In education, there are things we control and things that we don't. There has always been some elements out of our control in our profession. The state and federal-led power and control piece is much larger than ever before, which is unfortunate, because we read research (Hattie, 2009) that tells us how important student control over learning is, which means that teacher autonomy over their own professional learning is important as well.

One area in our accountability system that must allow for teacher autonomy is the multiple measures piece of teacher evaluation. Too often it's easy for administrators to include only the elements they believe are important in multiple measures. They look at student and parent surveys, or want to add in the committees that they believe teachers should join. And unfortunately, they want to leave out teacher goal setting or peer observations, because they think those elements allow teachers to get away with something.

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