Key Elements in An Accountability System

Key Elements in anAccountability SystemBy: Dr. Iwan Syahril, Ph.D.

Center for Learning, Teaching, and Curriculum Development

About Dr. Iwan Syahril, Ph.D.

Education • Ph.D. in Educational Policy, Michigan State University, 2016.• Ph.D. in Curriculum, Instruction, and Teacher Education, Michigan State University, 2016. • Ed.M. (Master of Education) in Curriculum and Teaching, Columbia University, 2009.• M.A. (Master of Arts) in Secondary Education (TESOL/Literacy), Columbia University, 2008.• Graduate program in English Education, Universitas Pendidikan Indonesia, 2003.• B.A. (Bachelor of Arts) in International Relations, Universitas Padjadjaran, 1998.

Summary I am an international scholar with 22 years of professional experience working in a variety of settings: public and private universities (bachelor’s and master’s programs), public and private K-12 schools and institutions, and educational systems in three countries (United States, Indonesia, and Canada).

Areas of specialization Understanding teacher quality, which includes teacher learning (pre- and in-service), teacher change, and education policy on teacher quality. Special focus on the development of teacher candidates and beginning teachers, and on policy sense-making in large-scale education reforms in comparative and international education contexts.

An International Scholar in Educational Policy and Teaching Quality

Email:[email protected]

0812-7656-6582

mailto:[email protected]

AGENDA

• Opening quotes

• Key elements of an accountability system

• Closing

• Q & A

“Education should be the pursuit of learning, NOT the business of testing.”



–Anonymous

“Not everything that counts can be counted, and not everything that can be counted counts.”

Source: Darling-Hammond, L., Without, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Stanford, CA: Stanford Center for Opportunity Policy in Education.

Element 1: Meaningful Learning

Learning is the main goal of the accountability.


What does it mean?


What does it mean?

1) We need to define what we mean by learning.


What does it mean?

1) We need to define what we mean by learning.

2) All stakeholders need to agree on and to commit to the same vision of learning.

Source: http://thosewhocan.org/2014/04/06/make-em-say-huh-the-value-of-confusion/

Linear

Source: Google Images

Source: http://thosewhocan.org/2014/04/06/make-em-say-huh-the-value-of-confusion/

NonLinear

Element 1: Meaningful Learning

Element 1: Meaningful Learning• Learning is non linear, messy, and complex.


• Key: Capturing complexity we need comprehensive data, comprehensive assessment, multiple measures.



• A professional model: going to the doctor




• Formative and summative assessment Assessment — of, for, as, — learning




• Formative and summative assessment Assessment — of, for, as, — learning

• Giving feedback to 200 students 10 minutes for each = 2000 minutes = 33 1/3 hours nonstop = 4.65 days of work (1 week = 40 working hours)

Element 2: Professional Accountability


• Constructing Professional knowledge — academic knowledge + situated knowledge 1) How to teach students 2) How to prepare educators



• Mechanism: —> the best available professional knowledge —> professional practice, professional judgment (educators, schools) —> evaluation —> continuous improvement



• Mechanism: —> the best available professional knowledge —> professional practice, professional judgment (educators, schools) —> evaluation —> continuous improvement

• More genuine, internally-driven, NOT, externally imposed

Element 3: Resource Accountability

Element 3: Resource Accountability• Accountability MUST BE reciprocal!


• Government must meet standards to support meaningful learning for ALL students based on their contextual circumstances.



• adequate resources, equitable access to quality service, preparing high-quality teachers and education professionals.



• adequate resources, equitable access to quality service, preparing high-quality teachers and education professionals.

• Not focusing on controlling, but on maximizing the quality of service delivery for meaningful learning — based on professional knowledge.

Element 4: Continuous Improvement

Element 4: Continuous Improvement • Emphasizing on reasonable outcomes over time towards excellence.


• Based on data, based on professional knowledge.



• Finland - commitment to quality and excellence, stages of improvement, focusing on professional knowledge.




• Avoid “toddlers are asked to run, compete, and win marathon.”




• Avoid “toddlers are asked to run, compete, and win marathon.”

• Avoid “kucing-kucingan” leading to rote and/or superficial learning —> BACKWARDS!

Source: Darling-Hammond, L., Without, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Stanford, CA: Stanford Center for Opportunity Policy in Education.

What does it mean for Indonesia?


• We need to have the same vision about “LEARNING.”



• We need to have a political commitment to deliver this kind of learning to ALL students.



• We need to have a political commitment to deliver this kind of learning to ALL students.

• All accountability system elements should be designed, aligned and modified with this vision of learning.

Professor Mochtar Buchori

Segenap kegiatan pendidikan harus dirancang dan melaksanakan suatu program pendidikan yang akan akan mempersiapkan peserta didik pada tiga hal, yaitu:

(1) mampu menghidupi diri-sendiri (able to make a living);

(2) mampu menjalani kehidupan yang bermakna (able to live a meaningful life);

(3) mampu memuliakan kehidupan (able to ennoble life).

Key Elements in anAccountability SystemBy: Dr. Iwan Syahril, Ph.D.

Center for Learning, Teaching, and Curriculum Development