a yearly observation visit by a Support
Team member to understand and
reflect
the school’s progress on its path to
membership, summarized in a
professionally written report.
A site visit is…
Developing School Site Visit
Objective– beforeStep-by-step
Before During After
Objective
Preparation
Tasks
Objective - before
Gain a preliminary understanding of
the school’s history and current living
structure:
history including location/s
current grades & special subjects
faculty and staffing
3-year development plan
buildings
leadership
governance
Developing School Site Visit
Preparation - before
Step-by-step
Before During After
Objective
Preparation
Tasks
Preparation – before
Request & receive from admin leader/point person: previous support team final report/s three-year development plan long-range plan, strategic plan outreach/enrollment materials development/advancement materials personnel policies parent handbook list of all employees and titles sample employee contract Board by-laws, recent minutes latest budget summary
Preparation – before
Ask administrative point person to make a schedule for your visit, including meeting with: Faculty Administrative management staff College of Teachers (pedagogical leadership) A-B-C (leaders of administration, Board, College) Board and/or Board Executive Committee Parent group 2-4 classes (for ten minutes each)
Also: 3 with administrative leader/point person 1 with College Chair 1 with Board Chair 2 openings for the unexpected 1 closing meeting with appropriate person or group
Developing School Site Visit
Tasks - before
Step-by-step
Before During After
Objective
Preparation
Tasks
Tasks - before
Read: all sent materials school website Highlight: key areas related to their development
goals questions regarding significant changes questions or unclear areas
Prepare: Select a report template ready to refer to
during the visit; use one from your LC rep or ask AWSNA office
Developing School Site Visit
Objectives - during
Step-by-step
Before During After
Objectives
Preparation
Tasks
Objectives - during
Experience the life of the school and it’s organs (groups).
Listen for the living questions from
each leadership person or group.
Refer to the school’s 3-year plan in meetings.
Inform school leadership of next steps on path to membership.
Ask questions, when appropriate.
Developing School Site Visit
Preparation - duringStep-by-step Before During After
Objective
Preparation
Tasks
Preparation - during
Always keep in your mind the end product: the final written report.
This report reflects back to the school…
1. Current statistical information2. Narrative about general wellbeing of
school3. Commendations and recommendations
…what they themselves know to be their own goals, objectives, tasks. Your observations and perceptions may help them to see themselves more clearly.
Developing School Site Visit
Tasks – during
Step-by-step
Before During After
Objective
Preparation
Tasks
Tasks – during
Upon arrival, review and adjust schedule with administrative leader/point person.
Take notes during each meeting.
Cover any questions you had highlighted.
Inspire school leadership to continue to make progress on their 3-year plan.
Developing School Site Visit
Objective – after
Step-by-step
Before During After
Objective
Preparation
Tasks
Objectives – after
Reflect (in written form) for the
school and regional delegates, the
state-of-the-school and its
progress on the path to
membership.
Developing School Site Visit
Preparation - after
Step-by-step
Before During After
Objective
Preparation
Tasks
Preparation – after
Assemble on your desk:
Your marked-up copy of the school’s 3-year development plan, other school data
Your notes from meetings with groups, individuals
Answers to questions you asked
Previous site visit report/s, if available, for this school
Information/reflections from regional delegates circle
Example/s of other exemplary regional site visit reports
Developing School Site Visit
Tasks - after
Step-by-step
Before During After
Objective
Preparation
Tasks
Developing school site visit report
Write a report that strengthens collaborative leadership, institutional effectiveness and best practices amongst the organs of the school.
Commendations first. Notice what works well. Appreciate areas in which improvements occurred. Shine a true light on the school’s being.
A developing school site visit report has three major sections:
I. the current statistical information about the school;
II. a narrative about the general wellbeing of the school;
III. a list of commendations and recommendations as to the school’s progress with its development plan.
Also included is a review of the school’s status on the AWSNA Path to Membership.
The purpose of the visit is to guide a school towards AWSNA membership; not to evaluate individuals connected with the school.
I. current statistical information
School data
Have the school administrator or other designated person/s create an information form, addressing the following:
• Name of school visited• Visiting team member/s• Date• Total enrollment, students per grade• Tuition range (see annual budget page)• Salary range (see annual budget page)• List of faculty and administration including name, position,
and levels of Waldorf training, years experience at school, and intentions for next year.
• Board member list w/ current officers• Does school rent or own its facility?• Does the school know where it will be located next year?• One-page budget summary
II. narrative about general wellbeing
Qualitative Report
Sense of wellbeingRelationship to anthroposophyEarly Childhood and GradesCollegial relationsLeadership & governanceAdministrationEnrollmentFinances & legal responsibilitiesBoard activityParent activityCommunity relations
III. commendations and recommendations
commendations• What inspired you?• What impressed you?• What adversity was overcome?• What was accomplished in their 3-year plan?
recommendations• Where in the school’s 3-year plan goals are
they needing support, effort, energy, cohesion, adjustment, funding, focus, staffing, more time, or courage?
• Which group or individual can take up that task?
recommendations
Refer to policies or practices in the AWSNA Path to Membership Guide.
Highlight challenges, not prescriptive or specific solutions.
Direct them to the responsible position or group.
These should have emerged from key school groups during your visit or through your questions in presence of the appropriate person or school group; i.e. A-B-C; College; Board; administration.
current status of school
What type of development plan is the school operating under (phase 1, phase 2)?
Where is the school in the progress of its development plan?
Another task – after
Share your report third draft with the administrative leader/point person, asking;
• Is this an accurate reflection of the school?
• Is there anything missing?
(Explain that you will make the final decisions about content of the report.)
Tasks – after
Submit a professionally written
report for the school to the
school’s administrative
leader/point person and
Leadership Council
Representative.
procedural point…
• The report is shared with all the leadership groups in the school, through the administrative leader/point person.
• The report is shared with all delegates through the Regional Leadership Council Representative.
Worth mentioning…
The final written report is an archival document that will take its place in bearing witness to the developmental progress of the school at this point in time and space.
Is there a substantive change?
A visiting support team member may review
the following list with the admin leader/point
person.
A school that experiences a substantive
change is expected to inform the regional
Leadership Council representative of the
changes, through a letter.
What is a substantive change?1) Adoption of a new, substantially changed mission statement, including a
change of the school’s stated relation to anthroposophy as the foundation and method of Waldorf education.
2) Change from independent to public sector.3) Change from non profit to for profit.4) Change of governance including a shift from associative pedagogical leadership by the faculty model to a “head of school” leadership model.5) Formation of or elimination of a college of teachers (or its equivalent) or a change in its role.6) Substantial full-time faculty or administrative staff turnover (by 25% or more).7) Resignation or turnover of 50% or more of a governing body (i.e. college,
board).8) Addition, combining or closing of a grade or section or starting or closing a
grade or section (i.e. high school).9) Relocation of the school or establishment of adjunct program on another
campus.10) Merger with another school/institute/program.11) Substantial change in enrollment (by 15% or more) overall or in any section
of the school.12) Addition or elimination of program.13)A significant change in the school’s financial condition.
a. Receipt of a transformational giftb. Significant loss of revenuec. Assumption of major debtd. Government participation in the financing of the operating budget
Developing school site visits and final reports
are similar for these school phases.
What if the school has not written its 3-year
developing school plan?
What if the school has just completed its
first 3-year plan?
What if the school is in the Second Phase
Plan?
Developing School Phases
School Phase Objectives PreparationPre- three-year plan Inspire school
leadership and groups about benefits of three-year plan.
Direct admin leader / point person to AWSNA website: Young Schools Guide; Path to Membership, Section II.
During three-year plan, years 1-2-3
Hold school leadership and groups accountable to their own path of development.
In reviewing progress in 3-year plan, ask if areas have arisen that have been accomplished or have fallen behind timetable.
Post three-year plan, working towards Second Phase Development Plan
Appreciations all around. Inspire school leadership and groups about next cycle and full membership/accreditation.
In reviewing completed 3-year plan, ask if areas have arisen that have been accomplished or remain to be accomplished.
Developing School Phases
School Phase Objectives Preparation
Pre- three-year plan Inspire school leadership and groups about benefits of three-year plan.
Direct admin point person to AWSNA website: Young Schools Guide; Path to Membership, Section II.
During three-year plan, years 1-2-3
Hold school leadership and groups accountable to their own path of development.
In reviewing progress in 3-year plan, ask if areas have arisen that have been accomplished or have fallen behind timetable.
Post three-year plan, working towards Second Phase Development Plan
Appreciations all around. Inspire school leadership and groups about next cycle and full membership/accreditation.
In reviewing completed 3-year plan, ask if areas have arisen that have been accomplished or remain to be accomplished.
Developing School Phases
School Phase Objectives PreparationPre- three-year plan Inspire school
leadership and groups about benefits of three-year plan.
Direct admin point person to AWSNA website: Young Schools Guide; Path to Membership, Section II.
During three-year plan, years 1-2-3
Hold school leadership and groups accountable to their own path of development.
In reviewing progress in 3-year plan, ask if areas have arisen that have been accomplished or have fallen behind timetable.
Post three-year plan, working towards Second Phase Development Plan
Appreciations all around. Inspire school leadership and groups about next cycle and full membership/accreditation.
In reviewing completed 3-year plan, ask if areas have arisen that have been accomplished or remain to be accomplished.
”The apostle* must be polite, serene,
enthusiastic and happy, transmitting joy
wherever he or she goes.”~ Pope Francis
* Support Team member