As part of continuous school improvement, ASP has followed an accreditation process first with the Middle States Association (USA) and since 2002 with both MSA and the Council of International Schools (formerly the European Council, or ECIS).
Accreditation involves a preliminary visit from a representative from each agency, a self-study undertaken by the entire school community, and a full visit and reports from a team of educators whose areas of expertise cover the full range of a school’s activities. The final report includes both commendations for work which meets or exceeds standards and recommendations for improvement for those areas found below standards. This is in turn validated by each of the agencies. The process is then followed up with a two-year report on the recommendations, a five year shorter self-study reporting on progress made, and a visit from a representative from each agency.
The Five Year Report
In November 2007, we hosted the five year, or mid-point accreditation visit for two full days, in which two representatives from MSA and CIS interviewed trustees, administration, faculty and staff to validate the report that ASP had submitted. What follows is the conclusion to the full report:
The Visitors were impressed with the developments the American School of Paris has made in the five years since the accreditation. They have met most of the recommendations and are well along in addressing the others. The enrolment continues to be strong, and the school is aware of the changes as the proportion of American students drops and the number of other countries continues to grow. Despite a serious flood or perhaps in part because of it, significant renovations have taken place that have enable improvements in the facilities especially in the cafeterias, the theatre and the physical education spaces. They have also added an attractive eye-catching wing to the school.
Under the leadership of Pilar Cabeza de Vaca, morale has improved, the finances are transparent, pro-active and well handled. The Development Office has become a model for schools in Europe.
Work continues to need to be done in areas of curriculum, assessment and strategic planning. The departments that have been created to support students with special needs and those who need English language learning support need not only to continue to evolve, but teachers throughout the school would benefit from professional development to help them take on their responsibility for the success of every student in their classes. In a school where families are so highly mobile, the Board would be well advised to address their self-evaluation and training seriously each year under the leadership of an outside facilitator.
It was a pleasure to be welcomed by this highly professional staff and to hold free and frank discussions with them. The Visitors have taken away an excellent impression of a school that knows its strengths and is actively working to improve the education of all its students.
We recommend the American School of Paris for continued accreditation and extend our wishes for successful years ahead.
Respectfully submitted to CIS and MSA
Jacqueline L. Gilbert & Ellen Deitsch Stern
MSA Representative & CIS Representative
READ THE FULL REPORT