Foreword: School peer review for educational improvement in changing times; Prof. Louise Stoll, UCL Institute of Education
PART 1: Introduction
1. Peer review as a form of internal evaluation and lateral accountability; Dr David Godfrey, UCL Institute of Education
2. Starting the process of challenging and supporting colleagues; Sir George Berwick
3. The Education Development Trust's School Partnership Programme; Maggie Farrar and John Cronin
4. Research-Informed Peer Review; Dr David Godfrey and Karen Spence-Thomas, UCL Institute of Education
PART 2: International Case Studies of Peer Review
5. Australia: Peer reviews as a complement to system reviews: the case of Queensland: Dr. Christine Diamond, Director of Policy & Research School Improvement Unit
6. USA: Peer review in Rhode Island: Practice Based Inquiry; Tom Wilson
7. Advancing Quality Through School Peer Reviews: a Case Study from South Africa; Murray Thomas and Hassiena Marriott
8. Chile: Adopting peer review in Chile. Cultural adaptation, barriers and facilitators; Dr David Godfrey and Carmen Montecinos
9. Bulgaria: Peer Review Network Of Schools - Lessons From Innovative Practice In Bulgaria; Prof. Rossitsa Simeonova and Dr Yonka Parvanova, Sofia University, Bulgaria
10. Wales: Using evidence to inject challenge within a system change strategy: lessons from a small country; Prof. Mel Ainscow and Prof. Mark Hadfield
11. The road to quality. Attitudes to School peer review in the Czech Republic; Prof. Milan Pol and Stanislav Michek
12. Self-policing or self-improving? Peer reviews and school to school networks in the context of high-stakes accountability and local status hierarchies in England; Professor Toby Greany, UCL Institute of Education
13. Case study of a cluster in the National Association of Headteachers' 'Instead' Peer review in England; Dr David Godfrey PART 3: Conclusions
14. School peer review for lateral accountability and improvement. Challenges and ways forward; Dr David Godfrey
About the Author: Dr. David Godfrey is a lecturer in Education, Leadership and Management at UCL Institute of Education in London and the programme leader for the MA Educational Leadership. He was co-director of the Centre for Educational Evaluation and Accountability until 2018 and was a lead inspector for the Independent Schools Inspectorate. An advocate of research-informed practice in education, his projects and publications include research-engaged schools, school peer review, inspection systems and lesson study. In July 2017, David was acknowledged in the Oxford Review of Education as one of the best new educational researchers in the UK.
