NAIS Commission on Accreditation

NAIS Commission on Accreditation

The NAIS Commission on Accreditation was established by the NAIS board of trustees in 2001 in response to requests from several independent school state and regional accrediting associations; it convened for the first time in 2002. The commission’s work is intended to assure the quality of independent school accrediting programs. The board charged the commission to develop criteria for effective independent school accreditation practices, exemplary standards, and models of successful accreditation policies and procedures; to engage in research to inform accreditation practice; and to promote, through advocacy efforts, public understanding of and credibility for independent school accrediting programs.

The Commission, which is guided by operating protocols, is comprised of 19 members from NAIS independent school accrediting associations, two at-large members, and two NAIS board members. It meets twice a year, with committee work conducted as needed. There are four standing committees: Organizational Issues, Policy, and Emerging Issues.

The member associations of the commission are accountable to one another through a process patterned on the independent school accreditation model.

Model Core Standards

Introduction

Model Core Standards are those which define the culture of independent schools and relate directly to the first of the Criteria for Effective Accreditation. While they do not serve as a template, these standards reflect the core elements of our schools and their operation and should be represented in some form in a regional or state association’s accreditation instrument. Associations are expected to check that their areas are covered in their own standards and report on any discrepancies.

Mission

1. The school has a clear statement of educational mission. The stated mission and philosophy define the school’s admissions, program, planning and decision-making.

2. The mission of the school is congruent with principles of academic scholarship: permitting and encouraging freedom of inquiry, diversity of viewpoints, and independent/critical thinking.

Full Disclosure

The school makes full, accurate and truthful disclosure of its mission, policies, expectations, programs and practices.

Governance

1. The governing body consistently exercises its fiduciary responsibility.

2. The governing board of the school is a deliberative body with clearly defined roles and responsibilities that are communicated to all constituents. It provides for,

a. Continuity of mission;
b. Stability in transitions of leadership;
c. Establishing and monitoring needed school policies;
d. Comprehensive strategic and financial planning;
e. Financial oversight, accountability and stability;
f. Evaluation and support of the development of the head of school;
g. Clearly defined and regularly applied procedures to orient, educate, and evaluate the governing body;
h. A model of inclusive decision making for the school community; and
i. Adequate risk management policies.

3. The board delegates the operational and educational functions of the school to the head of school.

Program

1. The educational program stems from the school’s beliefs about teaching and learning which are regularly reviewed and which are consistent with the mission of the school.

2. All school programs (including early childhood, residential, extended care, etc.) demonstrate consideration for the appropriate intellectual, social, physical, aesthetic, emotional and ethical development of students in all aspects of school and student life.

3. The school has sufficient resources to support the program of the school and the needs of the students and professional staff.

4. Instructional materials and equipment are of sufficient quality, quantity, and variety to provide effective support to the goals and methods of the program.

5. The school has in place a procedure for follow-up on graduate success, and utilizes resulting data to assess its goals and programs.

6. Requirements and expectations for students, parents, faculty, trustees, and employees clearly reflect the values and mission of the school.

7. Procedures are in place to assess and communicate effectively individual student progress toward meeting the goals of the program.

Fiscal Responsibility

1. There is evidence of efficient and effective management of resources sufficient to advance the mission of the school.

2. There are effective policies and procedures for management of operating and capital funds in compliance with generally accepted accounting principles and practices.

Professional Staff

1. Faculty and staff are well prepared through education and training and/or experience to fulfill the responsibilities of their positions.

2. Faculty, administration and staff members are sufficient in number toaccomplish the work for which they are responsible.

3. The administration actively supports the professional development of faculty and staff through allocation of time and resources.

4. The school implements clearly defined programs for regular performance evaluation of the administration, faculty and staff.

5. Personnel practices provide ethical treatment among all faculty, administration and staff with respect to compensation, workloads, and working conditions.

Culture and Climate

In keeping with its mission, the school promotes an equitable, just, and inclusive community that inspires students to respect and value diversity.

Health & Safety

The school has a process to ensure that it demonstrates compliance with all state, local and federal regulations.

NAIS Principles of Good Practice

Overview

The NAIS Principles of Good Practice for Member Schools define high standards and ethical behavior in key areas of independent school operations — admission, equity and justice, fund raising, business management, hiring process, instruction, governance, headship, athletics, and school/family relations. The impetus for creating and publishing the principles can be found in the NAIS mission statement, which commits the association to articulating and promoting high standards of educational quality and ethical behavior for its membership. Each set of principles is drafted by an NAIS ad hoc committee of practitioners in that professional area, submitted to the NAIS Board of Directors for approval, then posted on the NAIS website. The collected NAIS Principles of Good Practice for member schools reflect the overall dedication to quality education that has always characterized independent schools.

Foreword

The NAIS Principles of Good Practice for member schools are designed to help guide schools in becoming the best education communities they can be. NAIS member schools agree to abide by the PGPs as a "condition of membership." Frequently, schools use PGPs in their orientation of new trustees, new teachers and administrators, and new parents.

NAIS posts on its website the principles, complete with all new board-approved principles, revisions, and existing principles. The hope is that this display will keep the principles fresh in the minds of independent school educators — and that schools will view them from time to time and discuss them with all members of the school community. NAIS believes that thoughtful discussion of all the principles, either as a whole or as they pertain to specific areas of school operation, facilitates the ethical and efficient operation of independent schools.

NAIS member schools can download individual Principles of Good Practice from the NAIS website (www.nais.org), under “About NAIS,” for distribution within the school community. Alternatively, schools can download the entire group of PGPs in pdf format, which is posted with the individual PGPs.

It is our sincere hope that the increased visibility of and easy access to the PGPs will help schools provide principled execution of their operations and fulfill their missions.

Patrick F. Bassett, PresidentNational Association of Independent SchoolsWashington, DC

Admission
Revised and approved by the NAIS board in 2001

Through the recruitment and selection of students, admission officers play a critical role in their school's educational vitality and culture. The following principles of good practice are intended to provide common ground for interaction between independent school admission officers and their many constituents (parents, students, colleagues, even the general public. These principles may be read in conjunction with the NAIS Principles of Good Practice for Equity and Justice, which serve as the overarching guide to all activity in schools. The director of admission and, by extension, the head of school bear the ultimate responsibility for communicating and upholding these principles of good practice to all those professional staff and volunteers (including parents, alumni/ae, tour guides, coaches, faculty members, board members) who represent the institution in admission, promotion, recruitment, and retention activities.

1. The school seeks to ensure the appropriate match between a prospective student/family and the mission of the institution.

2. The school respects and affirms the dignity and worth of each individual in the admission process.

3. The school adheres to local, state, and federal laws and regulations that require non-discriminatory practice in the administration of admission policies.

4. The school adheres to established policies and procedures for student recruitment and enrollment.

5. The school operates under a clear set of practices for gathering, disseminating, and maintaining prospective student information, and respects the need for confidentiality.

6. The school does not initiate the transfer or recruitment of students from other independent schools.

7. The school respects the needs of students and families through the application and enrollment process and is clear about the time frame for acceptance of an enrollment offer.

8. The school shares complete information with families about their financial obligations before enrollment.

9. School representatives apply the same standards of integrity whether talking about their own school or making comparisons with other institutions.

10. The school recognizes the right of currently enrolled students to consider other educational options and provides appropriate support in that process.

Athletics
Revised and approved by the NAIS board in 1997

Interscholastic athletics can play an important role in the lives of children. The school's athletic program can be an essential part of the education of students, fostering the development of character, life skills, sportsmanship, and teamwork.

1. The school's athletic program embodies the mission, philosophy, and objectives of the school.

2. The school ensures that coaches have appropriate training and knowledge of the school's mission, philosophy, and objectives.

3. The school promotes equity in all aspects of its athletic programs.

4. The school's athletic program is considered to be an integral part of the school's curriculum.

5. The school is committed to the safety and physical and emotional health of participants in the athletic program.

6. The school's athletic program values the dignity and worth of the individual in a context of common purpose and collective achievement.

7. Coaching is teaching; coaches are teachers.

8. The school ensures that coaches have an understanding of the developmental needs of the children with whom they work.

9. Coaches design and implement activities that improve the knowledge and skills of all participants.

10. Coaches have a strong collegial relationship with other educators and contribute to the school's understanding of the whole child.

11. The school educates parents about the philosophy, policies, and appropriate expectations of the athletic program.

12. The school defines and clearly communicates standards of conduct to players, spectators, coaches, and other teams.

13. The school works directly and candidly with other schools to prevent abuses in the following areas: recruitment, eligibility, transfer of student athletes, financial aid, and admission.

Board of Trustees
Revised and approved by the NAIS board in 2003

The board is the guardian of the school's mission. It is the board's responsibility to ensure that the mission is relevant and vital to the community it serves and to monitor the success of the school in fulfilling its mission.

The following principles of good practice are set forth to provide a common perspective on the responsibilities of independent school boards. The board and the head work in partnership in fulfilling these principles.

1. The board adopts a clear statement of the school's mission, vision, and strategic goals and establishes policies and plans consistent with this statement.

2. The board reviews and maintains appropriate bylaws that conform to legal requirements, including duties of loyalty, obedience and care.

3. The board assures that the school and the board operate in compliance with applicable laws and regulations, minimizing exposure to legal action. The board creates a conflict of interest policy that is reviewed with, and signed by, individual trustees annually.

4. The board accepts accountability for both the financial stability and the financial future of the institution, engaging in strategic financial planning, assuming primary responsibility for the preservation of capital assets and endowments, overseeing operating budgets, and participating actively in fundraising.

5. The board selects, supports, nurtures, evaluates, and sets appropriate compensation for the head of school.

6. The board recognizes that its primary work and focus are long-range and strategic.

7. The board undertakes formal strategic planning on a periodic basis, sets annual goals related to the plan, and conducts annual written evaluations for the school, the head of school, and the board itself.

8. The board keeps full and accurate records of its meetings, committees, and policies and communicates its decisions widely, while keeping its deliberations confidential.

9. Board composition reflects the strategic expertise, resources and perspectives (past, present, future) needed to achieve the mission and strategic objectives of the school.

10. The board works to ensure all its members are actively involved in the work of the board and its committees.

11. As leader of the school community, the board engages proactively with the head of school in cultivating and maintaining good relations with school constituents as well as the broader community and exhibits best practices relevant to equity and justice.

12. The board is committed to a program of professional development that includes annual new trustee orientation, ongoing trustee education and evaluation, and board leadership succession planning.

Business Officers
Revised and approved by the NAIS board in 2003

Although responsibilities of Business Officers are as varied as the institutions they serve, the following principles provide a common standard of leadership and good practice for individuals vested with the responsibilities of the school's financial and physical resources.

1. The Business Officer understands and promotes the mission, standards, and policies of the school, and provides leadership as these evolve and when they are evaluated.

2. The Business Officer reports to the Head of School and works strategically with the Head of School and the Board of Trustees to ensure the development and implementation of appropriate policies for the long term management of the school.

3. The Business Officer provides important assistance to the Head in administering the school and to the Board in meeting its fiduciary responsibilities through attendance at meetings, informative disclosure and other educational means.

4. The Business Officer manages the school's resources in a prudent manner, consistent with the mission, safeguarding the value of those assets for the use of future generations of students by establishing appropriate financial controls and procedures.

5. The Business Officer maintains and fosters high ethical standards, integrity, and respect for colleagues, alumni, parents, and students in the conduct of the school's business.

6. The Business Officer respects and maintains confidentiality and rights to privacy applicable to individuals and institutional records.

7. The Business Officer ensures that the human resource policies and practices are clearly articulated, consistently applied and conform to legal requirements.

8. The Business Officer fosters professional standards and development by participating in local, regional, and national associations that offer personal support and professional assistance and development.

Early Childhood Educators
Revised and approved by the NAIS board in 1994

Early childhood education emphasizes the development of the whole child, providing for each child's social, emotional, physical, and intellectual needs. Early childhood programs are developmentally appropriate, in that they are based on an understanding of general patterns of growth in the early years as well as children's individual development.

1. Early childhood educators, and all personnel who interact with young children, have appropriate training, understanding, and knowledge regarding the developmental characteristics of this age group.

2. Early childhood educators recognize that play is the work of young children.

3. Early childhood educators build on the child's natural curiosity to promote a love of learning.

4. Early childhood educators prepare the environment so that children learn through active exploration and discovery.

5. Early childhood educators recognize the importance of outdoor play and provide appropriate time and equipment.

6. Early childhood educators design programs that develop the large and small motor skills of young children.

7. Early childhood educators engage parents as partners in understanding the unique characteristics and needs of young children.

8. Early childhood educators, in observing and interpreting children's behavior, use bias-free assessment tools based on developmental norms.

9. Early childhood educators promote equity and justice by creating a community that fosters respect, understanding, and an appreciation of differences.

Elementary School Educators
Revised and approved by the NAIS board in 2001

Building on the work of early childhood educators, elementary school educators continue to nourish the child's joy of discovery and passion for learning, and provide for the child's social, emotional, physical, intellectual, and moral growth — giving special attention to the mastery of those basic skills and concepts which are the foundation of all future learning.

1. Elementary school educators, and all personnel who interact with children, have appropriate training and knowledge regarding the developmental characteristics and needs of this age group.

2. Elementary school educators create a safe and secure environment in which students grow in both autonomy and the ability to work and play together.

3. Elementary school educators design and implement programs that actively engage students in making connections, solving problems, and thinking independently.

4. Elementary school educators teach to individual learning styles and intelligences and assess learning in a variety of ways.

5. Elementary school educators support the child's emerging identity by respecting and providing for each student's voice.

6. Elementary school educators build relationships with their students in which each child feels understood, nurtured, and challenged.

7. Elementary school educators work to create a relationship with parents that facilitates the exchange of information necessary to ensure the child's progress.

8. Elementary school educators create opportunities for children to become increasingly responsible for the many communities in which they live.

9. Elementary school educators defend the dignity and worth of each member of the community and create an environment that fosters respect, understanding, and acceptance of differences.

Equity and Justice
Revised and approved by the NAIS board in 2004

Creating and sustaining an inclusive, equitable and just independent school community requires commitment, reflection, conscious and deliberate action, as well as constant vigilance based on the overarching principles of inclusivity, diversity, and multiculturalism. The following principles of good practice for equity and justice provide the foundation for such a community.

1. The school establishes the foundation for its commitment to equity and justice in its mission statement and strategic planning.

2. The school respects, affirms, and protects the dignity and worth of each member of the school community.

3. The school establishes, publishes, implements, and reviews policies that promote equity and justice in the life of the school.

4. The school supports the ongoing education of the board, parents, students, and all school personnel as part of the process of creating and sustaining an equitable and just community.

5. The school ensures an anti-bias environment by assessing school culture and addressing issues of equity and justice in pedagogy, assessment, curriculum, programs, admission, and hiring.

6. The school values each and every child, recognizing and teaching to varied learning styles, abilities, and life experiences.

7. The school uses inclusive, anti-bias language in written and oral communication.

8. The school complies with local, state, federal laws and regulations which promote diversity.

9. The School provides appropriate opportunities for leadership and participation in decision making to all members of the school community.

10. The school includes all families and guardians as partners in the process of creating and sustaining an equitable and just community.

11. The school expects from its students and all members of the community an appreciation of and responsibility for the principles of equity and justice.

Financial Aid Administration
Revised and approved by the NAIS board in 2003

Recognizing that each family bears the primary responsibility for financing a student's education costs, NAIS's "Principles of Good Practice for Financial Aid Administration" are designed to serve as guideposts in the development of professional policies and orderly procedures among schools. Through these principles, NAIS affirms its belief that the purpose of a financial aid program is to provide monetary assistance to those students who cannot afford the cost of attending an independent school. Furthermore, these principles reflect the standards of equity and fairness NAIS embraces and reassert NAIS's ongoing commitment to access and diversity.

1. The school adheres to local, state, and federal laws and regulations that require non-discriminatory practice in the administration of its financial aid policies.

2. The school operates within the context of both short- and long-range financial aid budget and policy goals.

3. The school uses objective research to measure the effectiveness of its progress towards its goals, and communicates the outcomes as appropriate.

4. The school provides outreach, education and guidance to students and families on all aspects of its financial aid process and options.

5. The school determines eligibility for admission without regard to a student's application for financial aid.

6. The school commits to providing financial aid dollars to applicants who demonstrate that their family resources are insufficient to meet all or part of the total educational costs.

7. The school continues to provide support to students as long as financial need is demonstrated.

8. The school maintains the same standards of behavior and academic performance for recipients of financial aid as it does for non-recipients.

9. The school enacts documented procedures that ensure a fair, consistent and equitable assessment of each family's ability to contribute toward educational expenses.

10. The school makes and communicates financial aid decisions in a manner that allows families to make timely, careful, and fully-informed enrollment decisions.

11. The school establishes administrative and accounting procedures that distinguish the school's need-based financial aid program from tuition assistance programs that are not based on financial need.

12. The school safeguards the confidentiality of financial aid applications, records and decisions.

13. The school supports collaboration between the financial aid office and other offices within the school.

Fund Raising

The advancement program of the school should exemplify the best qualities of the institution and reflect the highest standards of personal and professional conduct. The following principles of good practice are addressed to those involved in the school's advancement operation--trustees, school head, development and alumni/ae officers and staff, volunteers, consultants, and business officer.

1. The school establishes a well-constructed development plan to guide its fundraising activities.

2. The school is mindful and respectful of the cultural and economic diversity of constituent supporters.

3. The school accepts only gifts that support its mission, character, integrity and independence.

4. The school understands that accepting a gift is accepting the obligation to honor the donor's intent.

5. The school initiates stewardship, as well as nurtures, appreciates and sustains an ongoing healthy and effective relationship with its constituents.

6. The school clearly articulates roles and responsibilities for volunteers.

7. The school safeguards its constituents' privacy and all confidential information.

8. The school encourages donors to consult with their own professional tax advisors when making charitable gifts.

9. The school complies with all provisions of the US Tax Code that affect charitable giving.

10. The school discloses to its constituents gifts received through philanthropy.

Guidelines for Merit Awards/Tuition Remission
Revised and approved by the NAIS board in 1992

NAIS reaffirms its belief that the purpose of a financial aid program is to provide assistance to those students who would not be able to attend an independent school without such assistance. To fulfill that purpose, in determining a family's need for assistance, schools should use a uniform methodology such as that provided by the School and Student Service for Financial Aid program. In this way, schools can most equitably distribute needbased financial aid funds to children of qualifying families.

However, it is recognized that schools do use other forms of tuition reductions, such as merit awards and tuition remission, to encourage students to attend their institutions. Such reductions should not be considered financial aid.

As a means of implementing these program, NAIS believes that schools should not reduce the amount of money they allocate for financial aid. Such a step would limit access to independent schools.

To distinguish further between financial aid and tuition reduction, the following are offered as guidelines for tuition reduction programs:

Merit Awards

Financial support for merit award programs should be obtained from sources not available for need-based financial aid. Such awards should be administered and accounted for in a manner distinct from the institution's need-based financial aid program.

Recipients of merit awards may be expected to meet the standards of performance, participation, or involvement commensurate with the purpose of their awards. However, in all other areas of school life, recipients should not be held to different standards than other students.

Tuition Remission

Automatic tuition remission for children of faculty and staff should be funded, administered, and accounted for in a manner distinct from the institution's needbased financial aid program and its merit awards.

Recipients of tuition remission should not be held to different standards of behavior and academic performance than other students.

Heads
Revised and approved by the NAIS board in 2003

The primary responsibility of the head of an independent school is to carry out the school's stated mission. While there are profoundly different ways to accomplish this goal, NAIS offers the following principles as guideposts for all heads engaged in this rewarding, complex job.

1. The head works in partnership with the board of trustees to establish and refine the school's mission; articulates the mission to all constituencies — students, faculty and staff, parents, alumni/ae, and the community; and supports the mission in working with all constituencies.

2. The head oversees the shaping of the school's program and the quality of life in the school community.

3. The head establishes an effective manner of leadership and appropriately involves members of the administration and faculty in decision-making.

4. The head is responsible for attracting, retaining, developing, and evaluating qualified faculty and staff.

5. The head is accessible, within reason, and communicates effectively with all constituencies.

6. The head is responsible for financial management, maintenance of the physical plant, strategic planning, and fund raising.

7. The head ensures that every element of school life reflects the principles of equity, justice, and the dignity of each individual.

8. The head is alert to his or her role within the broader networks of schools, school leaders, and the community.

9. The head cooperates with heads of other independent schools to ensure that the principles of good practice of all school operations, especially those of admission, marketing, faculty recruitment, and fund raising, demonstrate integrity at all levels of the school.

Independent School Trustees
Revised and approved by the NAIS board in 2003

The following principles of good practice are set forth to provide a common perspective on the responsibilities of individual members of independent school boards.

1. A trustee actively supports and promotes the school's mission, vision, strategic goals and policy positions.

2. A trustee is knowledgeable about the school's mission and goals, including its commitment to equity and justice, and represents them appropriately and accurately within the community.

3. A trustee stays fully informed about current operations and issues by attending meetings regularly, coming to meetings well prepared, and participating fully in all matters.

4. The board sets policy and focuses on long range and strategic issues. An individual trustee does not become involved directly in specific management, personnel, or curricular issues.

5. The trustee takes care to separate the interests of the school from the specific needs of a particular child or constituency.

6. A trustee accepts and supports board decisions. Once a decision has been made, the board speaks as one voice.

7. A trustee keeps all board deliberations confidential.

8. A trustee guards against conflict of interest, whether personal or business related.

9. A trustee has the responsibility to support the school and its head and to demonstrate that support within the community.

10. Authority is vested in the board as a whole. A trustee who learns of an issue of importance to the school has the obligation to bring it to the head of school, or to the board chair, and must refrain from responding to the situation individually.

11. A trustee contributes to the development program of the school, including strategic planning for development, financial support, and active involvement in annual and capital giving.

12. Each trustee, not just the treasurer and finance committee, has fiduciary responsibility to the school for sound financial management.

Middle School Educators
Revised and approved by the NAIS board in 1993

Recognizing that middle school students experience a variety of significant changes, middle school educators respond to and provide for the unique developmental needs and characteristics of their students.

1. Middle school educators affirm the dignity of each individual and promote equity and justice.

2. Middle school educators and all personnel who interact with middle school students have a thorough understanding of the patterns of physical, intellectual, social, and emotional growth of their students.

3. Middle school educators actively engage parents as partners in recognizing the implications of the significant changes affecting middle school children.

4. Middle school educators work to ensure a smooth transition experience for students and parents entering and leaving the middle school years.

5. Middle school educators provide programs that support each student's need to develop a distinct self-concept and to be recognized as an individual and as a member of a group.

6. Middle school educators create an environment that fosters respect, understanding, and acceptance of differences.

7. Middle school educators help students learn to make responsible choices and understand the consequences of their actions.

8. Middle school educators create opportunities for students to develop a sense of belonging to and responsibility for the multiple communities in which they participate.

Parents Working with Schools/Schools Working with Parents
Revised and approved by the NAIS board in 2004

Parents and independent schools work together to create and sustain effective partnerships. The following principles of good practice describe the respective roles and responsibilities of both partners.

Parents Working with Schools

1. Parents recognize that effective partnerships are characterized by clearly defined responsibilities, a shared commitment to collaboration, open lines of communication, mutual respect, and a common vision of the goals to be reached.

2. In selecting an independent school, parents seek an optimal match for the needs of the student, their own expectations, and the philosophy and programs of the school.

3. Parents are familiar with and support the school's policies and procedures.

4. Parents provide a home environment that supports the development of positive learning attitudes and habits.

5. Parents involve themselves in the life of the school.

6. Parents seek and value the school's perspective on the student.

7. When concerns arise, parents seek information directly from the school, consulting with those best able to address the concerns.

8. Parents share with the school any religious, cultural, medical, or personal information that the school may need to serve the student best.

Schools Working with Parents

1. The school recognizes that effective partnerships are characterized by clearly defined responsibilities, a shared commitment to collaboration, open lines of communication, mutual respect, and a common vision of the goals to be reached.

2. The school clearly and fully presents its philosophy, program, and practices to parents during the admission process and encourages dialogue that clarifies parental expectations and aspirations for the student.

3. The school seeks and values the parents' perspective on the student.

4. Teachers and administrators are accessible to parents and model candid and open dialogue.

5. The school keeps parents well informed through systematic reports, conferences, publications, and informal conversations.

6. The school defines clearly how it involves parents when considering major decisions that affect the school community.

7. The school offers and supports a variety of parent education opportunities.

8. The school suggests effective ways for parents to support the educational process.

9. The school actively seeks the knowledge it needs to work effectively with a diverse parent body.

School Search Committees and Search Consultants
Revised and approved by the NAIS board in 2003

The following principles of good practice are designed to help search committees as they embark upon the task of selecting a school head. Each school must decide for itself whether or not it will retain a consultant to help with the search. If the school does decide to engage professional counsel, the same principles should be observed.

1. The board and search committee should devise a search process that is viewed as fair, orderly, and cost-effective by all parts of the school community.

2. The search committee should actively solicit the names of the best available candidates drawn from a broad candidate group without regard to age, race, religion, gender, or national origin unless the school has a religious mission that requires the head to have a particular religious affiliation.

3. The search committee should see pertinent materials related to any and all candidates, including applications that come from outside the consultant's regular network.

4. The search committee should recognize the sensitivity of visits by trustees to a candidate's present school. The consultant should work with the search committee and candidate to see that such visits are complete and thorough yet at no time jeopardize the relation of the candidate to his or her present school. School visits should be made only when the candidate and search committee are at a mutually serious stage.

5. The search committee should make every effort to present the school with a diverse group of candidates. All principles associated with providing equal opportunity should be observed in the process.

Regarding Consultants

1. The search consultant should make every effort to present the school with a diverse group of candidates. All principles associated with providing equal opportunity should be observed in the process.

2. In outlining procedures to the search committee, the consultant should provide a full written description of services offered, including expenses and fees. In the case of a consulting firm, the search committee should be told which person in the firm will do the search and should interview that person prior to any contracting for services.

3. The consultant should make known the names of other schools for which he or she actively is performing a search for persons to fill a similar position.

4. The consultant should limit searches during any given period to a number that will assure service of high quality to each client school.

5. The search consultant should make a reasonable effort to understand the school, its mission, its culture, and the nature of the position to be filled.

6. The school, not the individual candidate, should always be the client.

7. Both consultant and search committee should check candidates' references with great care. The consultant is responsible for presenting a candidate for consideration by the search committee and for emphasizing the committee's responsibility after that time.

8. The consultant should respect the confidentiality of each candidacy and impress upon both search committee and candidates the importance of discretion. Any candidate now a head who is seriously exploring other school headships should so inform his or her current board chair in confidence.

9. The consultant should keep the search committee fully informed about the progress of the assignment throughout the search and ensure that each candidate is informed fully and promptly about the status of his or her candidacy.

10. The consultant should refrain from inviting the head of a school placed in that position by the consultant's firm within the past five years to become a candidate for the client school.

11. No consultant or any member of the consultant's firm should be a candidate for a position in which the consultant is conducting a search.

Secondary School Educators
Revised and approved by the NAIS board in 2003

Secondary school educators are committed to helping their students move from adolescence to young adulthood.

1. Secondary school educators help students to become passionate, serious scholars capable of effective communication, sustained work, independent thought, meaningful collaboration, and original expression.

2. Secondary school educators use their training and knowledge of their disciplines to design programs appropriate to the developmental characteristics of this age.

3. Secondary school educators employ a range of teaching and assessment strategies that invite students to learn and to demonstrate their learning in a variety of ways.

4. Secondary school educators teach to the learning styles, abilities, and life experiences of their students.

5. Secondary school educators develop and sustain relationships with colleagues that benefit their students and further their own professional growth.

6. Secondary school educators develop and sustain relationships with parents that support each student's well-being and increasing autonomy.

7. Secondary school educators take responsibility for being role models.

8. Secondary school educators affirm and defend the dignity and worth of each member of the community and maintain an environment that fosters respect.

9. Secondary school educators help students take more and more responsibility for themselves and the multiple communities in which they live.

10. Secondary school educators prepare students to take advantage of subsequent opportunities for learning and to take their places as members of a democratic society and the global community.

Teachers and Supervisors of Teachers
Revised and approved by the NAIS board in 1990

Entrusted with the education of children, the independent school teacher promotes the best interests of the child within the context of the school's philosophy. Those who supervise teachers are responsible for the quality of teaching and for promoting growth in those who teach. The following principles of good practice provide guidelines for teachers and for supervisors of teachers in their joint efforts to educate children.

Teacher

1. The teacher has a thorough knowledge appropriate for his teaching assignment and stays abreast of recent developments in the field.

2. The teacher uses a variety of teaching techniques suitable to the age and needs of the students and subject matter being taught.

3. The teacher establishes positive relationships with students, which, while recognizing the differing roles of adult and child, are characterized by mutual respect and good will.

4. The teacher collaborates with colleagues and the school's leadership in the design and implementation of curriculum within the context of the school's overall program and mission.

5. The teacher initiates growth and change in her own intellectual and professional development, seeking out conferences, courses, and other opportunities to learn.

6. The teacher is self-aware and self-monitoring in identifying and solving student, curricular, and school problems. At the same time, the teacher knows the mission and policies of the school and, when questions or concerns arise, raises them with appropriate colleagues and supervisors.

7. The teacher serves his school outside the classroom in a manner established by the individual school and consistent with the responsibilities of a professional educator. For example, teachers often serve as advisers, coaches, or activity sponsors.

8. The teacher participates in the establishment and maintenance of an atmosphere of collegial support and adherence to professional standards.

9. The teacher welcomes supervision in the context of clearly defined and wellcommunicated criteria of evaluation.

10. The teacher models integrity, curiosity, responsibility, creativity, and respect for all persons as well as an appreciation for racial, cultural, and gender diversity.

Supervisor of Teachers

1. The supervisor has thorough knowledge appropriate to her supervisory assignment and stays abreast of recent developments in the field. The supervisor also exemplifies in her own work with faculty members the qualities that she hopes to develop in the faculty.

2. The supervisor develops and administers a comprehensive system of hiring,

consistent with the policies of the school, which results in the appointment of the best-qualified candidate and a well informed match between school and teacher. Throughout the hiring and supervisory processes, the supervisor values racial, cultural, and gender diversity.

3. The supervisor ensures that faculty members new to the school receive orientation and support sufficient for them to work effectively and with confidence that they are carrying out the educational mission, policies, and procedures of the school.

4. The supervisor ensures that teachers are informed of both praise and criticism of their work and that useful support and assistance are available to each teacher to improve the quality of teaching.

5. The supervisor makes available to all faculty members on an equitable basis whatever resources the school can provide for professional growth and development, both inside and outside the school.

6. The supervisor encourages and challenges teachers to initiate curricular improvement by providing the necessary time and resources and by creating structures to foster faculty collaboration on curriculum development.

7. The supervisor leads faculty members in upholding high standards of professional behavior and responds immediately when behavior occurs that is harmful to children or harmful to the school community.

8. The supervisor evaluates and works to improve teaching through classroom visits, discussions with teachers, and other methods that are fair and consistent with the practices of the individual school. Evaluation is based on clearly articulated criteria that teachers have helped define and occurs in a context of respect for the teacher's professional knowledge and decisionmaking capability. The supervisor also monitors her own work by inviting suggestions and critiques from teachers.

9. When a faculty member's future in the school is in question, the supervisor devotes sufficient attention and resources to ensure that the situation is resolved or that the faculty member's departure from the school is handled with attention to due process and the dignity of the individual.

10. The supervisor ensures that all personnel policies are clearly articulated to faculty members and makes every effort to promote the establishment of salaries and benefits commensurate with the professional responsibilities of teaching.

The Hiring Process
Revised and approved by the NAIS board in 2004

The quality of the hiring process sets the tone for a mutually satisfying relationship between the school and the candidate and communicates to the candidate the spirit and values of the community. The values that infuse these guidelines can be applied to any hiring process, whether that process involves the use of placement agencies or is fully managed by the school. NAIS encourages schools to adopt these principles and to share them with candidates.

1. The school creates a complete job description of available positions.

2. The school makes current staff aware of openings as they become available.

3. The school seeks candidates who will add to the racial, cultural, and gender diversity of the institution.

4. The hiring process includes the people who will be directly involved with the candidate in his or her new position.

5. The school discloses all information that is necessary for the candidate to make a well-informed decision.

6. The school and its representatives follow the laws that govern hiring practice.

7. The school checks references, focusing on the ability of the individual to fulfill the professional duties of the position.

8. When inviting a candidate to the school, the school explains who is to be responsible for expenses and what the visit will entail.

9. The school keeps all candidates informed about the hiring schedule and pertinent decisions.

10. When making an offer to a candidate, the school provides all relevant information, including compensation and working conditions.

11. The school affords candidates a reasonable period of time to consider an offer.

12. The school does not offer a contract to an individual already under contract at another institution for the upcoming year without first contacting the head of that institution.

The Candidate

1. The candidate discloses all information that is necessary for the school to make a well-informed decision.

2. The candidate is seriously interested in a position before accepting an invitation to visit at the school's expense.

3. The candidate responds to an offer within a reasonable period of time.

4. An individual who is under contract for the upcoming year does not apply for another position without discussing the possibility with his or her present employer.