Orientation for Adventist Accreditation Association Visit
For presentation to the Secondary School faculty and board just before the accreditation visit
For SSD
World Wide Educational System
The Seventh-day Adventist operate a world wide system of education with more than 100 colleges and universities,
hundreds of secondary schools and thousands of primary schools throughout the world in 145 countries. The school
system has a total of more than 1.2 million students. The world headquarters for the education work is located in Silver
Spring, Maryland, USA.
Common Philosophy
These schools are all tied together with a common educational philosophy and purpose. They have a commitment to
quality education that prepares the student not only for success in their academic and career paths but also in a preparation
for the broader challenges of life such as social, health and moral integrity. These schools are all owned and operated by
the Seventh-day Adventist Church.
Purpose of AAA
The Adventist Accrediting Association was established by the church to provide professional assessment and recognition
to the schools. It works to ensure that Adventist schools continue to strive toward the highest goals of academic and
moral excellence, consistent with the ideals of the church.
Schools having accreditation from the Adventist Accrediting Association enjoy a recognition by other institutions with the
same accreditation. Students transferring from one institution to another find the acceptance of their programs and
credits much easier. Many institutions, upon learning about the standards and process of the Adventist Accrediting
Association accept the programs and credits from these institutions much more readily. Accredited schools are listed in
the education directory of the Adventist Yearbook as AAA accredited.
Similar to Other Associations
The Adventist Accrediting Association operates much like other accrediting associations. It has standards, accrediting
instruments, and a system of school evaluations. Schools are evaluated by a team of professionals that represent not only
local educators but often include members from regional and international educational institutions.
Association Works with Church Leaders
The Accrediting Association works closely with the church leaders that have been selected to direct and operate the
church educational institutions at the mission, union, division and world levels providing international advise and
recognition. The Accrediting Association will assess whether the institution is operating according to the education
policies of the church.
Seek Other Accreditation
The church encourages the institutions to also seek accreditation from other local and international accreditation and
educational licensing bodies where it will be helpful and consistent with the mission of the institution. Approval for this
process should follow policy guidelines.
All To Be Accredited
It is the intent of the Seventh-day Adventist church that all secondary and tertiary academic institutions operated by
the church be accredited by the Adventist Accrediting Association. While some institutions may not yet meet
accreditation standards, their greatest efforts will be aimed in that direction.
Fees for Accreditation
Unlike most accrediting associations there are no large fees for accreditation. Most of the administrative expenses for
the organizations are funded through the church s education department budgets. Expenses for the accreditation school
visits are not charged to the institution as you would expect, but are paid by the team participant s institutions on a
reciprocal basis. That means when the evaluation team comes to your school there are no transportation charges but if
and when someone from your institution is call on to participate in an evaluation for another school, your institution
would be expected to pay for the travel expenses. The school being accredited should plan on entertaining the evaluation
team with appropriate housing and meals.
Southern Asia Pacific Division, 2003, edu@ssd.org
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Related Boards
In addition to the Adventist Accrediting Association there are other bodies that direct the educational program of the
church. The Board of Higher Education is a world body of the church made up of not only educators, but of church
clergy. This body approves the applications for new programs and institutions of higher education with the task of
deciding if they are in the best interest of the church and its mission. It explores not only what is best for that institution
and local need but how these programs and institutions fit into the whole educational system of the church. Another
body is the Board of Theological Education which addresses the ministerial training programs and faculty in the
Adventist educational system. The committee on health professional education of the IBE gives direction to healthcare
educational programs.
Elementary Level Accreditation
In 2002 an new provision was approved for Adventist Accreditation on the elementary level. With the Association s
approval of regional standards and evaluation instruments, the church s regional division were authorized to offer
elementary accreditation certificates to qualifying institutions. The process for accreditation are similar to those of the
secondary and tertiary.
Internal Evaluation Programs
Institutions are encouraged to established their own systems of evaluation and improvements. Such things as teacher
and administrator evaluation programs that include student, peer and supervisor assessments, syllabi reviews, and student
performance monitoring on national or international norms.
The Evaluation Process
School administrators, at schools which are already accredited, should carefully monitor the expiration of their
accreditation as marked on their certificates. Working with the union education director, they should request the SSD for
an accreditation team visit to their campus before their term expires. Union and Mission education leaders should
carefully monitor the institution=s expiration dates in their territory and help schedule these visits to maintain their
accreditation. Union Directors will arrange the teams for secondary school visits and recommend them to the Division.
Mission superintendents will arrange the teams for their territory and recommend them to the union.
Preparation for an evaluation team visit should begin at least a year before the actual visit. First, the school
administration should obtain the latest self-study evaluation instrument and the guide that accompanies it from the
mission or union education office. Following the instructions in the guide, a steering committee should be formed to
direct and monitor the self-study. The self-evaluation should include input from not only the administration, faculty, staff
and students but also from the board, parents and alumni. The goal is for the institution to identify their strengths and
weaknesses and to begin to explore ways to improve.
Goal of Self-study
The goal of the self-study is for the school to identify their strengths and weaknesses in an effort to improve their
institution. This should always be kept clearly in mind. The school should be careful to avoid simply preparing a report to
gain accreditation for the school. The process of self evaluation is almost more important than the actual report produced.
If the school fails to learn from the process and responds with plans and actions to better the school, the main purpose for
the self-study has been defeated.
Criteria and Standards
The self-study instrument is arranged according selected areas standards or criteria. These standards include the whole
spectrum of the education experience at the school from philosophy to alumni relations. They including academics,
finance, student services and physical facilities to name a few.
Importance of Self-Study
The self-study process is as important as the evaluation team's visit and should be carefully undertaken. The findings
should be thoroughly discussed by the faculty, administration and board and appropriate responses made.
Self-study Reviewed, Voted and Sent
After the self-study has been prepared, reviewed and discussed by the faculty, administration and board, it should be
sent to the members of the visiting team for their study before their arrival on campus. They should receive it 2 to 4 weeks
before the visit.
Southern Asia Pacific Division, 2003, edu@ssd.org
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School Request for AAA Accreditation Visit
When the self-study is complete and voted, the school should requests the Accrediting Association to send an evaluation
team to visit the school. This request should go through the union education department to the Division. The visit should
be scheduled during the regular school session so the team will be able to observe the classes and school activities.
View Point of Team and School Personnel
The attitude of the team will be that of professional consultants, eager to assist the school in their mission to be most
successful. The attitude of the school personnel should be that of professional educators, eager to learn how their
institution can be improved through the accreditation process. There should be an attitude of openness in sharing the
strengths and weaknesses in an effort to reveal to the team the true picture of the school in order to better help.
Introductions and Faculty Orientation
Soon after arriving on campus the team members should be welcomed and introduced to the faculty and staff. After a
short orientation time with the team, the administration will assist the team in scheduling visits and interviews with the
students, faculty, administration and other school related groups. A campus tour may be scheduled to acquaint team
members with the campus and programs.
Limit Obligations
While it may be an honor to have certain respected educators on the campus, the purpose of the visit must not be
compromised by speaking appointments or other activities unless they in no way will conflict with the evaluation.
Housing and Working Facilities and Meals Needed
Housing and meals should be arranged for the evaluation team along with a secure meetings area that has working
tables and electrical outlets for laptop computers and printers. Meals should be provided for team members.
Files, Documents and Exhibits
Documents will be needed for the evaluation including such things as the financial statement, constitution, board and
committee minutes, samples of faculty lesson plans and course outlines, faculty evaluation documents as requested by the
team. These should be made available when the team arrives on campus. The team will not usually require duplicate
copies of all the documents requested. The team may want to review files to see how student records are handled or how
faculty or academic files are maintained.
Team Activities
The activities of the team will include group and individual visits with students, faculty and staff and administrators and
may includes visits with board members, alumni, parents and other parties interested in the school. School administrators
should assist in arranging these interviews. The team will tour the campus and observe the facilities and school programs
in action.
Classroom Visits
Teachers should understand that the team members will want to observe their classes and they normally are conducted.
This should not be a time for special events such as sports day, field trips or alumni gatherings that might disrupt
the normal class functions.
Teachers should have their course outlines listing their schedules for what will be taught throughout the year, along with
their lesson plans for the day. These should be available for the team members upon entering their classrooms.
Interviews
While the accreditation team may not choose to interview every member of the administration, faculty and staff or visit
every department or classroom, the personnel should be available should the team wish to speak with them.
Administrators and teachers should especially be present during the evaluation visit.
Evaluations other than AAA
The education departments of the union or conference/mission may have their own evaluation programs. The evaluation
done by the accreditation team during their short visit on campus should not be seen as a substitute for these important
evaluation programs. The school should not rely on the accreditation team for its only means of evaluation. Other
internal and external evaluation efforts should be established to assist the school in being all that it should be.
Southern Asia Pacific Division, 2003, edu@ssd.org
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Team to Prepare Report
The visiting team will prepare a report of commendations and recommendations taken from their review of the school s
self-study and school documents, campus interviews and observations. This report will be taken very seriously by the
board and school personnel with the goal to have each recommendation fulfilled before the next visit.
Oral Exit Report
Usually a summary report of the evaluation team will be given to the board, administration and faculty at the close
of the visit. Where ever possible, a draft copy of the report will be left with the school for duplication and distribution to
the board and faculty members following the visit. This exit meeting of the accreditation team is a time for the team to
share their findings and recommendations to the board and the school. It may not be necessary to read the entire report
since a written draft copy will be left with the school administration, but the team may explain or emphasize some of the
key findings and recommendations.
Usually, following the presentation of the oral exit report the head of the institution and or the board says a few words in
response. Since the report that is left at the school is a draft copy, if the school finds there are some factual errors or
corrections that need to be made, these can be given to the chairman or secretary so that the final copy is accurate.
Term of Accreditation
For those institutions who have achieved at least minimum standards, a term of accreditation will be granted. A term of
two year candidacy will be given to school who, for the first time have met the accreditation standards. The schools given
the candidacy status will enjoy all the recognition and benefits of fully accredited schools. A term of 1-5 years will be
given to school who will have their accreditation renewed. The length of the accreditation is an indicator of the school=s
strength in meeting accreditation standards and fulfilling church educational policy. Stronger schools will demonstrate
their self-monitoring and self-correcting efforts toward educational excellence.
Report is Recommendation to Commission
The evaluation team will pass its report to the Southern Asia-Pacific Division Commission on Accreditation. This body is
made up of educators representing Adventist institutions on the tertiary and secondary levels as well as church clergy and
educational leaders. The GC AAA has delegated the authority to direct the programs of accreditation for the secondary and
elementary schools to this commission. It is scheduled to meet twice a year at the Mid-year and Annual council time. The
visiting team reports of all the schools evaluated since the previous meeting are considered and minutes of that meetings
actions are passed on the General Conference AAA.
AAA Issues Certificate
The General Conference Adventist Accrediting Association considers the recommendations of the Commission on
Accreditation for the SSD along with those from other divisions and if and when they are voted grants the accreditation
and issues the certificate for the specified term and accredited programs. Most schools proudly frame their
accreditation certificate and hang it is an appropriate place.
School Responds to Recommendations
After the accreditation team has left the campus the evaluation process does not stop. The board and administration
should organize a systematic plan to address each of the recommendations given in the report. Committees may be
formed to deal with specific items that fall into their area of responsibility or talent. Action plans should be made and
regular meetings checking of the progress of these plans will be held. Some recommendations may be easily met while
others may require the involvement of the union, board, mission, alumni, parents or donors in order to fulfill.
See Also: policy sections 9060, 9510, 9520, 9530,
Stephen Guptill, December 11, 2003
Director of Education, Southern Asia-Pacific Division
Chairman, Commission on Accreditation, Southern Asia-Pacific Division
Southern Asia Pacific Division, 2003, edu@ssd.org
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