Tips for Writing the Visiting Team Report
Report Format
Each section should begin with the title of that section in caps and underlined. Keep each section
to one or two pages, and use paragraph form, block style. The report should be written using third
person pronouns rather than “I”, or refer to “the Visiting Team”. Avoid references to specific
individuals, even if the references are positive. Commendations, recommendations and suggestions
must be numbered.
Observations
Observations provide the background and context for all that follows in the report. Observations
should be matters of direct knowledge and analysis documented by the Team during the visit. This
section usually consists of one to two paragraphs, rarely more than half a page and should not be a
recapitulation of the Self Study.
Sample Observations: (SCHOOL PROGRAM)
The team observed throughout the classrooms and other activities that the school program is
in alignment with the mission statement of the school. The focus on the “whole child” is
evident with the collaboration and coordination of the academic, resource, and Learning
Services areas of the school, both between and within grade levels.
The curriculum guide shows how different subjects are scheduled for the school year. The
teachers enjoy the freedom to enrich the curriculum with their own ideas in order to
supplement the plan outlined in the Curriculum Guide. This was observed to be positive. No
written requirements or benchmarks appear to be available for individual grades and subjects
to guide the teachers.
The students are enthusiastic learners and are eager to share what they are learning. They
are inquisitive and show that they are allowed and encouraged to ask questions and think with
what they are learning. There is mutual support within the student body as students work
together on projects, show good sportsmanship while playing games, and work together to
resolve conflicts. The older students, as well as the very young, demonstrate academic and
social leadership. This was observed in the classrooms, on the playground and walking from
one class to another. It is clear that the faculty instill these values through example and their
ownership of the Mission Statement.
The classrooms have daily schedules written on the board, giving students a predictable day.
The daily schedule is very compact to allow for all of the things that need to be covered;
however, it did not seem to allow for transition to get from one class to the other, “shorting”
some activities, such as P.E.
The commitment to ongoing improvement and use of technology is observed through library,
science, and other resource classes.
The administration encourages teachers to lead in investigating and developing new
comprehensive curriculum planning across subject and grade level areas. This gives teachers
the flexibility to acquire equipment and training necessary, and to adjust schedules to meet
the program needs.
The parent population expressed their satisfaction and belief that their children’s’ needs are
being met. They are happy and secure in the fact that ongoing practices of the school will
continue to support their children.
Overall the team was impressed with the school program and the way it aligns with the
school’s mission and philosophy.
Commendations
Commendations recognize the school for areas of perceived real strength; avoid meaningless
platitudes
Sample Commendations:
The Visiting Team commends the school for:
1. A climate that promotes the development of self-confident, risk-taking young men and
women who respect themselves and others.
2. Creative and intrepid use of the school’s location and facilities to the advantage of the
program and the students.
3. Teaching techniques that demonstrate an understanding of and sensitivity to diverse
learning styles.
Major Recommendations & Recommendations
Recommendations ask the School to address matters related to the non-compliance of a Standard or
Indicator or to situations in which the Visiting Team believes the practice of the school is not
consistent with the Self Study. Recommendations also address issues that the Team feels could
have a detrimental effect on the school’s overall welfare and long-term health. A recommendation
or major recommendation also would address areas where the school is not in compliance or is in
partial compliance with a Standard or Indicator. A “no” vote from the team for any Standard results
in a Condition for the school.
The number of recommendations in each area should be limited to principal findings according to
the above guidelines. Since it is up to the school to determine how it will address areas of noncompliance, avoid prescriptive language. Each recommendation must reference the corresponding
Standard or Indicator. The school must report on its response to each of the recommendations
within 30-36 months in a Response Report.
Sample Recommendations: (the following recommendations are drawn from a range of
program areas)
The Visiting Team recommends that the school:
1. Access the school’s administrative structure given the projected growth of the school.
2. Develop a more defined scope and sequence of thinking, research, and writing skills
for each grade level to assure direction and accountability.
3. Review course offerings to include the diversity of issues stated in the purposes of the
department, such as non-western courses and gender issues (In this instance, the
school’s mission and philosophy statements and the department’s goals, indicated a
commitment to diversity, but the team did not observe concrete manifestations of the
commitment.)
Suggestions
Suggestions relate to less significant findings or offer ideas for the implementation of a
recommendation.
Sample Suggestions:
The Visiting Team suggests that the school:
1. Explore the creation of a Dean of Students and/or Dean of Faculty and the addition of
an administrative assistant to support the academic leadership of the school.
2. Reduce the amount of United States History taught in exchange for broadening the
non-western offerings.
3. Set, as a scheduling priority, a reduction in the number of crossover teachers, that is,
teachers who teach in both divisions of the school.
Keep in mind...
Failure to meet a Standard results in a condition for an accredited member and non-accreditation
for a Candidate Member. The condition should be described in the letter of transmittal. Partial
compliance of a major standard results in a major recommendation with the possibility of a
condition.
Failure to meet a Indicator results in at least a recommendation if not a major recommendation.
Partial compliance of an Indicator results in a recommendation with the possibility of a major
recommendation.
Additionally, the Visiting Team should write a recommendation if there is a lack of congruence
between what the school says it does and what team members observed.