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Converging Approaches to School Evaluation Across Frontiers - Article 6","","This paper advances an argument that school inspectorates increasingly share a common overarching ideology and methodology for accountability and school improvement. It analyzes recent changes to school inspection policies across different international contexts, using Ireland as a case example to examine how Irish inspection practices reflect other systems. A key informant interview with Ireland’s Chief Inspector tests these assumptions, revealing a more convergent evaluation approach and the rise of co-professional evaluation between inspectorate and schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrated-co-professional-evaluation-converging-approaches-to-school-evaluation-across-frontiers-article-6/593840/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrated-co-professional-evaluation-converging-approaches-to-school-evaluation-across-frontiers-article-6/593840.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central claim does the paper make about school inspectorates?","Question",{"text":112,"@type":113},"Inspectorates increasingly follow a similar ideology and methodology for school accountability and improvement, though at varying degrees.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper test its assumptions?",{"text":117,"@type":113},"It combines policy and literature analysis with a key informant interview with the Chief Inspector of schools in Ireland.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence suggests a shift toward co-professional evaluation?",{"text":121,"@type":113},"The paper highlights a rapid pace of school adoption of inspection frameworks and the emergence of a genuinely co-professional mode rather than merely co-existent evaluation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593840,1792210111,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 12 | Article 6 |\n| --- | --- |\n| 2018\u003Cbr>Integrated Co-Professional Evaluation? Converging Approaches to School Evaluation Across Frontiers\u003Cbr>Martin Brown\u003Cbr>EQI, School of Policy and Practice, DCU Institute of Education, [martin.brown@dcu.ie](martin.brown@dcu.ie)\u003Cbr>Gerry McNamara [gerry.mcnamara@dcu.ie](gerry.mcnamara@dcu.ie)\u003Cbr>Joe Ohara [joe.ohara@dcu.ie](joe.ohara@dcu.ie)\u003Cbr>Shivaun O'Brien [shivaun.obrein@dcu.ie](shivaun.obrein@dcu.ie)\u003Cbr>Jerich Faddar\u003Cbr>[jerich.fadar@uantwerpen.be](jerich.fadar@uantwerpen.be)\u003Cbr>See next page for additional authors |  |\n\nRecommended Citation  \nBrown, M., McNamara, G., Ohara, J., O'Brien, S., Faddar, J., & Young, C. (2018). Integrated Co-Professional Evaluation? Converging Approaches to School Evaluation Across Frontiers. Australian Journal of Teacher Education, 43 (12).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol43/iss12/6](https://ro.ecu.edu.au/ajte/vol43/iss12/6)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss12/6](https://ro.ecu.edu.au/ajte/vol43/iss12/6)  \nIntegrated Co-Professional Evaluation? Converging Approaches to School Evaluation Across Frontiers  \nAuthors  \nMartin Brown, Gerry McNamara, Joe Ohara, Shivaun O'Brien, Jerich Faddar, and Cornelius Young  \nThis journal article is available in Australian Journal of Teacher Education: https://ro.ecu.edu.au/ajte/vol43/iss12/6  \nAustralian Journal of Teacher Education  \nIntegrated co-Professional Evaluation?  \nConverging Approaches to School Evaluation across Frontiers  \nMartin Brown  \nGerry McNamara  \nJoe Ohara  \nShivaun O’Brien  \nCornelius Young  \nDCU Institute of Education, Ireland  \nJerich Faddar  \nUniversiteit Antwerpen, Belgium  \nAbstract: This paper posits that almost all inspectorates are now  \nfollowing, if to varying degrees, a similar overarching ideology and  \nmethodology for school accountability and improvement. The first  \npart of the paper provides an analysis of recent changes to school  \ninspection policies across Frontiers. Using Ireland as a case example,  \nthe next part of the paper provides an analysis of Irish school  \ninspection policies and practices that appear to mirror other school inspection systems. To test these assumptions, the paper then provides  \nan analysis of a key informant interview with the Chief Inspector of  \nschools in Ireland.  \nThe evidence suggests that there is an increasingly convergent  \napproach to school evaluation discernible across all inspection  \nfrontiers. Among the many aspects of this changing landscape is the  \nrapid pace at which schools have accepted school inspection  \nframeworks and the emergence of a genuinely co-professional as  \nopposed to co-existent mode of evaluation between the inspectorate  \nand schools.  \nIntroduction  \nDuring the last two decades, many European education systems have attempted to modernize the control and monitoring of schools by establishing some form ofwhat is often described as evidence-based governance (Altrichter et al. 2016, Schildkamp, and Ehren, 2012) . Such regimes are usually built on two dominant arrangements which often exist side by side, achievement standards and tests of student performance on the one hand, and school inspections on the other (Ehren et al., 2016) . Both of these features are evident in Ireland with increasing emphasis on standardized tests and achievement in state examinations together with what might be described as the reconceptualization of school evaluation to include both inspection and school self-evaluation (Brown, McNamara, O’Hara and O’Brien, 2016). Testing is for another day. The paper at hand aims to describe the main features of recent changes in inspections both internationally and in Ireland based, firstly, on an analysis of the extensive literature on school evaluation including policy documents and subsequently on an interview with the Chief Inspector of Irish schools.  \nThe paper comme","cbCaiekBx211bizt","https://ap.wps.com/l/cbCaiekBx211bizt","pdf",302447,17,"English","# Abstract\n# Introduction\n# Methodology\n# A Converging Model of School Inspection?","[{\"question\":\"What central claim does the paper make about school inspectorates?\",\"answer\":\"Inspectorates increasingly follow a similar ideology and methodology for school accountability and improvement, though at varying degrees.\"},{\"question\":\"How does the paper test its assumptions?\",\"answer\":\"It combines policy and literature analysis with a key informant interview with the Chief Inspector of schools in Ireland.\"},{\"question\":\"What evidence suggests a shift toward co-professional evaluation?\",\"answer\":\"The paper highlights a rapid pace of school adoption of inspection frameworks and the emergence of a genuinely co-professional mode rather than merely co-existent evaluation.\"}]","Integrated Co-Professional Evaluation? Converging Approaches to School Evaluation Across Frontiers - Article 6 | PDF",1792078018,43]