Accreditation

In 2010 the Consortium announced CCLE Accreditation for Lutheran Schools.

Accreditation for Lutheran Schools is being offered after several years of study and consultation by the CCLE Board of Directors.

In 2006, the Board of Directors adopted “The Marks of a Classical and Lutheran School.”  The Marks have been carefully crafted into a visionary document that seeks to identify what a classical and Lutheran school looks like in the contemporary setting.

The Marks are foundational to CCLE Accreditation for Lutheran Schools. The Accreditation process guides the school that seeks to be the best of what it means to be classical and Lutheran.
The Consortium is pleased to have Dr. Jackquelyn Haws Veith administer CCLE Accreditation for Lutheran Schools. Dr. Jackquelyn Haws Veith was an integral part of establishing CCLE Accreditation for Lutheran Schools and is to be commended for her leadership in this endeavor. Her school administration talent, work with accreditation at the classical Christian collegiate level as well as her passion for classical and Lutheran schools qualify her for this position.
Lutheran schools wishing to begin the accreditation process for a given school year must submit a letter of intent with an origination fee  AND send school representatives to the summer CCLE Conference. Applicants will be received on a first come first served basis. A limited number of schools may be authorized to begin the accreditation process in a given school year.

Schools Awarded CCLE Accreditation:

  • Martin Luther Grammar School, Sheridan, WY  (2011)
  • Mount Hope Lutheran School, Casper, WY (2012)
  • Trinity Lutheran School, Cheyenne, WY (2012)
  • Trinity Lutheran School, Riverton, WY (2012)
  • Mount Olive Lutheran – A Classical Academy, Billings, MT (2014)
  • Wittenberg Academy (online), Chatfield, MN (2014)
  • Faith Lutheran School, Plano, TX (2015)
  • Memorial Lutheran School, Houston, TX (2015)
  • Messiah Lutheran Classical Academy, Keller, TX (2015)
  • Our Savior Lutheran School, Houston, TX (2015)
  • Immanuel Lutheran School, Roswell, NM (2016)
  • Grace Lutheran School, Brenham, TX (2017)

For more information about CCLE Accreditation please review Accreditation Information and Timeline approved revision 05312014

For additional information about CCLE Accreditation for Lutheran Schools, please contact:

Dr. Jackquelyn Veith
526 Madison Avenue
Blackwell, OK 74631

Executive.Director@ccle.org

CCLE MISSION
The Consortium for Classical Lutheran Education advances and promotes classical education within the context of confessional Lutheranism among teachers, administrators, pastors, and home educators by providing standards, conferences, professional development, resource materials, and consulting service.

 

 


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CCLE Accreditation for Alternative Delivery of Educational Programs

Accountability in education is most commonly demonstrated by accreditation, a process of self-examination and review and analysis of achievements, followed by identification of improvement needs.  No matter how curricular content and instructional practices are delivered, whether at a brick-and-mortar school building, a homeschool cooperative or cottage school, a hybrid day and home school, or an online school, the process of accreditation requires participation by all constituent groups in a self-study with external reviewers verifying the quality of self-knowledge.

CCLE accreditation examines the extent to which an educational entity meets the Marks of a Classical Lutheran School, a document identifying essential areas of Lutheran theology, classical curricula and methodology, and on-going institutional resilience and strength.  Descriptive benchmarks (BenchMarks for Excellence) reflect if each Mark is exceeded, met, or not met (utilizing 3-2-1 scores).  Thus, the benchmarks lead the process of self-assessment toward the goal of evaluating the accomplishment of the entity’s mission, the praxis of accreditation.

Essential components of the benchmarks include curricular content (what is taught) and instructional practices (how it is taught).  CCLE recognizes that the delivery of curricular content and instructional practices may occur in physical locations (schools or homes) or through technology (virtual or online programs).   Schedules of delivery range from five days per week to once a week.  As a result of technology, it is now possible for teachers and students to connect online in electronic classrooms.  Once a concept in science fiction, online education as a means of delivery allows for either a synchronous or asynchronous teacher-student relationship without physical presence.

The accreditation process applies to all educational program delivery means; curricular content and instructional practices cover the same concerns.  Faculty and staff must be qualified.  Programs still must meet their missions.  However, electronic programs may not have a physical location that must be inspected.  Physical schools or home schools may not have a learning management system, or be dependent upon hardware and software.  All schools—church schools, cottage schools, hybrid schools or online schools—must demonstrate through the self-study process that they are effectively functioning in their delivery method to earn CCLE accreditation.

3 February 2016