Do we have a theory of change? Calling change models to account

Abstract

Like many other governments, and in line with the shift towards outcomes-based education, the South African government has recently begun to introduce new measures of accountability which have direct implications for teacher regulation. Proponents of accountability are hoping to introduce performance-based regulative measures that will enhance the added value of the school, particularly of its instructional environment, for the performance of weak learners. Recent research on school improvement in South Africa has begun to provide more specific sets of explanations for the notion of performance-based teacher regulation. This research includes Taylor's work on systemic reform (2001, 2002) and Fleisch's work on a prescriptive model of school improvement (2001). Taylor's and Fleisch's works on accountability advocate a convergence model of change or a model that combines external regulation of teachers' work through the use of sanctions and rewards together with systemic means of teacher support. The paper makes two claims. Firstly, that research which is advocating a convergence approach to change needs to examine very carefully the tenuous balance between pressure and support and warn against the balkanization (Elmore, 2000, 23) of pressure. Secondly, that until we are sure that we have given our teachers meaningful learning opportunities, the belief in performance-based accountability remains highly problematic.