NOTE: This is a repost of a blog that originally appeared on the Getting Smart website on July 16, 2014.
Accountability is a gift. We don’t often think of it that way but, done right, it’s a bargain that provides autonomy, resources, and supports in return for a commitment to a set of desired outcomes. That’s how it’s supposed to work with your kids; that’s how it’s supposed to work with schools. At work accountability provides role and goal clarity like when your boss explains, “Here’s what I expect and how I’ll support you; if you don’t achieve desired results, here’s how the situation will be remedied.
The University of Toledo and and its designee to authorize schools, The Ohio Council of Community Schools (OCCS), hosted a school leaders conference today to discuss the next generation of accountability. As the Fordham Institute Ohio staff noted, there were a number of changes made to Ohio testing and accountability system in the last session including accountability provisions. Following is a discussion of how accountability should work–from students to universities–with a few comments about where Ohio is on the curve.
Outcomes. Let’s start with the question, “Accountable for what?” I’ve come to believe that instilling an innovation mindset is at least as important as teaching basic skills. However, I’m not comfortable with states incorporating grit and curiosity and the like into an accountability framework. Schools and districts should embrace these important career-readiness skills and dispositions and provide regular feedback...