ABSTRACT
This paper examines a model of decision-making within the context of current and emerging regimes of accountability being proposed and implemented for school systems in a number of jurisdictions. These approaches to accountability typically involve the use of various measurable student learning outcomes as well as other measures of performance to do with teachers and schools in general, often having high-stakes consequences. Given this context of performativity, the paper proposes a model that uses an objective knowledge growth framework, where teachers can engage in their own professional learning through defined structures for solving the problems of their professional practice. The model is both empowering for teachers while being sensitive to the constraints of cultures of performativity.
