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ERIC Number: EJ1048160
Record Type: Journal
Publication Date: 2013
Pages: N/A
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0145-9635
Be All You Can Be: Taking the Accountability Dilemma
Evans, Robert
Independent School, v73 n1 Fall 2013
Independent school students are the most teachable in America: they are typically bright, motivated, and well behaved, and they typically come from supportive, upper-middle-class families. Plus, they are generally placed in small classes and their teachers generally have small pupil loads. Given all this, the essential question is not whether the outcomes are good, but are they as good as they should be? In short, is the school being all it can be? Author Robert Evans observes from his perspective, few independent schools can make this claim. Yet nothing would strengthen them more, and tackling the Accountability Dilemma head-on offers a unique opportunity to do so. He makes the argument that seizing this opportunity begins with renewing the school's pedagogical foundation via a clear philosophy of instruction, a strong emphasis on building teachers' capacity through focused professional development, and a thorough approach to supervision and evaluation that emphasizes regular assessment. These steps invite faculty resistance by seeming too tough and risk board skepticism by seeming too soft. Both the resistance and skepticism must be addressed directly. Accountability conversations are rarely easy, but they can be a powerful engine of personal and institutional growth, helping teachers, leaders, and trustees to learn from each other, and helping the entire school to be all it can be.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A