About SAES

Connie Wootton, Executive Director
Dena Lister, Assistant to Executive Director        Pat Blevins, Communications Coordinator
Fran Barrack, Director of Accreditation & School Improvement

The association has grown dramatically from its beginning in 1957 as the Texas Association of Episcopal Schools. Today SAES covers a six-state region serving schools with grades PS through 12th grade. Overall, we accredit more than 80 schools and serve more than 125 member schools. Accredited Schools, Member Schools, and Associate Members receive the educational journal, Newsletter, participate in local, regional, and national opportunities for professional development including conferences, workshops, assemblies, retreats, and other learning and networking opportunities, and benefit from ample consulting services and referrals.

Episcopal schools are characterized by their:

• commitment to the centrality of excellence in teaching and of quality in learning
• service to their own community and to their broader communities
• belief in the values of respect and responsibility within the context of the Episcopal Church
• belief in leadership and stewardship for service in the world, and
• inclusivity and diversity that are foundational for educational excellence.

The National Association of Independent Schools has recognized the evaluation and accreditation programs of SAES since June, 1993. This means that SAES demonstrates:

• Scope that is well defined, including geographical area, grade levels, and types of schools evaluated.

• Leadership and staff who are equipped by training, experience and background for the duties they perform, and who are sufficient in number to carry out the functions of evaluation and accreditation.

• Financial and physical resources sufficient to support evaluation and accreditation.

• Evaluation materials that instruct schools about preparing for an evaluation and that instruct evaluation committees about conducting their visits and carrying out their responsibilities, supporting a thorough and comprehensive process.

• Visiting committees that are chosen by the association and committee members who are fully qualified for their assignments and responsibilities, chosen without regard to race, creed, sex or national origin.

• Well-defined times, schedules, and full description of the evaluation and accreditation processes that are procedurally fair. Members of the SAES Standards Committee and Executive Board have no conflict of interest in their roles with the school(s) being evaluated and considered for accreditation.

• Materials, procedures, standards for membership and accreditation processes that are periodically reviewed and affirmed, including procedures for monitoring schools' compliance with standards for membership and accreditation.