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Introducing the GTC Networks.
Good teaching needs good networks and good networks need good teachers.
The GTC Networks provide support by linking teachers nationally and putting them in touch with the latest research and evidence. They let teachers have a voice at national debates on changes to education.
The impact: peer observation in schools that came out of special measures
I believe that peer observation is both an excellent tool for sharing effective practice / raising the quality of teaching and also raising the self-esteem and confidence of staff involved. Teaching can be a very isolated experience. At Kingswood we've tried really hard to open up practice and share skills. This has been instrumental in raising the quality of teaching across the school and our rapid removal from special measures in under four terms. We have begun to extend peer observation to our teaching assistants and the response from them has been very positive.
Peer observation isn't about weak teachers observing very good practitioners - it's about all staff sharing their skills and learning from each other. As Headteacher of my school, I have learned a great deal from observing my staff teach and have chosen peer observation as an effective way to enable all staff to access learning.
Craig Tunstall, Head teacher, Kingswood Primary School, Lambeth
Having used peer observation in a school in special measures the general consensus is that it is a very supportive process. We went further by extending it to senior managers being observed by teaching staff. All wrote up reports and delivered feedback. This openness was well received by HMI and the evidence gained from the process had a significant impact on the judgement to remove us from special measures.
The culture is now embedded in the school and staff look forward to peer observation sessions. Generally staff prefer to be observed rather than observe, which I found strange.
Hugh Godfrey, Matching Green CE Primary School, Essex
