Is Accountability Important?
By Stefanie Reubell
Why be accountable?
Accountability through mentoring is gaining renewed attention among teachers. According to an article posted on the Department of Education web site, www.ed.gov, a school in Rochester, New York succeeded in keeping more teachers by implementing mentors to provide accountability and support for first-year teachers. An assigned lead teacher helps a new teacher throughout the year, serving as adviser—and critic. The mentor teacher answers the new teacher’s questions and keeps tabs on their commitment to teaching.
The difference in retention statistics before and after the program is staggering: Before the program, just over half of the first-year teachers remained at the school. After the program, a whopping 90% of first-year teachers returned for a second year. These statistics exhibit the potential of accountability.
Consequences of a lack of accountability.
Consider the possible problems when volunteer teachers aren’t mentored by someone who helps them, tracks their progress, and monitors their commitment.
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Burnout. Volunteers who are perfectionists may tend to take on too much responsibility. If they aren’t accountable to anyone, they can become exhausted by trying to achieve with too heavy a workload. Mentors should check in regularly with these seemingly tireless volunteers to help them sidestep the risk of burnout.
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Misuse of authority. In the church classroom, a new teacher might deviate from the vision of the pastor to develop their own vision. Another teacher might knowingly or unknowingly encourage students to question the authority of church leadership. Another might even gossip with students about other teachers, staff, or church members. Mentors can help redirect these teachers’ leadership skills into positive and productive venues.
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Laziness. Teachers with relaxed temperaments who aren’t accountable to anyone might stop preparing for lessons, begin showing up late to teach, or begin shirking other responsibilities. Mentors can help motivate these teachers by keeping the discipleship vision of the church at the forefront to promote consistent quality in the classroom.
Tips for building an accountability system.
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Spell it out. Give each teacher a bulleted list of the church’s expectations of them. Refer to it occasionally in meetings. Use it to encourage teachers in their ministry commitment.
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Sign the contract. Develop a contract for each teacher to read and sign. The contract can include expectations or requirements and should provide a way for teachers to commit to excellence.
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Match them up. Keep a file of professional teachers, leaders, and even seasoned lay staff you can match up with newer teachers. Remember to keep age-level distinctives in view; a longtime teacher of six-year-olds might not be as informed about adult issues, and a life-long senior’s director won’t have as much knowledge of early-childhood ministries. Match your teachers with appropriate mentors, and you increase their chance of success.
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Make the time. Provide contact information (e-mail, phone) of Sunday School leaders in your church. Demonstrate to teachers that their concerns are important by providing them with access to leaders.
Some information taken from the Department of Education web site, www.ed.gov.
Read more about accountability in High Expectations by Thom Rainer.
