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Educational Accountability

Saskatchewan teachers, as expressed in the Federation policy on Accountability (1993), believe that educational accountability is a responsibility shared by all those involved in public education to provide information about education and answer for the performance of their educational roles and duties. All sectors of society share responsibility with the educational system for the attainment of accepted educational goals.

The various levels and agencies that make up the educational system are responsible for accounting directly to each other and the people they serve for the educational matters within their jurisdiction.

• Appropriate means of accounting must be in place at the classroom, school, school division and provincial levels.
• Educational organizations and agencies must account adequately for the functions they serve within the educational system.

The Minister of Education is responsible for ensuring that an effective system of accountability is in operation within the provincial educational system. The Ministry of Education should provide an annual public report on the overall state of the provincial educational system that is based on Saskatchewan’s goals of education.

Major decisions related to accountability measures for education at all levels of the educational system must be made collaboratively and involve teachers. An effective system of accountability must not require undue financial resources or consume undue amounts of time and energy from teachers and students.

Reports on the outcomes of education at any level should relate outcomes to educational goals and reflect the limitations that operate on public schools through such factors as the abilities of learners, resource allocation and societal influences.

• Reports should provide a wide range of information about the context for education(e.g., economic factors, demographics, teacher education and societal expectations), inputs into education (e.g., resources, facilities, personnel and policies) and educational structures and processes (e.g., system characteristics, curricula, accessibility and instruction).
• Reports should use statistical indicators only as part of a valid, complete and accurate portrayal of educational outcomes that also includes non-statistical information.

Assessment and reporting of educational outcomes should be oriented towards the improvement of educational programs and not involve damaging or inappropriate comparisons between schools or school divisions.

Assessment of student achievement is best conducted and reported at the school and school division levels so that:

• It is feasible to develop authentic, benchmark assessment methods that go beyond pen and paper tests.
• Additional, specific information about contexts, inputs and processes can be gathered and reported to aid in interpretation of the assessment results.
• The assessment data can be used in a timely fashion to improve educational programs.

The STF is pleased to announce that it is hosting the Teacher Voice in Accountability Issues.
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