Administrator’s Electronic Checklist A Teacher Accountability System for Building Transformation
Academic Leadership - Online Journal,
Vol. 8 No. 3 (2007): Vol-8-Issue-3-March-2007
Accountability is a well-known topic in the minds of principals, teachers, and other school-based
administrators since the No Child Left Behind Act (NCLB) (2002) was written. The main tenet of NCLB
is continuous improvement in achievement or Adequate Yearly Progress (AYP) for all students.
Progress is determined by students’ demonstration of proficiency of grade level content standards.
Keeping track of student data helps school leaders make informed instructional decisions. Schmoker
(1999) believes that the way to have continuous improvement in student performance is to
collaboratively collect and analyze data on a regular basis. This data drives decision making and helps
identify areas of needed improvement.
Data-driven decision making is a major role of principals and school-based administrators. These
decision makers use data to improve not only student performance, but also to identify teacher
competency, needs for professional development, allocation of resources, and communication of data
results (3D, 2010). The format used to collect and report data is varied, but technology seems to be the
most widely used means of collection by school districts. There are web-based systems, as well as
district developed formats for monitoring student achievement. An effective system of data collection is
a simple, easy to use format that provides results in a timely manner. Standards-aligned observations
can provide evidence of student and teacher outcomes across the content areas. Technology
standards for students can be observed and evaluated, as well.
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