In an era of increased accountability, the supervision of schools has become an important focus in education. Whilst many countries utilize external inspection as the main source of supervision, there are many countries that rely more on schools conducting their own review, combined with an external inspection or verification process to establish the veracity of the school review. In two school systems, Hong Kong (China) and Victoria (Australia), there is evidence of a trend towards a greater emphasis on self- directed school reviews. This trend fits well with the call by researches such as Richard Elmore for greater emphasis on internal accountability. Elmore (2005: 140-141) defines internal accountability as 'coherence and alignment among individuals' conceptions of what they are responsible for and how, collective expectations at the organizational level, and the processes by which people within the organization account for what they do.' Elmore disputes the long-term worth of external accountability environments and suggests that for real and sustained school improvement, teachers and principals need to take more responsibility for the outcomes they influence - a heightened sense of internal locus of control over their professional responsibilities. Within the Victorian context, Gurr (2003) has argued that it is timely for schools to become more involved in school review and to conduct self-directed reviews, freeing the system to provide an improved monitoring role. In self-directed reviews, there is greater involvement of schools in defining what is to be evaluated above that which meets contractual accountability requirements of school systems or government. Recent changes to the Victorian system have adopted some of this, with about 10% of schools having a negotiated review (defined by the school), 80% of schools having a continuous improvement review (school self-assessment and independent verification) and 10% having a diagnostic review (reviewer controlled process more akin to a limited inspection model). In Hong Kong, after years of trying to implement an external inspection process modelled on the English program, Hong Kong is introducing a school self-assessment and external inspection/verification process. At the 2004 ECER conference the team reported preliminary findings based upon case study research of two Hong Kong schools and three Victorian schools undergoing the new school review processes. The current presentation updates these findings (including an additional Hong Kong school and several Victorian schools) and provides more definitive views on the perceived strengths and weaknesses of the new reforms. The documenting of these reforms will be of benefit to a wide audience as evidenced by the interest in this issue by the International Institute for Education Planning in their series on trends in school supervision.