شبكة المعلومات العربية التربوية

This paper aims at examining the readiness report of a K-12 school that is undergoing an accreditation process supervised by AdvancEd. The school's principal, along with its heads of departments (HoDs), has devised a readiness report that reveals the readiness of the school in terms of 3 main capacities; leadership, learning and resources. However, teachers were excluded from expressing their viewpoints concerning the three capacities, and eventually did not share in getting by any part of the proclaimed report. The paper displays the dilemma of undergoing an accreditation process without even involving the teachers adequately as real partners in the whole process. Also, it demonstrates a feasible contrast the teachers' perspectives versus the principal-HoD's in terms of a SWOT analysis that indicate the strengths, weaknesses, opportunities, and threats the school has encountered. Results show discrepancies in both sides' viewpoints. Recommendations would reveal the importance of authentic engagement of the teachers in any accreditation process. (Published abstract)