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This brief examines what practitioners have learned about creating the culture and relationships within, and between, schools to get the most from peer review. Part of a series of insight reports looking at what school partnerships have discovered about working together through peer review and how this compares to wider research findings.
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This brief examines what schools have discovered about the practical systems and processes that support effective peer review partnerships. Part of a series of insight reports looking at what school partnerships have discovered about working together through peer review and how this compares to wider research findings.
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This brief explores the skills and attributes that practitioners have found most useful to enable them to conduct peer review effectively. Part of a series of insight reports looking at what school partnerships have discovered about working together through peer review and how this compares to wider research findings.
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This brief examines what one Multi-Academy Trust has discovered about the process of gathering data and evidence to support the peer review process and subsequent school improvement to enhance outcomes for pupils. Part of a series of insight reports looking at what school partnerships have discovered about working together through peer review and how this compares to wider research findings.
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This brief explores how schools involved in SPP have drawn on relationships within their peer review groups during the period of the pandemic, and what they have learned about organisational resilience as a result.
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This think piece, written collaboratively by Steve Munby and Michael Fullan, focuses on how leading from the middle has the power to transform education systems. It was initially written to stimulate discussion at our first Global Dialogue event held in February 2016, but has since been referenced by Michael Fullan and others in the continuing global dialogue on collaboration as a driver for school improvement.
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In 2015, Education Development Trust joined forces with the Isos Partnership, an established research and advisory organisation, to explore the opportunities and challenges facing local education systems. Together, we produced this think piece, which addresses the key questions that arose during two seminars mentioned herein that focused on how the government’s plans for reform will affect local authorities, how change can be managed in a positive may, and how change can have a beneficial, energising impact on local systems.
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Through our work with SPP, we have seen that well designed, well managed, rigorous peer review that involves senior leaders, middle leaders and teachers is one of the most valuable and impactful activities that schools in a mature, sector-led system can undertake. This report provides an insight into the impact SPP has had to date and takes a look toward the future for peer review in a self-improving system.
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