Discussion Educator Accountability

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Liberty University *

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643

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Sociology

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Feb 20, 2024

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S ylvia Sessoms Professor Hutter EDUC 643 February 1, 2024 Although educator accountability is not a new concept, it has become more deliberate and public in recent years. How has increased educator accountability helped to improve education at the school level? How has it been detrimental to education? Educator accountability refers to the practice of holding educators responsible for their performance and ensuring that they are working diligently to better their students’ education. This practice or concept is rooted in the 1966 report Equality of Educational Opportunity. Also known as the Coleman report, this report was written by James Coleman and is considered an influential work in the field of education. In which it set the standard for the study of public education and is still widely cited in the field of sociology and education. There are several examples of educator accountability. One example is the implementation of external monitoring and emphasis on student academic outcomes or results. Another example is the implementation of teacher evaluations that reviews and analyzes a teacher’s performance in the classroom. Which is done usually to provide constructive feedback for the teacher’s professional development and growth. This process is continuous and consist of two types of evaluations: formative and summative. Formative evaluations typically consist of gathering performance data, analyzing it, and using its results to provide feedback for the purpose of improvement. Summative evaluations are used to make decisions about employment such as promotion or tenure. Increased educator accountability has improved education in several ways. Perhaps one

of the most notable benefits is that it helps ensure students are learning and achieving academic success. Moreover, when teachers are held accountable, students have more freedom to voice their concerns and needs. Additionally, accountability systems have worked well with other reforms such as effective choice policies, the expansion of early childhood education, and other school readiness programs and efforts. However, it’s important to note that increased educator accountability has its limitations and challenges. Pressure from the state, district, and school administration can often hinder success. For instance, this pressure can lead to more focus and attention on test scores and other outcomes at the expense of other important aspects of education such as creativity, critical thinking, and problem-solving skills. Furthermore, accountability systems can be difficult to implement effectively. Most of these accountability systems require a significant investment of time and resources that unfortunately some schools do not have. Moreover, they can be complex and difficult to understand. In addition, they can be subject to political pressures and can change frequently, which makes it difficult for educators to keep up with the latest requirements.

Sylvia Sessoms Professor Hutter EDUC 643 February 4, 2024 Good evening, Savannah Firstly, I want to say that you made an excellent point in your discussion where you mentioned that widespread blanket policies can lead to “teaching to the test” mentality in schools. Which is a controversial debate in itself. Some argue that it is necessary to ensure students are learning what they need to know. While others believe it could be detrimental to the overall quality of education. Moreover, this mentality narrows the curriculum, which can lead to lack of exposure to other important subjects and skills. Additionally, teaching to the test involves rote memorization which can stifle creativity and critical thinking skills. Another great point you made was that policy overload is a real issue. Often there are too many policies in place, which can lead to confusion and lack of clarity in the implementation. This can also result in a lack of focus on the more important policies and a lack of resources to implement them effectively. Good evening, Paul You made great arguments in your discussion. It is true that there is very little to go on when hiring educators and school staff. Of course, there’s resumes, letters of recommendations, sample lesson plans, and interviews involved in the hiring process. However, as you mentioned we only get a small glimpse into who they are. Often times, it’s not until they have been employed for

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quite some time that we truly get a glimpse of who they are. Which can be very risky and detrimental, therefore educator accountability is quite necessary. However, I do also agree that teachers should have freedom in their classroom. Heightened educator accountability could impact this freedom as well as the overall school morale.

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