In the context of a high school teacher's dismissal for refusing to participate in hall supervision on ethical grounds, the author discusses the authority structure of public schools and the role and responsibilities of professional educators. Past contract conditions that regimented the private and professional lives of teachers are reviewed, as are court decisions in defense of teachers' civil liberties. The rights of teachers to follow the dictates of conscience in defiance of authority are considered in connection with the legal emphasis on educational accountability. The author contends that the provisos included in much of the current accountability legislation and procedures conflict with the personal convictions of some public school teachers. She stresses that the prevailing autocratic structure of the school is an anomoly in a political democracy. Teachers are urged to be practicing intellectuals, build support systems within the school, examine curriculum policy and decision-making within the school, and pursue issues surrounding authority. (MLF)