Checklist

Checklist
Program
What to Look At		What to Think About, Questions to Ask
Philosophy:		Is there a clearly stated philosophy or goal at the school? Does the program appear to be carrying out that philosophy?
Curriculum:		Is there an overall plan in effect? Is it sound and up-to-date? When was the last time it was updated? How long has the school or program been in existence? What is its track record-has it grown and produced successful professionals?
Course Outlines:		Are courses constructed from outlines? Are the outlines put into effect or merely window dressings? This is a two-pronged problem: No effective educational program exists without a plan. Too much time is lost because of digression; The adverse consideration is that programs often look good on paper-but may not be properly supported by the staff. Both a plan and the personnel to make that plan work must be in place.
Progression of Skills:		Are course objectives clearly stated? Are reasonable and realistic goals set? Overall, do the students reach them? Are the skills taught there of a professional nature? For example, if the goal of a quarter’s work is merely walk and not trot a horse-never canter-pass this program by. Can this possibly be a program of substance? What provisions are made for individual differences?
Organization of Courses:		Is there a hierarchy of courses within the program? Does the progression of skills lead into the overall organization of varying degrees of technical competence? For example, in a multi-year program, certain courses must be a prerequisite to others.
Accreditation:		Is the program accredited? By whom? Remember state licensing often means no more than paying a yearly tax. Accreditation by an impartial non-government agency is your assurance that a school meets national standards of educational performance.
Grades and Attendance:		How often are students graded? What criteria are used? Are these grades frequently made available to the student for evaluation or growth potential? Do you see a grade book in the instructor’s operation of class?
Frequency of Riding:		This consideration merits a separate category. Professionals aspiring for a career in riding or training must be able to ride many different kinds of horses. This is an area where sheer numbers of horses are of vital importance. If daily riding is not a part of the program, seriously question its viability.
Horses:		A highly important consideration. Farriers: How many horses are available for shoeing? Are they available for study under saddle? Can you shoe them over an extended period of time? Instructors: Are horses of many levels of accomplishment available within a given discipline? Are methods courses included, where many levels of students can be taught on horses with varying degrees if training? Trainers: Are young horses provided which can be used to learn how to start green horses? Safety factors are important here. Learning to train green horses does not mean being assigned one colt to break and "learning to work it out." Is a systematic, supervisory approach used?
Class Size:		Learning a specific trade can’t be a mass proposition. Even intern physicians learn hands-on work in a ratio of approximately one instructor to seven students.
Class Construction:		How are classes formed? Are there progressive ability groups available?
Safety:		Are there printed regulations concerning safety? Are these rules followed? Look at the classes! Is Equipment examined and approved? Are rules concerning the handling of horses, and student behavior, explained?
Admissions Policy:		Is there an admission policy in print? Read it.
Tuition:		Is a tuition policy printed? Are refund policies or regulations concerning temporary medical leaves from school explained? Beware of the compromise between pocketbook and program. Better to spend another six months saving to afford the higher quality program. Ask what’s included. Room? Board? Riding fees? Workshop material fees?
Facility and Equipment
What to Look At		What to Think About, Questions to Ask
Location:		A good rule of thumb for ascertaining the credibility of the program is the location of the facility. Seriously question a program whose facility is located miles away from the main campus. It is merely an "add-on" program at the school, and therefor subject to the demands of budget and non-horse oriented management? Is the facility owned by the school? Is it set up exclusively for the program-or is it merely someone’s backyard operation seeking additional monetary support?
Classroom and Theory:		Are there theory sessions conducted on a regular and scheduled basis? Attend one. Are there separate and distinct classroom for special purpose which are exclusive to the students, not just a stock room or office which serves as a gathering place? Is there a relationship between theory and application? Who takes these classes?
Specialized Structures:		Arenas: Do not confuse the "skin" with the "white meat." Arenas can be pretty or functional. Examine the important features. Is the footing good? Are the riding area and stabling well groomed and professionally kept? Professionalism begets professionalism. Farrier Shop: Is it safe? Do you learn to hot-forge shoes as well as cold shoe? Is the facility adequate to the task? Are there enough work stations for every student? Workshops: (saddle making, etc.): Is the area well kept? Is it a distinct facility, or does it share space with another program? Does a curricular plan seem to be in operation? Does each student have a work station?
Dormitories:		Is student housing available? Are different choices available-private, semi-private, or on campus? Is the cost of housing included in the overall fee? Remember, the education is your primary interest-but-affordable housing must also be available.
Personnel
What to Look At		What to Think About, Questions to Ask
Training:		Are the professionals competent? Those who attempt to train professionals in any field must be of the highest capability themselves. Do they demonstrate proficiency? Where did they receive their training? Do they continue to refine their own skills through education?
Availability:		Are the directors of the discipline of your interest actually involved in the educational process of the student? Or, are they merely figureheads? Do the instructors live on or near campus? Remember, a "consultant" who comes into actual contact with students infrequently has little realistic effect on their training. Find the best instructor you can.
Credentials and Involvement:		Do the instructors have demonstrable credentials? Are they currently involved in the industry in some real way? Watch them teach. Are they willing and able to communicate their craft?
Employment:		Is there a member of the staff whose responsibility it is-at least part-time-to handle job placement? What percentage of graduates find jobs in the industry? Are records kept? Can you see where they are stored? Can graduates use the placement office at any time-even years after graduation?
Financing
What to Look At		What to Think About, Questions to Ask
Student Aid:		Is student aid available? Are there scholarships, grants, or loan programs available?
Work Programs:		Take caution here! Part-time work and part-time study programs often mean students are used as unpaid labor. Make sure that you are paid an hourly wage-or get specific breakdown of the educational benefits you will receive for work done.