portfolio Model…
• VP portfolio model• Be Available• Be Supportive • Be present during visit• Assist team chair as needed; not a team member, don’t influence team findings • Provide feedback on draft report to team chair, focus to ensure that findings
are supported by narrative, relevant to cited standards• Advocate for the college
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What is Accreditation, and Why Do We Do It?
• Quality assurance • Quality improvement • Peer review
• Who is the Accrediting Commission?• Who are the peer reviewers?• Who runs the show?
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The Process
• Institutional Self Evaluation (internal)• Institutional Self Evaluation Report (ISER)• Peer Review Review Team (a.k.a. the Visiting Team)• Commission Review and Action
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Guidance for Institutional Self Evaluation
• Eligibility Requirements (the basics)• The Standards• Commission Policies
• Guide to Evaluating and Improving Institutions (2017)
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Starting the Review – Focusing on the Mission• Objectives
• Gain facility and familiarity with the college’s mission you will visit– the framework for all institutional goals and activities
• Promote a working relationship among team members
• Integrate the mission statement in all related standards
• Develop expertise identifying good evidence and support
• Cultivate a relationship among team members that enables the report writing
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Focusing on the Mission for the Review - Steps1. Individually Read the college’s mission statement. Make notes about the college in relation to its mission
2. As a group briefly discuss the benefits of your college’s mission statementDescribe how this mission allows the college to serve its
student populationsIndicate the strengths of the mission to leverage student
learning and achievementDiscuss how the college uses the mission to serve students
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Standard 1.A.1. Mission
The mission describes the institution’s broad educational purposes, its intended student population, the types of degrees and other credentials it offers, and its commitment to student learning and student achievement.
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Mission Integration• Look at the integration of the mission with other areas of the
report/standards• The mission provides the framework for all institutional
goals/activities• Standard 1: A.1-4, B.3,5,7,9 and C.1,5• Standard 2: A.1,10 and C.1,4• Standard 3: B.2, C.2, and D.2, 16• Standard 4: B.3-5, C.5,7.13 and D.2
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Quality Focus Essay• Improvement component• Connect to student learning and achievement• What doing to move the needle?• Long-term projects with clear demarcation line• Peer Review team provides constructive feedback• Report on in Mid-term report (4 years out from start)• Peer review team provides constructive feedback
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Evidence Guidelines•Focus on language in standard•Relevant & concise•Consider your audience & format as electronic doc
•Don’t overdo it!•Student Achievement Data• Include those data that demonstrate that you are achieving your mission.
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Updates• I.B.3 and I.B.6 – thought papers – contributing
to body of knowledge in field• III.A.6 – deletion at January Commission
meeting, expansion of II.A.2 (systems approach)•Meeting the standard in a fluid environment
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Thoughts and Remaining Questions
ACCREDITATION STANDARDS IN CONTEXT
Hayley Ashby, Faculty Chair Accreditation; Professor, Library
Accreditation 2020 Training
OUTCOMES
1. Become familiar with how the four accreditation standards and align with the strategic planning structure
2. Understand roles and responsibilities for standards
3. Become acquainted with accreditation resources available to support self-evaluation efforts
ORGANIZATION
Organizing principles for how the college will accomplish the work:
Accreditation vested into council/committee structure
Councils/committees are comprised of all necessary stakeholders (i.e., administrators, faculty, staff, and students)
Councils’ strategic responsibilities aligned with standards
Educational Program Oversight Committee (EPOC) serves as the Accreditation Steering Committee (ASC)
STANDARD ALIGNMENT
STANDARDRESPONSIBLE LEADS
ADMINISTRATOR FACULTY STAFF
Standard I – Mission, Quality, IE, & Integrity
GEMQSusan Mills TBD TBD
Standard II – Student Learning & Support
ACTPIS & SASCarol FarrarFeRita Carter
TBD TBD
Standard III – Resources RDAS Chip West Tucker Amidon Natalie Halsell
Standard IV– Leadership & Governance
GEMQSusan Mills TBD TBD
ROLES AND RESPONSIBILITIES
Council Tri-leads – Administrator, Faculty, and Classified staff
A college vice president is the administrative lead Organizes efforts to assess the standard
Attends ASC and communicates progress
Works with the lead writer to submit drafts by the deadline
The faculty member is the lead writer Synthesizes input from the council/committee and area experts
Prepares drafts incorporating feedback form ASC
A staff member provides support Supports standard assessment, helps collect evidence, and review drafts
ACCREDITATION RESOURCES
Documents provided to support accreditation efforts …
Previous Accreditation Reports 2015-2017 Annual ACCJC Reports
2017 Midterm Report & Letter
2015 Follow-up Report, Team Report, & Letter
2014 Institutional Self Evaluation & Letter
Accreditation Resources Accreditation Timeline
Strategic Planning/Standards Alignment
ACCJC Publications (available online)
ACCREDITATION RESOURCES
Communication Strategic Planning Newsletter – Accreditation Section
Meeting Minutes from the ASC and Leadership Councils/Committees
Accreditation Update Presentations
Evidence Evidence Protocol Instructions
Standard Evidence Inventory Worksheet & Sample
Writing Acronyms and Glossary
Formatting/Style Guide
Standard Draft Outline Worksheets (provided online)
Standard heading and subject description
Related sub-standard heading and description
Questions related to evaluation criteria from the ACCJC Guide
Document the evaluation discussion
List evidence relevant to standard
Identify gaps to address now and later
TIMELINE FOR SPRING 2018February Councils identify faculty and staff co-leads;
accreditation training
March Follow-up meetings with Leadership Councils/Committees, ASC, and others
April Monitor progress and provide support to councils/committees
May ASC reviews initial council/committee drafts and evidence
June ASC reviews subsequent council/committee drafts and evidence; drafts locked and forwarded to editors
QUESTIONS?
Contact:
Hayley AshbyFaculty Chair AccreditationProfessor, Library Ext. [email protected]
EVIDENCE PROTOCOLS & ASSESSMENT STRATEGIES
Susan Mills, Accreditation Liaison Officer; Vice President Planning & Development
Michelle Davila, Executive Admin Assistant, President’s Office
Accreditation 2020 Training
OUTCOMES
1. Develop an awareness of evidence protocol – what to gather, how to collect it, how to analyze it, what to call it, and where to turn it in.
2. Understand how to assess the standards to determine what processes and practices are working well and what could be improved.
PURPOSE OF EVIDENCE
We use evidence …
To encourage informed college-wide dialogue
As the basis for analysis, reflection, and documentation when reviewing the standards
To inform the improvement of processes, procedures, policies, and structures to maximize student achievement and learning
FORMS OF EVIDENCE
Evidence is quantitative and qualitative data in a variety of formats evaluated as part of the strategic planning process:
• Program Reviews
• College catalog
• Handbooks
• Meeting minutes
• Survey results
• Research reports
HOW TO USE EVIDENCE
Strategic planning councils and committees should…
Discuss the meaning and relevance of evidence
Use evidence to answers evaluation questions related to the standards
Interpret and reflect upon evidence documents in the context of the overall institution
Ensure that evidence is comprehensive and corroborated
Use evidence to provide guidance for improvement
EVIDENCE PROCEDURES
When compiling evidence …
Collect and submit documents in electronic format whenever possible
Use the Standard Evidence Inventory worksheet to catalog documents
Clearly number and name evidence
Be consistent when referring to evidence in standard drafts
Save using the naming convention – standard name & document name (e.g., I.A.1.MissionStatement)
SUBMITTING EVIDENCE
When submitting evidence …
Send Standard Evidence Inventory worksheet along with the standard draft to Susan Mills ([email protected]) and Hayley Ashby ([email protected])
Send Standard Evidence Inventory worksheet and evidence documents to Michelle Davila ([email protected])
ASSESSING THE STANDARDS
Base the evaluation of the standards on evidence
Use the evaluation criteria questions included in the Guide to Evaluating and Improving Institutions
Use an appreciative inquiry approach:
1. What Is – What improvements have been made since the last accreditation?
2. What Might Be – What else can we do to build upon our successes?
3. What Should Be – What specific actions should we take in the future?
4. What Will Be – What can we address now?
FOSTERING PRODUCTIVE TEAMS
Kathleen Sell, Strategic Planning Faculty Chair; Associate Professor, English & Humanities
Natalie Halsell, Admin Assistant, Languages, Humanities & Social Sciences
Accreditation 2020 Training
OUTCOME
Become familiar with team development best practices and tools to facilitate council/committee discussion, decision-making, communication, engagement, and progress monitoring.
WHAT MAKES A TEAM
A team is a group of people with a full set of complementary skills required to complete a task, job, or project.
Councils and committees are Cross-Functional Teams:
• Individuals come from different areas of the college
• Share a common goal or objective
• Develop innovative ideas
• Work together to accomplish tasks
QUALITIES OF EFFECTIVE TEAMS
Effective teams …
Are intentionally and purposefully formed
Have a clear charge tied to a specific function, project, or task
Are interdependent – individuals rely on one another
Believe that working as a team leads to greater outcomes
Are committed to collective accountability and rewards
WHAT EFFECTIVE TEAMS DO
Effective teams engage in the following behaviors:
Build trust to encourage openness and sharing
Collaborate to move in the same direction
Cultivate commitment through clarity and buy-in
Hold themselves and others accountable
Constantly and clearly communicate
Remain flexible and adjust as necessary
“Coming together is a beginning. Keeping together is progress. Working together is
success. – Henry Ford
”
TEAM ACTIVITY – 10 MINUTES
Work with the individuals at your table to:
1. Designate a facilitator, a recorder, and a reporter
2. On your own, read the individual questions and consider your answers
3. Go around the table and have everyone answer the questions
4. After every person has spoken, collectively discuss and record the answer to the group questions
5. Report out
ACTIVITY QUESTIONS
Individual Questions (to be answered by every person at the table):
1. Describe one recent improvement in your area.
2. Name one action that could be taken to build upon that success.
Group Questions (to be discussed collectively):
1. How do all of the identified improvements contribute to the institution’s overall effectiveness?
2. What further action would enhance student learning and achievement?
ACTIVITY DE-BRIEF
Effective team behaviors modeled in the activity:
1. Commitment & Accountability – Designated roles
2. Preparation – Individually read questions and considered answers
3. Equal Participation – Everyone at the table answered the questions
4. Collaboration – Collectively discussed and answered the group questions
5. Communication – Reported out to the larger group
MEETING EFFECTIVENESS
BEFORE the meeting DURING the Meeting AFTER the Meeting
Review previous minutes Actively listen Document actions and decisions
Develop/Review the agenda Ask questions Distribute/review the minutes
Prepare/Review materials Stay on topic Follow-up on assigned tasks
Offer ideas and comments
Give and receive feedback
Note action items and deadlines
CELEBRATE TEAM ACCOMPLISHMENTS
Celebrate successes and accomplishments:
Recognize team members for specific accomplishments
Express appreciation for individuals’ particular contributions
Celebrate your team’s collective success
“People who feel appreciated are more
positive about themselves and their ability to contribute. – Susan Heathfield
”