This NAES tool provides a structured process through which a school can reflect on the current state of its religious and spiritual life, pastoral ministry, and religious studies and formation. It is designed to be used as part of or a complement to the school’s regularly scheduled accreditation self-study process.
By weaving the principles of equity and justice into the very fabric of the school’s overall life, Episcopal schools ensure that their missions are built on the sure foundation of a Christian love that guides and challenges all who attend our schools to build lives of genuine meaning, purpose and service. Adopted by the NAES Governing Board in 2013, this document outlines ideals to which Episcopal schools aspire. It is intended to assist Episcopal schools of all sizes and constellations in their efforts to develop meaningful programs, policies, and curricula, and serves as a useful tool for the ongoing assessment of this work.
The Rev. Paul B. Hancock’s Biennial Conference 2000 address exploring Episcopal school identity as expressed through a commitment to learning, inclusion, liturgical worship, and excellence.
Approved by the NAES Governing Board in 2005, this document offers best practices for the support and nurture of Episcopal school identity.
Oregon Episcopal School's classic five-part statement on what is means to be an Episcopal school.
The Rev. Daniel R. Heischman, D.D., discusses how today's complex landscape of identity can lead a school to discard a clear articulation of its Episcopal identity and why doing so is a mistake.
The Rev. Daniel R. Heischman, D.D., offers insights and strategies when answering the anxious parent's question: "What does it mean to be an Episcopal school?"
A NAES statement describing qualities that distinguish a school as Episcopal.
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