Accountability in schools - Where is it?
When we talk about accountability in schools, the conversation ends too quickly. I’m referring to following timelines, data and results, how we talk to each other, missing meetings, poor presentation, following the planners, working for yourself and not the team.
I absolutely believe that a strong culture comes from goal setting, building relationships and a strong curriculum. My concern is that we get too lost in the culture and take the easy road with accountability. When you start, you need to have a plan to test the water, see where things are at and let the staff know you mean business.
When I first walk in the door in any principal class role, The first thing I look at is the reading levels. From the team's point of view they think you are looking at the student results. But you are looking much deeper.
How long did it take to get the data? Do they collect it?
How was the data collated? Was it organised? In cohorts, class groups?
Was it consistent? How has it been implemented?
Was there an assessment schedule and was it being followed?
Who analysed the data?
Are there Individual Learning Plans in place?
How well did the leadership team know who was below, at and above the level?
Did we have data for Out of home care, Koorie, PSD and EAL students?
How was the data communicated to parents?
Did the data match progression point data? If not, why?
What teaching process was in place for reading? How do they differentiate?
If you haven't got the basic fundamentals for data collection, reading instruction and differentiation in place you are going to have big problems down the track. This is where I get stuck with the culture first argument. The items listed above require clear processes to ensure compliance and consistency. I think we get scared of accountability but we have a responsibility to ensure the minimum curriculum requirements are set. When you don't have clear expectations for assessment, data and curriculum teachers waste too much time debating on what assessment to use, when to implement it and what to do with the data.
We’ve all read articles about building teacher collaboration, consultation and getting everyone on board. It takes too long! And to be honest teachers get so frustrated in the debate, it does more harm to your culture than good. Some things need to be set by the leadership team. Take it to the staff, get some feedback then proceed.
From my experience you need to get the data organised first. You need clear assessment schedules and leaders to follow them up. You need to train your teachers how to read data and what to do with the information. You need to track the results and make sure all students are learning. You need to look for differentiation in results and in teacher planning. You need to pick one area and get it right. I will usually select reading as it is quite clear cut about the assessment process and instructional model. This way you get to see who is on board, who your leaders are and who you need to follow up.
If you get a really clear plan in place and some leaders to help, you set the foundations for curriculum growth in the future. You will see who understands the data and curriculum, who can handle the pressure, who does not meet timelines, who makes comments behind your back. You will see behaviours that are straight forward to follow up. As the principal you need to take ownership at the beginning and do the follow up. Go and ask the teacher why they missed the meeting. Or visit the teacher in the classroom who hasn't handed in their data. Challenge negative comments in the staff meeting. Word will get around that you mean business and your leaders will be so thrilled that you are going to help them. Once they see you are willing to take the first step they will follow quickly.
My argument is that you can’t build a positive culture without strong accountability. You have to work the room and build those strong relationships in the first six months. But you also have to build clear expectations and follow up. You can’t have one without the other, a bit like the chicken and the egg.
By definition, being accountable refers to being ‘required or expected to justify actions or decisions; responsible’. Which leads to the definition for accountability ‘the fact or condition of being accountable; responsibility’
If you look at accountability by definition you need the capacity to implement it, the courage to drive it and the knowledge of the system and how it will support you. Without all three you will be unsure of your approach and come undone when questioned.
