Accountability, in the sense of educational efficiency, has popular political appeal in Australia. Yet there is urgent need for Australian educators to influence how accountability is to be defined and to determine how it is to be implemented at the school level. One useful definition of accountability, satisfactory to both teachers and the public, is school-initiated curriculum evaluation. Under this system, teachers must explain the justification for each course proposed, what the course will involve, and what evidence of learning will be apparent. This process provides a clear base from which the teacher or others evaluate the program or process. It allows the planning of educational outcomes to remain a school-level activity. It also provides teachers with a constructive method for describing their purposes, offers the community a ready and useful source of information, and ensures that evaluation is undertaken in a systematic manner. The encouragement of teacher participation in evaluation activities and the development of support materials and networks has been a major concern of the Teachers as Evaluators Project, as has been evidenced by the project's production of evaluation planning guidelines, development of inservice training materials, and publication of teachers' accounts of their evaluation activities. (Author/JM)