Teaching Schools Peer Review Framework
The designated teaching schools in the East Midlands , South Yorkshire and Humber (EMSYH) are working together to build a network of alliances across all phases and specialisms to help to deliver the vision of the self-improving school system of which peer review is a central Area.
'In a self-improving school system, more control and responsibility passes to the local level in a spirit of mutual aid between school leaders and their colleagues, who are morally committed to imaginative and sustainable ways of achieving more ambitious and better outcomes'
Peer review Framework
This document was developed and agreed by a small working group of teaching school colleagues in the East Midlands March 2017. The group used several documents and publications to inform and support the development of this regional approach, namely:
- Peer Review Resource (NCTL 2013).
- Materials produced by the Education Development Trust.
- The London Peer Review framework.
The document was refreshed in November 2017 to reflect the new region of East Midlands South Yorkshire and Humber. We have also integrated the ‘Teaching school expectations and key performance indicators (KPIs)’, published in November 2017, which recognise the importance of peer review in the Continuous Improvement Process:
“Each teaching school is required to pursue continuous improvement supported by the peer review process in order to develop and achieve/sustain maturity of provision.”
This peer review framework has been developed with the underlying principles of:
- Self-evaluation is at the heart of improvement,
- Challenge by peers is mutually beneficial,
- Evidence of how activity positively impacts on learner outcomes is crucial for sustainability and recommissioning,
- We are all striving for continuous quality improvement, neither coasting or complacent.
Peer Review creates a forum in which to challenge progress and development as a teaching school, to explore different contexts and models in depth, and to develop collaborative capital. It has the potential to make a significant contribution to the development of a school-led system and to provide a valuable mechanism for identifying and sharing learning. The ability of a school to evaluate the quality of practice offered by a partner school, offering challenge to help them improve, supports the sector to consider:
- What is the most powerful story that we can tell about our work and what evidence do we have that it improves outcomes for our learners?
- What have we learned?
- What have we learned that is useful to others?
- What could we improve?
- Where could we develop further?
- What is a burning issue for us right now?
- What are we not talking about that we should be?
- What are our priorities?
Peer Review can:
- develop continued self-evaluation and assessment of progress;
- develop the capability to evaluate and challenge peers for the benefit of the system, leading to continuity of partnership and a deeper relationship with a peer reviewer;
- build review and assessment of impact into regular practice;
- develop the alliance and build relationships across alliances.