Cognia Performance Standards

                                      Effective July 1, 2022




Performance
Standards
K–12 and Postsecondary Institutions
Introduction:
What makes a good school?

The quality of a school goes beyond its name, location, or reputation.             DEMONSTRATION OF EQUITY: These standards emphasize
An education institution succeeds when it supports every learner every             the expectation of equity for every learner across all aspects of
day, offering opportunities for every learner to reach further.                    the institution. Equity is expressed in the institution culture and
                                                                                   in a curriculum that values the diversity of individuals, families,
One hallmark of a good school is that it continually strives for                   cultures, and more.
improvement. Like the member institutions we serve, Cognia™ works
to innovate and improve. In spring 2021, we completed a research and               LEARNER WELL-BEING: Learning depends on more than
development cycle that takes place every five years, examining and                 skilled instruction. Institutions must address multiple aspects of
updating the Cognia Performance Standards to acknowledge changes                   learners’ circumstances and environment, so that every learner
and set expectations for quality education institutions in a new era.              can grow.
Based on current research in education, input from practitioners, and
multiple expert reviews, this cyclical development process assures that       Quality characteristics
the standards at the foundation of our improvement and accreditation
strategies continue to be viable, feasible, and relevant to educators in      Four key characteristics are evident when institutions
today’s world.                                                                effectively adopt the Cognia Performance Standards and
                                                                              engage in Cognia’s peer review process for accreditation and
One set of standards                                                          continuous improvement.
                                                                                   CULTURE OF LEARNING: the institution’s focus on the
If you’re familiar with the previous Cognia standards for different                challenges, joys, and opportunities for learning, and the coherence
institution types, you’ll notice a significant change: One set of standards        with its mission and vision
now applies to all K–12 and postsecondary institution types, including
                                                                                   LEADERSHIP FOR LEARNING: the responsibility of an
systems of institutions.
                                                                                   institution’s leaders to influence and impact all aspects of the
All education institutions share a fundamental common goal: to                     institution in positive ways
inspire and equip learners so that they succeed to their highest                   ENGAGEMENT OF LEARNING: the inclusion of all learners
potential. The new, research-based standards acknowledge that                      in the learning process, and their development of confidence and
commonality. They are appropriate for all institutions, placing emphasis           love of learning
on quality and effective practices that benefit all learners in any K–12
                                                                                   GROWTH IN LEARNING: the growth of learners in the
or postsecondary non-degree granting setting. The details relevant
                                                                                   programs and curricula provided by the institution and their
to different types of institutions will be addressed in Assurances
                                                                                   readiness to successfully transition to next levels of learning
and in other Cognia Accreditation resources that will be available to
members. (Early Learning and Extended Learning institutions continue          These characteristics serve as our model for identifying and discussing
to have dedicated standards.)                                                 school and system quality. Additional information will be available to
                                                                              members to show how the standards align with these characteristics.
Important concepts
Every iteration of Cognia’s Performance Standards builds on the prior
                                                                              Framework for improvement
version to support ongoing improvement. Many of the themes of the             Our new standards and the key characteristics are the foundation
previous standards are reflected in the new standards. The 2022               for Cognia’s approach to continuous improvement—not just to
standards include several significant concepts to guide institutions          accreditation. These are the elements that should guide every
forward, including:                                                           educational institution to ensure high-quality teaching and learning and
     LEARNER-CENTERED: Cognia’s new standards focus on the                   overall organizational effectiveness.
     learner, describing the impact on the learning journey of processes
     and practices, which reflect the performance of the institution.         The new Cognia Performance Standards, which will be in effect on July
     Further, the standards emphasize student voice and agency.               1, 2022, define the practices of a good education institution and provide
                                                                              the criteria for improvement efforts that will energetically and visibly
                                                                              grow learners, teachers, leaders, and organizations.


       Performance Standards                                                           Introduction: What makes a good school?                           i
Key Characteristic 1:
Culture of Learning
What it means                                                                Keys to A Culture of Learning
A good institution nurtures and sustains a healthy culture for learning.     A healthy culture is evident where:
In a healthy culture, learners, parents, and educators feel connected to
the purpose and work of the institution as well as behave in alignment       •    Stakeholders are actively engaged and supportive of the
with the stated values and norms. The institution also demonstrates               institution’s mission
evidence that reflects the mission, beliefs, and expectations of the         •    Learners’ academic and non-academic needs and interests are
institution (e.g., student work; physical appearance of the institution;          the focal point
participation in institution activities; parents attendance at institution
functions).                                                                  •    Stakeholders are included and supported



STA N DA R D 1
Leaders cultivate and sustain a culture that demonstrates respect, fairness, equity, and inclusion, and is free from bias.

STA N DA R D 2
Learners’ well-being is at the heart of the institution’s guiding principles such as mission, purpose, and beliefs.

STA N DA R D 3
Leaders actively engage stakeholders to support the institution’s priorities and guiding principles that promote
learners’ academic growth and well-being.

STA N DA R D 4
Learners benefit from a formal structure that fosters positive relationships with peers and adults.

STA N DA R D 5
Professional staff members embrace effective collegiality and collaboration in support of learners.

STA N DA R D 6
Professional staff members receive the support they need to strengthen their professional practice.




       Performance Standards                                                          Key Characteristic 1: Culture of Learning                 1
Key Characteristic 2:
Leadership for Learning
What it means                                                              Keys to Leadership for Learning
The ability of a leader to provide leadership for learning is a key        Leadership for learning is demonstrated when school leaders:
attribute of a good institution. Leaders who engage in their own
learning while tangibly supporting the learning process for learners and   •   Communicate expectations for learning
teachers have a significant positive impact on the success of others.      •   Influence and impact the culture in positive ways
Leaders must also communicate the learning expectations for all
learners and teachers, continuously, with consistency and purpose. The     •   Model and engage in learning while supporting others to do so
expectations are embedded in the culture of the institution, reflected
by learners’, teachers’, and leaders’ behaviors and attitudes toward
learning.


STA N DA R D 7
Leaders guide professional staff members in the continuous improvement process focused on learners’ experiences
and needs.

STA N DA R D 8
The governing authority demonstrates a commitment to learners by collaborating with leaders to uphold the
institution’s priorities and to drive continuous improvement.

STA N DA R D 9
Leaders cultivate effective individual and collective leadership among stakeholders.

STA N DA R D 1 0
Leaders demonstrate expertise in recruiting, supervising, and evaluating professional staff members to optimize
learning.

STA N DA R D 1 1
Leaders create and maintain institutional structures and processes that support learners and staff members in both
stable and changing environments.

STA N DA R D 1 2
Professional staff members implement curriculum and instruction that are aligned for relevancy, inclusion, and
effectiveness.

STA N DA R D 1 3
Qualified personnel instruct and assist learners and each other in support of the institution’s mission, purpose, and
beliefs.

STA N DA R D 1 4
Curriculum and instruction are augmented by reliable information resources and materials that advance learning and
support learners’ personal interests.

STA N DA R D 1 5
Learners’ needs drive the equitable allocation and management of human, material, digital, and fiscal resources.


       Performance Standards                                                   Key Characteristic 2: Leadership for Learning                   2
Key Characteristic 3:
Engagement of Learning
What it means                                                             Keys to Engagement of Learning
A good institution ensures that learners are engaged in the learning      Engagement is demonstrated when all learners:
environment. Learners who are engaged in the learning environment
participate with confidence and display agency over their own learning.   •   Are included in the learning process
A good institution adopts policies and engages in practices that          •   Participate with confidence 
 
support all learners being included in the learning process.
                                                                          •   Have agency over their learning 
 


STA N DA R D 1 6
Learners experience curriculum and instruction that emphasize the value of diverse cultures, backgrounds, and
abilities.

STA N DA R D 1 7
Learners have equitable opportunities to realize their learning potential.

STA N DA R D 1 8
Learners are immersed in an environment that fosters lifelong skills including creativity, curiosity, risk taking,
collaboration, and design thinking.

STA N DA R D 1 9
Learners are immersed in an environment that promotes and respects student voice and responsibility for their
learning.

STA N DA R D 2 0
Learners engage in experiences that promote and develop their self-confidence and love of learning.

STA N DA R D 2 1
Instruction is characterized by high expectations and learner-centered practices.

STA N DA R D 2 2
Instruction is monitored and adjusted to advance and deepen individual learners’ knowledge and understanding of the
curriculum.

STA N DA R D 2 3
Professional staff members integrate digital resources that deepen and advance learners’ engagement with instruction
and stimulate their curiosity.




       Performance Standards                                                  Key Characteristic 3: Engagement of Learning   3
Key Characteristic 4:
Growth in Learning
What it means                                                                  Keys to Growth in Learning
A good institution positively impacts learners throughout their                Growth is evident when
journey of learning. A positive impact on the learner is reflected in
readiness to engage in and preparedness for the next transition in             •   Learners possess non-academic skills that ensure readiness to
their learning. Growth in learning is also reflected in learners’ ability to       learn
meet expectations in knowledge and skill acquisition.                          •   Learners’ academic achievement reflects preparedness to learn
                                                                               •   Learners attain knowledge and skills necessary to achieve goals
                                                                                   for learning


STA N DA R D 24
Leaders use data and input from a variety of sources to make decisions for learners’ and staff members’ growth and
well-being.

STA N DA R D 2 5
Leaders promote action research by professional staff members to improve their practice and advance learning.

STA N DA R D 2 6
Leaders regularly evaluate instructional programs and organizational conditions to improve instruction and advance
learning.

STA N DA R D 2 7
Learners’ diverse academic and non-academic needs are identified and effectively addressed through appropriate
interventions.

STA N DA R D 2 8
With support, learners pursue individual goals including the acquisition of academic and non-academic skills
important for their educational futures and careers.

STA N DA R D 2 9
Understanding learners’ needs and interests drives the design, delivery, application, and evaluation of professional
learning.

STA N DA R D 3 0
Learners’ progress is measured through a balanced system that includes assessment both for learning and of learning.




        Performance Standards                                                           Key Characteristic 4: Growth in Learning                     4
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