Policy Document: Accountability Framework

In effect July 1, 2002. Current Policy.

The Accountability Framework, rooted in the School Act, reflects a public commitment to improve student results. The Accountability Framework includes: Annual School Plans developed by School Planning Councils, Achievement Contracts supported by Aboriginal Education Enhancement Agreements, Superintendents of Achievement, and District Reviews.

The Accountability Framework:

  • Defines ‘accountability’ as responsibility for the improvement of achievement of each student in the province;
  • Acknowledges that schools and districts are unique; and goals, objectives, targets, and evidence used to demonstrate improvement are determined by the district, with the expectation that each district will have targets for literacy (K-12), completion rates and Aboriginal student improvement;
  • Mandates parental involvement and encourages ongoing dialogue with all parents, partner groups, and the community;
  • Focuses on inquiry to identify areas of greatest need, monitor progress and critically analyze actions for effectiveness;
  • Promotes evidence-based, data-driven decision making with a focus on assessment for learning; and
  • Provides professional support and expertise to districts.

POLICY STATEMENT

The Accountability Framework focuses school and district attention and resources on improving student achievement. Key elements include:

RATIONALE

The Accountability Framework formalizes Board of Education responsibility for improving student achievement.

LEGISLATION/ REGULATIONS

Sections 8, 79 and 171 of the School Act create the legal framework for parents' advisory councils, school planning councils, school plans, achievement contracts, the Superintendent's Report on Student Achievement, and Superintendents of Achievement.

POLICY

Each school and school board will develop plans for improvement. Schools, Boards of Education and the Ministry of Education will monitor progress towards improving student performance and will report these results to parents and the community. Implementation may differ from school district to school district.

Achievement contracts detail the specific goals individual Boards of Education have set to enhance student achievement. Student achievement includes intellectual, human and social development, and career development. These contracts reflect the unique characteristics, priorities and needs in each district.

School Planning Councils, consisting of the principal, a teacher, three parents, and one student from Grade 10, 11 or 12 where applicable, will examine how well their students are performing and develop an annual plan for their school that includes goals and outcomes for improvement.

Ministry appointed Superintendents of Achievement meet with district superintendents at least once a year to discuss district efforts to support student achievement, planning for the future, and provide professional expertise and support to districts. They also support capacity building at the provincial and other levels, as well as monitoring district planning and results.

District Review Teams may be used to focus on improving student achievement through school and district planning. Teams may include parents, teachers, other school district staff (including principals and other administrators) and Ministry of Education staff.

PROCEDURES

To view the guidelines which have been developed to accompany the legislation for implementation in school districts, see School Planning Councils and Achievement Contracts.

 

 

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