Local Accountability: Think... Moonshot
Brian K. Creasman, Ed.D.
Superintendent of Fleming Co. Schools | 2020 Kentucky Superintendent of Year | AASA National Superintendent Certification | Published Author (6x) | Husband to Valerie and Father to Georgia (I'm her biggest fan!)
Fleming County Schools, in partnership with Cognia, is boldly embracing this once-in-a-generation moonshot opportunity to challenge the inflexible and cumbersome constraints of school accountability that have endured for the past thirty years. Through the implementation of the Measures of Quality, the district's local accountability model, a deliberate departure from the status quo in school and district accountability is being pursued. Following in the footsteps of other districts that have embarked on the path to local accountability, the expectation is to pioneer the way for others, offering local communities a fresh perspective on the concept of local accountability.
Traditional accountability models exhibit limitations in what they precisely measure, primarily constrained to single-day assessments that provide single-source metrics intended to offer genuine and realistic evaluations of the overall quality of learning within schools and across the district. Since the early 1990s, parents, business leaders, and communities have become accustomed to and reliant on a narrow accountability system that merely provides a fleeting glimpse—a concise overview of the transpiring events in schools and school districts, and a somewhat limited readiness indicator for students in reading, math, and writing. Why? For nearly three decades now, there has been no alternative but to depend on an antiquated system heavily reliant on standardized assessments, one that seldom, if ever, delves into other components that significantly influence student learning.
The journey towards achieving local accountability is undeniably challenging, yet it remains an imperative endeavor. This is especially true considering the remarkable opportunities that lie ahead for L3 school districts throughout Kentucky; opportunities that simply cannot be squandered. The Local Laboratories of Learning Coalition, commonly referred to as L3, is a collective coalition comprising 18 school districts in Kentucky. Their overarching mission encompasses several vital objectives: 1) Pioneering Novel Approaches for Local Accountability and Assessment: The foremost goal is to devise innovative methodologies for local accountability and assessment. These methods are intended to yield the most substantial positive impact, particularly for those who are presently underserved; 2) Influencing the Kentucky Department of Education: L3 seeks to actively influence the thinking and policies of the Kentucky Department of Education. They aspire to shape Kentucky's educational policies and, when necessary, advocate for increased flexibility at the federal level; and 3) Fostering Deeper Partnerships and Trust: Another critical mission is to nurture and fortify partnerships and trust among teachers, families, learners, and the leadership within each of the L3 communities. The journey towards local accountability is an arduous yet essential one, given the unique prospects it offers to L3 school districts in Kentucky. The coalition's multifaceted mission underscores their commitment to advancing education in their communities.
The objective at hand is to challenge the prevailing overreliance on the existing, inflexible accountability system. This system has unfortunately contributed to a growing sense of disengagement among various stakeholders: students, teachers, administrators, parents, guardians, and the wider community. Perhaps more significantly, this system, originally devised in response to the nation's dwindling superpower status, now appears antiquated and has given rise to disillusionment within the broader educational community. Even more dishearteningly, it continues to fall short in accurately assessing student preparedness and offers a distorted portrayal of the quality of the nation's schools and school districts.
In a promising turn of events, a mounting body of research, as well as the practical application of local accountability models by districts, have now presented schools and school districts with an opportunity to explore the potential of a more realistic, pertinent, and real-time accountability system. This system is designed to function at the local level, working in concert with the local community to create a truly comprehensive and effective approach to accountability.
Local accountability aims to rectify the short-sighted perspectives and numerous flaws of the 1980s and 1990s when a single-day metric was wrongly regarded as an accurate measure of student readiness and school quality. Traditional accountability models may appear comprehensive, but they provide limited insight into a student's readiness and often overlook their diverse talents and skills, deeming them irrelevant and incorrectly deeming a student not ready for college, a career, or life, as well as, the school and/or school district ineffective.? To be certain, local accountability isn't opposed to testing; it's about implementing more effective assessments that incorporate various forms, including formative, summative, and performance-based assessments. Similarly, the objective is not to lower expectations but to enhance them by integrating statewide standards with locally defined expectations. This approach fosters greater support and commitment from stakeholders at the local level.
In 2023, a clash of priorities emerges at opposite ends of the educational spectrum. On one side, there persists a reluctance to modify the current accountability model, while on the other, schools are diligently working to adapt in order to address the escalating complexities and the expanding diversity of their student and community populations. Through the avenue of local accountability, schools are presented with an excellent opportunity to not only embrace but also effectively harness the power of change. This change is crucial for better aligning with the unique needs of their students and meeting the expectations of their local communities.
Contemporary discussions surrounding school accountability are playing a pivotal role in actualizing the shift towards a more localized accountability system. This next-generation accountability system is firmly rooted in community expectations and intricately entwined with local objectives and necessities. These expectations, goals, and needs are far from abstract or distant concepts; instead, they are deeply embedded within the local context. They serve as immediate responses to real-time experiences, prevailing beliefs, and the ever-evolving demands of the workforce. While it is true that some commonalities may exist among school districts, it is crucial to acknowledge that no two are identical. These inherent distinctions from one district to another render it exceptionally challenging to adhere to overarching accountability mandates imposed from a distant source.
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The promising aspect of local accountability doesn't solely revolve around its ability to empower local communities in holding schools and districts accountable for the quality of the learning environment, educational experiences, and student outcomes. What truly distinguishes this model is the depth of partnerships and collaboration that flourishes within communities that embrace it. Traditional accountability, in stark contrast, functions as a one-way conduit, merely disseminating data without ever soliciting input or feedback from stakeholders regarding their community's educational institutions.
Unlike thirty years ago, modern accountability models need to demonstrate adaptability in accommodating the diverse needs and demands of local communities, irrespective of whether these districts are situated in rural or urban settings, or whether they are large or small, affluent or economically challenged. It's imperative to clarify that adaptability does not imply a lowering of expectations to cater to community needs; instead, it signifies the importance of aligning expectations with the specific requirements of the community. As previously noted, fundamental skills like reading, math, and writing hold universal significance, serving as the bedrock for student success both in school and beyond. Nevertheless, the remaining components of these models must exhibit the flexibility to conform to the unique characteristics of each school community.
For accountability data to retain relevance and utility, it must inherently convey meaning to stakeholders. Local accountability data holds significance for a diverse range of stakeholders, encompassing students, teachers, parents, business leaders, and the broader community. This data plays a multifaceted role, as it not only guides the improvement of learning quality, experiences, opportunities, outcomes, and student support but also gauges the extent of community endorsement for their local school(s). When effectively executed, local accountability bolsters community support by fostering transparency and providing continuous improvement.
The potential presented by local accountability is as vast and diverse as the school districts themselves, reflecting the rich tapestry of public education. Local accountability begins where the concept of school improvement originally took root decades ago: at the local level. It is championed, directed, and bolstered by the very communities it serves. This opportunity to recalibrate the accountability landscape and discard arbitrary expectations that hold no relevance to local communities represents a once-in-a-generation chance that we cannot afford to let slip through our grasp. Furthermore, the prospect of entrusting accountability to the hands of local educators, parents, business leaders, and community members has long been a sought-after goal, offering great promise - provided we wholeheartedly embrace it.
Sometimes, the stars align perfectly for moments such as this. As the chorus of parents, business leaders, community members, and elected officials amplifies its call for increased local control, local accountability emerges as the conduit to fortify public education, our schools, and the community's commitment to fostering high-quality learning environments, experiences, opportunities, outcomes, and support for all students. At this very juncture, concealed from the awareness of many, the embers of local accountability are spreading nationwide, including within Kentucky. While its implementation might be novel in practice, the concept of local accountability has long been the guiding vision for public education. In practice, school accountability must possess tangible significance, transcending mere rhetoric. Moreover, accountability must be embraced as a force for positive transformation rather than a punitive measure. It should be regarded as a tool for perpetual improvement, regardless of whether it is a school or district's rating that is deemed favorable or unfavorable. The era of mechanically adhering to accountability rituals, culminating in end-of-school-year assessments, is swiftly waning. With local accountability, the emphasis shifts to formative data collection throughout the academic year, interwoven with a culture of continuous improvement, all underpinned by a growth mindset.
While it is acknowledged that local accountability may not be universally applicable to all school districts, its implementation can serve as a catalyst for reshaping the narrative of accountability within schools and districts. This development paves the way for a potentially transformative shift in how accountability is perceived within public education and local communities. It is hoped that this marks the initial phase of a broader transformation, where accountability becomes a collaborative process involving both schools and the communities they serve, as opposed to being solely undertaken by schools.
The current state of public education is on the cusp of a transformative era for students, thanks to the implementation of local accountability measures. This possible moonshot moment presents an exceptional opportunity for change, as it marks the culmination of a three-decade-long endeavor. However, despite being in such a promising position, a considerable amount of work remains to be accomplished to navigate the final hurdles successfully.
Founder at Susan Allred consulting LLC
1 年Thinking moonshot is good. What Dr, Creasman writes in the post shows the difficulty and the why of the how to get to such a launch. All the while in the journey the system is getting better in knowing how to use the data and information to improve its efficiency and ability to adapt to radical change. We can never forget this will take a community, not a sudden new vision.?