THE INDIVIDUAL and collective performance of educators is best directed and assessed by the educators holding themselves responsible for personal and group performance. This internal accountability communicates commitment and integrity that brings synergy to the focus on student learning. The best results for growth come from those conditions that maximize internal accountability. This will serve the educator well when external accountability is applied.
Both internal and external accountability measures are necessary for ensuring engagement in continuous improvement, but internal accountability must come first. The more willing that individuals and groups are to take collective responsibility for improvement and student learning, the more responsive they tend to be to external accountability requirements. External accountability measures can then focus primarily on benchmarking and reporting progress. Together, these measures provide overall accountability to stakeholders and the energy needed for sustained improvement.
It is important to note that accountability is reciprocal—systems are accountable to provide the resources and supports needed for schools and educators to meet the expectations for learning and improvement for which they are accountable.
Following are various practices and initiatives that educators may utilize to facilitate and extend continuous growth.
