Accountability
Effective schools establish rigorous systems of accountability by which school and student performance can be evaluated. Strong accountability systems use performance data to identify, support and monitor under-achieving students and plan professional learning activities for staff. They also allow identification of success in the system and form the basis for the celebration of that success. Strong accountability measures also allow school leadership teams to provide parents with meaningful information about their children's progress.
Forming answers to the following questions may help to identify how a rigorous system of accountability could operate in your school:
- How effectively does our school use systems and data to evaluate student performance and progress?
- How effectively does our school use planning and evaluation processes to improve student learning outcomes? How well owned and understood are the accountability processes across our school community?
- How does the school celebrate successes relating to student learning outcomes, at either a student or whole-school level?
- If there have been variations in assessment outcomes in our school (eg between CSF/The Standards and AIM assessments, or between other internal and external assessments), how effectively have we responded to such variations?
- What aspects of our reporting and feedback to parents work well and what aspects do we need to improve?
Links to Blueprint Strategies/Initiatives
The development of strong accountability systems and measures is supported through:
Flagship Strategy 1
It is important to ensure that what is done at the school is making a difference. Evidence needs to be collected that school-based initiatives are working to improve student learning and attitudes. Classroom behaviours and teacher perceptions are an important component of monitoring.
The Victorian Essential Learning Standards will be used to assess student achievement and report on student performance. They will also be used to monitor student progress and to improve student learning outcomes. The Standards enable teachers, parents and students not only to determine the knowledge and skills a student currently demonstrates, but also what that student needs to know and be able to do to progress through to the end of Year 10.
Through involvement in the Principles of Learning and Teaching P-12 program, schools will generate data on which to base initiatives and then implement and monitor these. The development of research questions and the collection of evidence are central to this process. The action planning process which lies at the centre of the strategy has a lot in common with classical action research, and can be used to inform Schools for Innovation and Excellence clusters&rsquo accountability requirements to DE&T.
While the primary focus of Assessment and Reporting is constructive feedback to students and parents assessment information also contributes to state and national reporting requirements. Assessment is part of the overall process of whole school curriculum planning. It provides the framework for weaving the three learning strands together, in ways that meet the Victorian Essential Learning Standards along with local expectations and needs. The Victorian Standards will indicate what is essential for students to know and be able to do at different levels.
Flagship Strategy 3
The Principal Performance and Development program was informed by an identified need to adopt a broad range of consistent performance measures that reflect the multiple responsibilities of the principal's role and are clearly linked to the overall objectives of the school. The new approach builds on the current performance management system by:
- more effectively using the data collected to inform school improvement and leadership development;
- promoting constructive conversation around each principal's learning and growth needs.
Coaching to Enhance the Capabilities of Experienced principals will assist experienced principals to develop their capacity to analyse performance data, set goals for improving student outcomes and develop the capacity of the school leadership team to implement improvement strategies.
Flagship Strategy 4
A Performance and Development Culture in schools sustains an accountable culture by ensuring: the use of feedback data for continuous improvement in teacher and school effectiveness and that there is individual and collective responsibility for the focus and quality of professional learning programs.
Flagship Strategy 6
The Effective Schools Model provides a lens through which schools can think about their performance, plans and priorities. Blueprint Flagship Strategy 6 (School Improvement) provides a range of tools, processes and opportunities for schools to improve their planning, reviewing, evaluation and decision-making when they examine their school through the model.
Single Planning and Accountability Document
Enhanced School Review Program
Staff, Student and Parent Surveys
Professional Reading
The following readings can be located on the web or in hard copy through the appropriate journals or educational texts. These readings have been influential in the thinking behind current educational reform in Victoria.
Abelmann, C. and Elmore, R. (1999), 'When Accountability Knocks, Will Anyone Answer?' (PDF - 315Kb), CPRE Research Report Series RR-42, University of Pennsylvania, US
Earl, L. (2002), 'Accountability: Where do teachers fit?', Occasional Paper (IARTV), Feb 2002, No. 74
Earl, L. (2004), 'Measuring Effectiveness and Improvement in Schools: Why Accountability is Not About Painting by Numbers', IARTV Seminar Series Paper, No. 133
Elmore, R. (2004), 'Knowing the Right Thing To Do: School Improvement and Performance-Based Accountability', NGA Centre for Best Practices, US
Hopkins, D. (2001), 'School Improvement for Real', Routledge Falmer, London