51.055 - Intelligent Accountability: An Evidence-Based, Trustworthy, and Persuasive Alternative to the Status Quo

Session Type: Symposium

Abstract

Accountability systems currently fabricate a market-oriented, managerial educational 'reality' that narrows the scope of public education. This session asserts that time has come to investigate whose interests are served by the accountability ideology, and for whom it has detrimental effects. It draws on data from teachers, teacher education, school leaders, and systems, asking whose knowledge takes prominence under this regime and whose knowledge is perceived as peripheral. The session outlines alternative forms of professional responsibility and exemplifies how researchers can contribute to restoring trust in the teaching profession and educational leaders at school and system levels. The discussion focuses on how researchers can deconstruct the accountability 'logic' and develop an evidence-based, trustworthy and persuasive counter narrative of democratic, intelligent accountability.

Sub Unit

• SIG-Educational Change

Chair

• Sølvi Lillejord, University of Bergen

Papers

• Redefining Accountability: Teachers Negotiating Power in Data Use Routines - Amanda L. Datnow, University of California - San Diego; Marie Lockton, University of California - San Diego; Hayley Ryan Weddle, University of California - San Diego

• Intelligent Professional Responsibility in Teacher Education - Marilyn Cochran-Smith, Boston College; Elizabeth Stringer Keefe, Stonehill College; Molly Cummings Carney, Boston College

• School Leaders and Teacher Evaluation: Trapped Between Accountability and Professional Learning? - Sølvi Lillejord, University of Bergen; Kristin Børte, The Norwegian Knowledge Centre for Education

• Using Theories of Action Approach to Measure Impact in an Intelligent Way: A Case Study From Ontario, Canada - Chris Brown, University of Portsmouth

Discussant

• Mireille Hubers, University of Twente