ABSTRACT
Accountability can be either internal (personal) or externally focused. In this chapter we examine external accountability, which is a key, strategic issue in most school systems, as quality assurance is a factor of public confidence. We recognise that quality cannot be installed like new technology or new reading programmes into our schools, nor can it be simply proclaimed by well-intentioned school leaders or externally based officials. Each school must choose its own path to quality attainment and accountability. Around the world this path to quality is to a large extent invested in the various accountability measures that have been negotiated with key stakeholders both within and external to the school as an entity.
What has become evident, particularly in more recent times, is the type and rigour of accountability to which schools are subjected is inversely proportional to public trust and satisfaction with the education system. With media and politicians undertaking periodic attacks on education, it generates a malaise that affects public confidence in education.
In this chapter we warn against the negative impact of what we called “venomous accountability” that can be imposed by national, state, system and district authorities. Accountabalism, not only eats the young but devours the perfectionist teachers and school leaders who can make a difference in students’ lives. The downside of such accountability can be seen in the impact on school leaders, and even suicide in the United Kingdom.
