From peer review to collaborative peer enquiry: Action research for school improvement and leadership development

David Godfrey

doi:10.14324/lre.18.3.04

Abstract

School peer reviews are increasingly part of the evaluation and school improvement landscape for school leaders and teachers in a number of countries. This article describes the growth of peer review, particularly in England, and its emergence elsewhere (for example, Australia, across Europe and in Chile). While these approaches provide a useful form of professional and moral accountability, this article identifies ways in which they could go further to empower practitioners through the use of an enquiry approach, combining formal academic knowledge with practitioner knowledge and school-based data. The term collaborative peer enquiry (CPE) is suggested as a way to explore this potential. The article sets out a typology of action research as a form of professional learning (type 1), practical philosophy (type 2) or as a form of critical social science (type 3). Four examples are given of different peer review models, two of them CPE approaches, and these are analysed using the above typology. A distinction is made between some peer review models that mimic external inspections and err towards self-policing, and others that encourage open enquiry and learning. In particular, the CPE models show the potential as forms of type 2 and type 3 action research. The role of peer review and CPE in the accountability system, in leadership development, and challenges for these models are explored in the discussion.

Highlights

A report by the Organisation for Economic Co-operation and Development (OECD, 2013: 469–70) has recommended greater use of peer learning among schools to develop capacity for self-evaluation and improvement, in systems where schools have a high degree of autonomy, in order to prevent them from forming an introspective and defensive culture
Some peer review programmes are structured, facilitated and accredited by external agencies for a subscription fee, such as Challenge Partners or the Schools’ Partnership Programme in England; others by districts, states or local authorities, such as Queensland and New South Wales in Australia; and others in school networks who devise their own schemes for peer review
If we look at peer review, it stands up well to the above general definition: reviews are usually cyclical, they evaluate actions in process, and they involve a focus of enquiry and a commitment to taking action in response to the learning taking place from the review

Summary

Introduction

A report by the Organisation for Economic Co-operation and Development (OECD, 2013: 469–70) has recommended greater use of peer learning among schools to develop capacity for self-evaluation and improvement, in systems where schools have a high degree of autonomy, in order to prevent them from forming an introspective and defensive culture. The article argues for the use of the nomenclature collaborative peer enquiry (CPE) as a way of opening up thinking about how to use more empowering processes that provide opportunities for school leaders and teachers to transform their practices and curricula together. Using the typology devised by Foreman-Peck and Murray (2008), the extent to which distinct peer review programmes exhibit forms of practical philosophy, professional learning or critical social science are explored. Using this framework and the work of other scholars, the potential for these programmes to display authentic features of CPE is explored

Background

Conclusions and discussion

Notes on the contributor