You are not alone in sharing a common goal of every institution. Every institution wants its students to reach their highest potential for the success of every student in order to prepare them for the 21st Century. In order to make this happen, the institution realizes that a continuous improvement process is essential. To legitimately and critically ensure high quality learning, teaching and growth in learning, iA will review the evidence of the school and consider possible next steps for improvement. The engagement process consists of professional educators that are dedicated to objectively analyzing data, interviewing staff, leaders and stakeholders, and observing instruction with a candid eye.


The accreditation process focuses on three spheres; these are:

1. Government Sphere

2. Teaching and Mastery Sphere

3. Resources and Support Sphere


School evaluation is essential in the assessment of student success, these measures should all be conducted with a valid ethics system in place. Otherwise, the data revealed from the assessments is invalid.



The readiness review is a preliminary assessment conducted before the official
accreditation process. Its primary purpose is to evaluate the school’s current
standing and provide guidance on necessary steps before proceeding with accreditation.


 The readiness review begins with a comprehensive self-diagnostic process, structured around three key spheres: the Government Sphere, the Teaching and Mastery Sphere, and the Resources and Support Sphere.

1. Government Sphere: This aspect of the review focuses on various administrative aspects, including the school’s plans and procedures, board policies, roles and responsibilities of the governing board, staff supervision practices, stakeholder involvement, and the existence of a continuous improvement plan. 

2. Teaching and Mastery Sphere: The Teaching and Mastery Sphere delves into instructional effectiveness, encompassing feedback from surveys, utilization of tools like the Effective Learning Environments Observation Tool® (eleot®), evaluation of curriculum alignment, and analysis of student achievement data over three years.

 3. Resources and Support Sphere: In this sphere, the review evaluates the strategies employed by the school in areas such as teacher recruitment and evaluation, professional development opportunities, and the provision of leadership pathways for staff members.

Specialized Guarantees: 

Some schools may have unique guarantees tailored to their specific educational provider or partnership agreements. These specialized assurances are considered within the readiness review process to ensure a comprehensive evaluation.

Report and Conclusion:

Upon completion of the readiness review, a detailed report outlining the school’s current status and recommended next steps is provided. Based on this assessment, the school may either proceed to an accreditation review or be advised to fulfill additional requirements before accreditation.




Engagement Process: 

Following the readiness review, if the recommendation is to proceed with accreditation, the institution schedules an engagement process. This stage involves gathering relevant information, artifacts, and documents for review, as well as engaging leadership and stakeholders in the process.

Primary Focus: 

The primary objective of the accreditation review is to identify the institution’s strengths and weaknesses comprehensively. This includes determining areas for improvement and establishing a clear roadmap to enhance overall performance.

Three Spheres: 

Similar to the readiness review, the accreditation review process centers around three primary spheres: the Government Sphere, the Teaching and Mastery Sphere, and the Resources and Support Sphere.

Document Compilation:

Key documents are compiled and submitted digitally for review by the accreditation team. These documents typically include policies, board minutes, and auditing reports, among others.

Evidence Gathering: 

Evidence related to teaching effectiveness and student mastery, as well as the availability of resources and support, is gathered and analyzed during the review process. 


Interviews are conducted with various stakeholders, including governing board members, school leaders, teachers, parents, students, and support staff, to gain deeper insights into the institution’s operations and performance.

Formal Meeting: 

Following the review, a formal meeting is convened to present the findings to governing leaders and staff. This meeting serves as an opportunity to discuss the outcomes of the review and chart a course for continuous improvement.

Final Findings:

The final report outlines the institution’s strengths and areas for improvement, providing a roadmap for enhancing the learning environment for both students and teachers.




An institution’s success is measured by the academic achievements of students over a period, among other factors. This period is typically considered to range over three years, at a minimum. The measurement of success or areas that need improvement in an institution can be analyzed through the triangulation of data revealed over this period. Triangulation of data includes three separate areas of measuring student achievement. For example, standardized tests, school grades, and school-wide local assessments. Measurement of success can include data obtained from comprehensive standardized exams for grade levels and subject areas such as reading, math, science, and language arts. Another aspect of measuring student success is through report cards, semester grades, and school exams. School evaluation is essential in assessing student success, and these measures should all be conducted with a valid ethics system in place. Otherwise, the data revealed from the assessments is invalid. Measurement of success is critical for schools to establish a valid school improvement plan based on data.

Before the end of the academic year, the school will be required to provide the “Exam Control” system for review. The exams will be revised by our core subject Head of Department (HoD). Then, a certificate will be issued for each school to conduct the exams with our guidance. The final transcript and certificate will be reviewed one by one by our committee, which will stay in Turkey for one week by the end of the year. Each certificate will be assigned a unique reference number that can be checked online for its authenticity. Adhering to the school’s needs, iA is available to organize a unified exam center for high school students in the coming years.

iA is also available to assist your school in meeting various requirements,
including assurances needed from the Ministry of Education, universities’ prerequisites, and parents’ expectations. These requirements will need the
highest commitment from the school, and your efforts will be supported. 


  • School commits to applying Exam Control Criteria.
  • School commits to delivering a copy of High School Exams mapped with CCSS (Common Core State Standards) before the 30th of May (on spot revision)
  • School locates an IP camera on each floor on exam day.
  • School conforms to the template of certificates provided by iA.
  • School prints and stamps Certificate before the 25th of June and delivers them to iA.
  • School delivers a list of final grades to iA.
  • School fulfills payment before the 25th of June. 


  • Confidentiality
  • Acquiring of language
  • Accuracy of knowledge
  • Balanced cover of CCSS
  • Inclusive measurement of different levels of understanding
  • Variety of content/examples
  • Conflict of interest
  • Diversified final grading according to achievement.