In this article, the author provides some examples to illustrate broader points about accountability and reporting. The examples are based on a study of teachers in the state of New South Wales (NSW), Australia, undertaken for the NSW government ("Time to Teach, Time to Learn," 2003). The study reviewed teaching practices surrounding outcomes assessment and reporting as a follow-up to a major study nearly a decade earlier. Both studies explored changes occurring to teachers' work involving planning, teaching, assessing, rewarding, and sharing knowledge in their classrooms and with their colleagues. In this article, the author acknowledged that teaching is what makes education policy practical, but if curriculum policy is to be effective in schools, it should be the product of experience, equate to the good practice it generates, be defined by practitioners and participants, deal with risk taking and accepting of unpredictability, and allow for implementation to lead to change and growth in policy.