High-Performance is Not a Function of Accountability Alone
If high-performing cultures are multifaceted in nature, as research shows, then sticking to “accountability” as a means to improvement, shifting our goal from accountability to innovation, or innovating to get more accountability, won’t get us to high performance.
It’s time to consider the idea that high performance will come when we value a broader set of cultural characteristics or when we’re willing to adjust our school cultures and our state and national narratives. Doing so might support new habitual behaviors and choices from teachers and students, developing a culture that supports high performance.
What might such a culture look like, you ask?
Read this guest post that Edward J. Dirkswager and Kim Farris-Berg wrote for the Of, By, For Education Week blog to learn more.
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Education Evolving and CTQ have partnered to create these resources for the Teacher-Powered Schools Initiative, which seeks to highlight successes around the country.
Visit the CTQ website to learn more about how CTQ brings educators and school system leaders together in other ways to improve public education for every student.