A Qualitative Investigation of Independent School Educators' Lived Experiences with PreK-12 Accreditation

Abstract

This study investigates how independent school educators perceive their role within accreditation review processes and associated organizational reform efforts. To fulfill this purpose, research presented here answered two questions: (1) How are educators incorporated into accreditation review processes established and administered by NAIS-certified accreditation agencies? (2) How do these educators perceive their role during accreditation review and how do these perceptions inform their beliefs about (a) the accreditation review process in general, and (b) specific education reform initiatives associated with accreditation specifically? To build context, this study drew on three literature streams. First, prior literature outlined the historical and philosophical development of independent school accreditation. Second, researchers analyzed beliefs surrounding prior school evaluation processes. Finally, this study outlined accreditation principles and requirements of NAIS, the chief certifier of independent school accreditation agencies. To answer each research questions, the researcher collecting public documents relevant to NAIS, its certified agencies, and specific institutions who agreed to participate. Moreover, surveys were distributed to faculty and staff at eight independent schools. In total, the researcher collected 156 valid surveys. Finally, the researcher conducted 30 to 45 minute semi-structured interviews with eight survey participants who completed the aforementioned survey. Findings revealed five common themes present across survey and interview data. (1) Accreditation drives and is driven by school leadership, (2) Accreditation-facilitated inclusivity, (3) Accreditation as an imperfect process, (4) System of continuous improvement, and (5) Institutional honesty. Four results emerged from these findings. Specifically, participants perceived that (1) independent schools and accreditation agencies recognized imperfection and encouraged growth; (2) the accreditation review process hinged on school leadership for independent schools and accreditation agencies; (3) despite being stressful, there was value in an inclusive accreditation review process; and (4) committee deliberation was the cornerstone of accreditation-related work. This study underscores the need for research in the practices of independent school accreditation agencies. It also stresses the need for accreditation agencies to continue its embrace for growth mindset principles by encouraging continual improvement. Finally, research accentuates the imperative of agencies to reform their evaluation practices to provide its member institutions with stronger assessments.Ed.D., Educational Leadership and Management -- Drexel University, 201