Bringing research into school to school peer review. Pilot study on Research-informed Peer Review in London primary schools
Several models of school peer review now exist in the UK, in a system expected to be school-led and self-improving, and in a climate where schools increasingly belong to collaborative and networked arrangements. In parallel, successive governments have encouraged schools to make improvements based on closer engagement with high quality academic research.
Research-informed Peer Review (RiPR) is a new model of school-to-school peer review being developed at the London Centre for Leadership in Learning. Unlike other forms of peer review, RiPR is not a ‘mocksted’ (a rehearsal to prepare for an Ofsted inspection) but involves in process of deep learning, augmented by research evidence. Increased rigor in the process is ensured by using academics at the London Centre for Leadership in Learning (LCLL) to facilitate the reviews. Evidence was drawn from the literature on feedback in learning to provide a focus for the reviews. Data collection was informed by well-validated theories of implementation measurement and the evaluation process was also underpinned by a strong evidence base.
We report here on a pilot study involving six primary schools in London, structured around 3 half day workshops and three whole day school visits.
Dr David Godfrey is a lecturer in Education, Leadership and Management, co-director of the Centre for Educational Evaluation and Accountability and programme leader for the MA Leadership at UCL Institute of Education. An advocate of research informed practice in education, his projects include research-engaged schools, school peer review, inspection systems, and lesson study.