“There’s something special about what goes on here.” That’s how Dr. Flanders, the co-chair of the accreditation team, summarized his experience at Montrose. This experience started months ago, when the team heard about Montrose School and their petition for accreditation through New England Association of Schools and Colleges (NEASC). The team was comprised of seven educators across the country, as close as Westwood and as far as Minnesota, with Mr. Lynch of Boston’s Newman School as the head chairman. In an interview with Dr. Flanders, Looking Glass editors got the inside scoop on the accreditation process and the team’s impression of Montrose students.
Dr. Flanders has been the co-chair on two teams including this one. However most of his work with accreditation processes has been guiding his own school in Minnesota through the rather extensive process.
The accreditation begins, however, not with the team, but with NEASC. Montrose must submit a petition for accreditation to NEASC and complete the extensive self-study. The teachers are very familiar with this step of the process as they spent countless hours writing earlier this year (see- teachers have to write essays too!). After a year of intensive study of every aspect of Montrose, the School created a lengthy report completed by the winter of this year. Once NEASC approved the self-study, the accreditation team came into the picture. They spent April 4-7 at Montrose, observing Montrose over two days and writing a report of their findings.
When accrediting a school, Flanders explained that there are 15 standards each team sets out to assess. These include governance, student life, faculty, the broad program, resources, health and safety, and most importantly, mission. Against common belief, their objective was not to evaluate students or teachers, but rather to assess whether there is a “coherence between the mission and a school’s programs” and if that school is “effective in achieving their own mission.” Essentially, they wanted to see how student and faculty act as women of faith, character, and vision on the sports field, in the chapel, and in the classroom. While they did not put on kilts, they did join in on activities such as common homeroom and daily Mass. Dr. Flanders reflected, “I want to go to common homeroom every week…[it] was amazing, the whole spirit of the place truly comes together.” They were also duly impressed by our spontaneous harmonies of classic church hymns.
At the end of the team’s visit, Dr. Flanders and Mr. Lynch gave a presentation to Dr. Bohlin, Mrs. Ginnetty, Mrs. Whitlock, Mrs. Zatkowski, and Mrs. Schiller. In the presentation, the two team members could not disclose the conclusion of their visit (i.e. whether Montrose would receive the NEASC accreditation stamp). In fact, the committee doesn’t actually have the final word in the decision. They send their findings and conclusion in a report to the NEASC Commission who decides the result.
Before leaving Montrose, the visiting team shared their general impression of the school and the students to members of the Montrose administration and teachers. One member enjoyed the contrast between the “[reverence] of mass and the fun of Common Home Room.” The entire group enjoyed the “genuineness of the community.” Dr. Flanders added, “ I [have heard] Dr. Bohlin is pretty darn good at musical chairs. I [would like to] give her a run for her money.”
What does accreditation mean for Montrose in the future? Well, if Montrose is accredited, the Montrose faculty must be open to being called to be part of other accreditation teams. Also, Montrose would have to complete a less extensive accreditation process in five years and another full process ten years later. So, although some think accreditation is over, it may have just begun!