[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603237-105":59,"doc-detail-603237-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","accountable-leadership-richard-f-elmore","Accountable Leadership - Richard F. Elmore","","Accountable Leadership analyzes how performance-based accountability has altered the demands placed on school leaders in American public schools over the past two decades. It corrects two common misconceptions: that changing accountability conditions changes leadership practice, and that schools become accountable only after accountability policies arrive. The essay argues schools are always accountable through implicit or explicit theories, shaped by individual responsibility, collective norms, and formal mechanisms. It outlines an alignment process and links internal accountability to success within external accountability systems.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accountable-leadership-richard-f-elmore/603237/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accountable-leadership-richard-f-elmore/603237.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What change in American public schools drives new expectations for school leaders?","Question",{"text":111,"@type":112},"The introduction of performance-based accountability policies evaluates, rewards, and sanctions schools based on measured student performance, changing the demands on leaders.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why does the essay reject the idea that accountability only started with performance-based policies?",{"text":116,"@type":112},"Schools are always accountable; what changes is the specific form of accountability shaped by policy and the action theories schools implicitly or explicitly hold.",{"name":118,"@type":109,"acceptedAnswer":119},"What are the three sources that shape school leaders’ conceptions of accountability?",{"text":120,"@type":112},"Individual responsibility, collective norms and values, and formal mechanisms by which teachers account for their work.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603237,1792103902,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Accountable Leadership  \nby Richard F. Elmore  \nLeadershipdemands inAmericanpublicschools havechangeddra  \nmaticallyinthepast20years. Whether—or how—the practiceof leadership willchangetomeetthosedemandsisanopenquestion.Thechangeindemandsislargelyaconsequenceoftheintroductionofperformance-based accountability—policies that evaluate, reward, and sanction schoolson the basisof measuredstudent performance. Whilethe meritsofthese policies aredebatable,thefactthatthey havechanged—probablyfundamentally—the demands placedon school leaders isnot.  \nBefore proceeding to the tactical and strategic implications of this change, two common misconceptionsin debates about accountability and school leadership must be clarified. The first is that changes in the conditions under which school leaders operate necessarily lead to changes in leadership practices. If practice is defined as the knowledge, skill, and values embodied in the behavior of educational leaders, thereis little evidence to suggest that changing the conditions under which leaders operate leads to systematic changes in their practices. Historical evidence (Cuban 1984, 1988; Tyack and Hansot 1982) suggested that the practice of school leaders—characterized primarily by a focus on managerial duties—has remained consistent despite dramatic changes in the social, economic, and cultural conditions surrounding public schools. The default culture of public schools—characterized by the atomization or fragmentation of teaching, the buffering of instructional practice from external influence, and the belief that teaching is primarily an “art” that is not susceptible to systematic and replicable knowledge—has been powerfully resilient in the face of major cultural changes. To say that the teaching environment has changed significantly due to an increased focus on performance-based accountability is to say nothing in particular about how the practice of school leadership might change.  \n134 Educational Volume  \nEssays  \nThe second misconception is that, before the advent of performance-based accountability, schools were “not accountable” and now they are “accountable.” Schools are always accountable, regardless of the policies under which they operate. What varies among schools is the specific “form” of accountability, which is commonly influenced by policy. Policies, however, do not determine whether schools are accountable. In other words, all schools operate with implicit or explicit action theories that determine to whom, for what, and how they are accountable.  \nThe framework outlined here is built on research sponsored by the Consortium for Policy Research in Education (CPRE), reported in part in The New Accountability: High Schools and High-Stakes Testing (Carnoy, Elmore, and Siskin 2003) and in When Accountability Knocks, Will Anyone Answer? (Abelmann et al. 1998) . These theories (Newmann, King, and Rigdon 1997) deeply affect how teachers and school leaders think about their work, how they determine their authority, how that authority is defined and circumscribed, and for what they are accountable. From this perspective, performance-based accountability systems—first from states and now primarily from the federal government—are an attempt to influence the terms of accountability, not to create accountability where none existed before. Policy makers, as well as professional reformers, often think the reforms they sponsor are unique in the history of education and are the primary cause of events that occur after their adaptation. This conceit—and the misconception on which it is based—leads to serious and adverse consequences for schools.  \nHow Accountability Works School leaders form their  \nconceptions of accountability from three sources: individual beliefs and values about what they can and should do, or individual responsibility; collective norms and values that define the organization in which individuals work, or collective expectations; and formal mechanisms by which teacher","cbCaisYCxQDyTu1G","https://ap.wps.com/l/cbCaisYCxQDyTu1G","pdf",87956,"English","# Accountable Leadership\n## Clarifying Misconceptions About Accountability\n## How Accountability Works: Three Sources\n## Alignment and Internal Accountability\n## Internal Accountability and External Accountability","[{\"question\":\"What change in American public schools drives new expectations for school leaders?\",\"answer\":\"The introduction of performance-based accountability policies evaluates, rewards, and sanctions schools based on measured student performance, changing the demands on leaders.\"},{\"question\":\"Why does the essay reject the idea that accountability only started with performance-based policies?\",\"answer\":\"Schools are always accountable; what changes is the specific form of accountability shaped by policy and the action theories schools implicitly or explicitly hold.\"},{\"question\":\"What are the three sources that shape school leaders’ conceptions of accountability?\",\"answer\":\"Individual responsibility, collective norms and values, and formal mechanisms by which teachers account for their work.\"}]","Accountable Leadership - Richard F. Elmore | PDF",1792095946,23]