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Accountability and the Teacher [microform]
Bib ID 5243332
Format BookBook, MicroformMicroform, OnlineOnline
Author
National Education Association, Washington, DC. Div. of Instruction and Professional Development
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1973 
4 p. 
Summary

Teachers should, and would, be held accountable for learning outcomes if those outcomes were assessed on a broader base than the mere testing of students. Instruction and Professional Development of the National Education Association suggests that at least six elements (established goals, students regularly assessed, varied and individualized programs, established staff criteria, abundant resources, and the nature of governance) be considered when attempting to assess learning outcomes. Teachers can prevent unfair enactment of accountability laws by such actions as identifying the responsibility of other groups in education and by seeing that accountability measures become state department regulations. There is a legitimate case to be made for greater accountability in education, but not if it is directed towards the reduction of educational expenditure regardless of the cost in human resources. (A listing of further information is included. Related document is SP 006 490.) (JA)

Notes

ERIC Note: Briefing Memo, number 1, January, 1973.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Accountability.  |  Cost Effectiveness.  |  Educational Responsibility.  |  Governance.  |  School Responsibility.  |  Teacher Dismissal.  |  Teacher Evaluation.  |  Teacher Responsibility.
Other authors/contributors National Education Association, Washington, DC. Div. of Instruction and Professional Development
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