Most K-12 and post-secondary schools seek regional accreditation. The process for accreditation is a powerful stimulus for schools to re-examine or define their goals and objectives. It is an opportunity to look introspectively at the instructional program of the school and to write descriptions that emphasize both accomplishments and the need for change. Furthermore, this process publicly recognizes a school’s planning and achievement, which makes them more desirable and marketable.
The Western Association of Schools and Colleges (WASC) serves as the accrediting commission for K-12 schools and not-for-profit, non-degree granting postsecondary institutions. Its commission is composed of 32 representatives from education. WASC insures “that an institution has clearly defined objectives appropriate to education; has established conditions under which their achievement can reasonably be expected; appears in fact to be accomplishing them substantially; is so organized, staffed, and supported that it can be expected to continue to do so; and demonstrates that it meets WASC’s criteria and accreditation standards.”
How can WASC help support school libraries? The WASC process is an opportunity to showcase the library program. It is an opportunity for participation and leadership in the self-study and action plan. WASC also provides an opportunity for teacher librarians to participate beyond the school self-study by visiting and reviewing comparable schools, and gaining a greater voice in WASC itself.
To support school libraries in this process, the CSLA Committee on Standards Integration updated the organization’s Focus on Learning WASC/CDE Process Guide for School Library Programs. This 2020 version includes the newest state and national relevant standards. The guide helps school librarians and the rest of the school community to interpret, assess and develop the library program.
The guide follows the WASC Focus on Learning Manual. It explains self-study groups and the five WASC categories by which the school program is examined, providing indicators of high-quality school library programs. The guide also suggests types of questions to ask and evidence to demonstrate school library quality and impact. A rubric of is also included as a way to assess the library’s staffing, services and resources in light of the state-approved model school library program standards.
The guide can be used in several ways:
Make copies of Focus on Learning available in the library – and the principal’s office.
Read the entire document carefully.
Highlight items that are impacted by, or have potential impact for, the library program.
Highlight phrases and items relevant to the library program (e.g., resources, technology, critical thinking, problem solving, lifelong learning, etc.). Each highlighted item should be addressed in the self-study.
Incorporate sample indicator statements and examples of supporting evidence.
Include statements about the library program and facility throughout the report.
Include a separate “Status of the Library” report using the Model School Library Standards as an evaluation rubric.
Refer to California’s Education Code, state and national school library standards, and district guidelines to justify the school library’s role in contributing to the school’s accreditation.
As a key member of the school’s self-study team, teacher librarians are highly encouraged to: join the Leadership Team of chairs and other representatives, join at least one of five focus home groups, and Use the CSLA Focus on Learning guide to point out the role of the library program within each focus.
To further support the use of the CSLA Focus on Learning guide, the Committee on Standards Integration has created a PowerPoint (What’s with WASC? YOU!) to train school librarians and another PowerPoint (Who’s with WASC and TLs?) to train the school community and WASC teams.
Teacher librarians have the power to impact student success – and the school community at large. The CSLA Focus on Learning guide helps to make that point essential.
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