Abstract
This chapter explores the background, principles, operations and evidence for and from the Education Development Trust’s Schools Partnership Programme of peer review. This programme has been in operation for five years and has engaged with over 1,400 schools making it the largest peer review programme in England. The authors explore how peer review has emerged from, and is a central plank of, the English de-centralisation agenda and a bottom up desire for greater collaboration and peer networking to drive greater school improvement. The principles which govern the programme stem from a strong research base and are then connected directly to school leadership practice and reality. This then leads to a three-stage cyclical theory of change, which underpins the entire programme model and journey, leading to embedded peer review practice and genuine collaboration which in turn leads to greater teacher and school efficacy, and so better pupil outcomes. This sustainable maturity model means the programme has evolved with feedback and input from school leaders and the authors then look ahead to where next for peer review in England and internationally
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Notes
- 1.
The authors of this chapter have all been closely involved in the co design, development and delivery of the model.
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Ettinger, A., Cronin, J., Farrar, M. (2020). Education Development Trust’s Schools Partnership Programme: A Collaborative School Improvement Movement. In: Godfrey, D. (eds) School Peer Review for Educational Improvement and Accountability. Accountability and Educational Improvement. Springer, Cham. https://doi.org/10.1007/978-3-030-48130-8_9
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DOI: https://doi.org/10.1007/978-3-030-48130-8_9
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