Quality assurance: why peer coaching works

When leadership is too hands-on with quality assurance, it ends up stifling teachers’ development, writes Justin Delap

Why peer-coaching works better than a top-down approach to teacher development

School leaders will often look to appoint members of staff whom they can “mould”. In these situations, quality assurance processes work like a metaphorical pasta machine: reshaping the existing teacher into someone who is just the right fit for the school.

But there is a flaw in this plan. In the kitchen, overworked dough contracts and will not rise properly. I believe the same is true for teachers: if leaders are too “hands on” in their approaches to quality assurance, they can damage the end product.

So, what’s the solution?

Over recent years, I have tried to improve teaching and learning ...

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.

Subscribe now