Over the years, the reduction of accreditation topic questions has not resulted in the reduction of teacher workload. Stronger and more unequivocal wording regarding teacher workload expectations is required. Expectations for annual accreditation activities for all schools are increased. The new accreditation policy requires all schools to participate in a mini-accreditation process each school year. This will significantly increase the accreditation workload in years two to six.
Data sources are inappropriate.
The data sources required in the accreditation policy are not the data that most teachers would choose to use to reflect on their schools or to set school-wide goals for school improvement. Teachers are extremely concerned about the over-emphasis on quantitative data. Accreditation will drive how we report on individual student progress. Last spring, teachers in some districts were expected to produce and report on individual student progress using the FSA achievement categories in addition to reporting individual student progress on report cards using the formats and symbols specified by the School Act and Regulations. The BCTF has provided legal and strategic advice to individual teachers, school staffs, and local leaders regarding accreditation issues.