The article discusses how the public school system in Tasmania is moving away from centralized control towards a more diverse approach to accountability. Traditionally, the system has resisted federal initiatives and relied on bureaucratic structures for accountability. However, stakeholders are now calling for more community involvement and professionalism, which is not compatible with the old command-based system. The evidence suggests that a shift towards more inclusive and diverse methods of decision-making is taking place in Tasmanian public schools.