Abstract
School education in Australia is a complex interplay between federal and state governments, and between government and non-government schools. This article explores the supervision of schools in Australia through school accountability systems. Utilising publicly available documents a systematic analysis of the state and territory systems for government schools is provided. It is a paper that attempts to document rather than critique school accountability, although a conceptual framework utilising contractual, moral and professional accountability is used to analyse the different accountability processes reported upon. Contractual and moral accountability is supported by most systems, whilst there is potential to foster professional accountability in only two systems. Fostering professional accountability is important because this is where the internal motivation of teachers helps to drive school improvement. When compared to leading-edge systems, Australian accountability systems are lacking in judgements on teaching practice in individual classrooms, and the use of sophisticated measures of learning and value-added analysis.
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Gurr, D. Diversity and progress in school accountability systems in Australia. Educ Res Policy Prac 6, 165–186 (2007). https://doi.org/10.1007/s10671-007-9021-2
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DOI: https://doi.org/10.1007/s10671-007-9021-2