| Description |
18 pages ; 30 cm |
| Series |
Seminar series / Centre for Strategic Education, 1838-8558 ; 249 |
|
Seminar series (Centre for Strategic Education (Vic.)) ; no. 249
|
| Summary |
The author draws on her work in England on cluster-based school improvement through peer review, with the Centre for British Teachers (CfBT); and, in Australia, with Catholic Education Melbourne, the Queensland Leadership Institute (QELI) and the Country Education Project (CEP). She discusses the nature and merits of autonomous and accountable school-led systems; explores the benefits of cluster-based improvement; and uses examples from England and Australia to take a closer look at practice and to focus on peer review. She concludes that we can improve further, but are already beginning to see that the practice of reciprocity, of collective moral purpose and the building of joint accountability for outcomes, together generate greater improvement for all schools. [Publisher website] |
| Analysis |
Australia |
|
Cluster schools |
|
England |
|
Kyra Teaching School Alliance |
|
Nathalia Learning Community Alliance |
| Notes |
"November 2015" |
|
Cover title |
|
Includes bibliographical references |
| Bibliography |
Includes bibliographical references |
| Notes |
In English |
| Subject |
Educational accountability.
|
|
Educational cooperation
|
|
Educational planning.
|
|
Peer review.
|
|
School improvement programs.
|
|
School management and organization.
|
| Author |
Farrar, Maggie.
|
|
Centre for Strategic Education (CSE), issuing body
|
| ISSN |
1838-8558 |
| ISBN |
9781921823770 |
|
