Tzu-Han Ann, Chen #39653092 EDST 401 Dr.

Daniel Shiu Response to Accountability Framework in Public School Accor in! "o o##icial $C !o%ern&en" e uca"ion 'e()i"e, "he *olic+ o# Accoun"a(ili"+ ,ra&e'or- )a"e) "ha" "he )chool an i)"ric" )houl #ocu) "he a""en"ion

an re)ource) on i&*ro%in! )"u en" achie%e&en". The accoun"a(ili"+ #ra&e'or- )houl inclu e -e+ ele&en") )uch a) annual )chool *lan) e%elo*e (+ )chool *lannin! council), achie%e&en" con"rac") )u**or"e (+ A(ori!inal E uca"ion Enhance&en" A!ree&en"), re*or") on )"u en" achie%e&en", an 'or- o# )u*erin"en en") o# achie%e&en". The Accoun"a(ili"+ ,ra&e'or- *olic+ en)ure) each *u(lic )chool i) re)*on)i(le #or "he i&*ro%e&en" o# achie%e&en" o# each )"u en" in "he *ro%ince. .Each )chool an (oar o# e uca"ion 'ill e%elo* *lan) #or i&*ro%e&en". School), (oar ) o# e uca"ion an "he /ini)"r+ o# E uca"ion 'ill &oni"or *ro!re)) "o'ar ) i&*ro%in! )"u en" *er#or&ance an 'ill re*or" "he)e re)ul") "o *aren") an "he co&&uni"+. 0&*le&en"a"ion &a+ i##er #ro& i)"ric" "o i)"ric" 1$ri"i)h Colu&(ia2.3 0" i) )u!!e)"e on "he $C E uca"ion *olic+ "ha" "he )chool *lan i) con)"ruc"e an a!ree (+ School 4lannin! Council), 'hich con)i)" "he )chool *rinci*al, a "eacher, "hree *aren"), an one )"u en" #ro& 5ra e 10, 11 or 12 i# a**lica(le. The School 4lannin! Council) 'ill e6a&ine ho' 'ell )"u en") in )chool are *er#or&in! an e%elo* an annual

*lan #or "heir )chool "ha" inclu e) !oal) an ou"co&e) #or i&*ro%e&en". The )chool *lan )houl inclu e !oal), o(7ec"i%e), "ar!e"), an e%i ence u)e "o e&on)"ra"e i&*ro%e&en", 'i"h "he e6*ec"a"ion "ha" each i)"ric" 'ill ha%e "ar!e") #or li"erac+ 18-122, co&*le"ion ra"e) an A(ori!inal )"u en" i&*ro%e&en". A )ucce))#ul )chool *lan &a-e) eci)ion 'i"h

a #ocu) on a))e))&en" #or learnin!, (a)e on *ro%i in! )u**or"i%e an *ro#e))ional in#or&a"ion )uch a) e%i ence, a"a, )"a"i)"ic), an )ource). The )chool an i)"ric" )houl

al)o i en"i#+ area) o# !rea"e)" nee accor in!l+, an &oni"or *ro!re)) "o anal+)e ac"ion) #or (e""er e##ec"i%ene)). A )ucce))#ul )chool *lan al)o )houl !e" a**ro%al on achie%e&en" con"rac" #ro& "he )u*erin"en en"), 'ho are a**oin"e (+ "he $C /ini)"r+ o# E uca"ion. Achie%e&en" con"rac") )e" ou" "he )*eci#ic !oal) in i%i ual (oar ) o# e uca"ion ha%e )e" "o enhance )"u en" achie%e&en". S"u en" achie%e&en" inclu e) in"ellec"ual, hu&an an )ocial e%elo*&en", an career e%elo*&en". 9i"hin "he achie%e&en" con"rac"), re*or") on )"u en" achie%e&en" are "o (e *ro%i e 'i"h a re#lec"ion on *ro!re)) "o'ar ) !oal). The)e con"rac") re#lec" "he uni:ue charac"eri)"ic), *riori"ie) an nee ) in each i)"ric". I will analyze the Accountability Framework policy through social justice lens. In terms of accessibility, the school plans are made available either online or by request with whoever wishes to view them. The teacher, student representative and parents are encouraged to participate in the school planning trough joining the School Planning Council. The agency of this policy encourages the school to achieve goals that are made annually through school plan. It suggests a school plan should include a review to reflect upon last years student achievement performance through statistics and data. If the goal is not successfully achieved, the school will continue with the same goal and make adjustments accordingly on strategic objectives. The BC Ministry will also send a superintendents review team to visit the school for assessment. In terms of advocacy, most schools post their plans online with goals, objectives and priority strategies, but few provide detail information on how the schools intend to achieve or execute their goals. It

is unclear for some schools to execute the skills that will be employed to effect change. Lastly, the solidarity action is encouraged for this policy. From decision making in district to school planning in different school council, the process takes a lot of teamwork effort in order to satisfy the majority and come up with the workable goals to help improvement on students achievement. The intent is that all educators will be working toward the same planned goals, and a truly collaborative effort to create the plans will presumably generate the most effective outcomes. Ho'e%er, (ecau)e 'e are loca"e 'i"hin )uch &ul"icul"urali)& )ocie"+, 'e are loo-in! #or'ar e:uali"+ a&on! )chool) an )"u en"). The *olic+ )*eci#ie) "ha" "he )chool )houl #ocu) on A(ori!inal )"u en";) achie%e&en" *ar"icularl+, )o 'e i)co%ere a lo" o# *u(lic )chool *lan) ha%e inclu e .A(ori!inal Cul"ural< E uca"ion Enhance&en"3 a) one o# "he !oal). Denis might argue that Aboriginal people are not the only people here in public schools and with multiculturalism, we cant only focus on one culture that he suggests the public school should be a neutral community where no particular cultural or history is being forcedly educated upon all students. Public schools are defended as neutral multicultural spaces where all participants are equally positioned, irrespective of racism and colonialism (313). Denis claims that policies are made by authorities that might have political impact on decision making, and implanting the policy into public schools would only encourage the colonialism and racism since it suggests the minority of Aboriginal ethnic. So I cannot make judgment on the A(ori!inal Cul"ural< E uca"ion Enhance&en"3 'he"her i" i) )ociall+ 7u)"ice. Even though teachers in schools are expected to enhance school plans goals in order to help student achievements, every teacher does have the choice to oblige with the

policy or not. I personally think that it is not necessary to bring school plan into classroom discussion, but the teacher should be aware of the goals and objectives that school is striving for and try your best ability to implant these goals into your lesson plans. 5ale an Den)&ore )u!!e)" "ha" )chool *olic+ i) (ein! &a e 'i"h au"hori"+ or )chool council "ha" "eacher) are &o)"l+ ou" *o)i"ione #ro& *olic+-&a-in!. There#ore, in or er "o *re%en" *oli"ical ac"i%i)&, "he teacher )houl "r+ "o *ar"ici*a"e in "he School 4lannin! Council in or er "o !e" in%ol%e 'i"h "he *roce)) o# *olic+ &a-in!. Since e%er+ )chool i) i##eren" an i)"inc", "he "eacher )houl (e a'are "ha" "he *olic+ an )chool

*lan i) re#lec"i%e an a 7u)"a(le a) lon! a) "he "ea& i) )"ri%in! #or "he )a&e !oal. Kelly expresses, although all educators were teaching in British Columbia, the context varied widely in terms of whether the community was urban, suburban or rural; its level of affluence; the diversity of the student body; the predominant political and religious ideologies; school size and history; and school type. These contextual factors mediated the translation of any one teachers vision of teaching for social justice into the complex realities of everyday classroom practice (139). Kelly suggests that every distinctive district and school should make policies and school plans according to its mission statement, history, culture, community, students performance and school size. And the teachers ought to have their own visions for their classrooms that can be beneficial to the students achievement to its best ability. All in all, the goals are pointed at the same direction, that is, to help every student to be successful in school.

Bibliography Accoun"a(ili"+ ,ra&e'or- - 4u(lic School). 12002, 1 =ul+2. British Columbia Education. >e"rie%e 23 ?c". 2013, #ro& h""*@<<'''2.!o%.(c.ca<!o%<"o*ic.*a!eA i BDCC1C4C15C65494E9C,53969$6DDA3$4

Denis, V. S. (2011). Silencing Aboriginal Curricular Content and Perspectives Through Multiculturalism: There Are Other Children Here. Review of Education, Pedagogy, and Cultural Studies, 33(4), 306-317. Retrieved November 16, 2011, from http://dx.doi.org/10.1080/10714413.2011.597638

Gale, T., & Densmore, K. (2007). Policy: the authoritative allocation of values. Engaging Teachers (pp. 36-53). Maidenhead: McGraw-Hill International (UK) Ltd.

Kelly, D. (2012). Teaching for Social Justice Translating an anti-oppression approach into practice. Our School/ Our selves, Winter, 135-154.