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The article examines how student achievement data, student feedback, and personal reflection contribute to these agendas, and how teacher evaluation through peer review is used to assess teaching quality. Limited research exists on peer review in secondary schools, especially regarding mandatory implementation. A case study of a regional high school implemented mandatory peer review for all staff in 2012, using stakeholder interviews.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-mandatory-peer-review-of-teaching-in-schools-article-5/593559/",{"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/investigating-mandatory-peer-review-of-teaching-in-schools-article-5/593559.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study?","Question",{"text":112,"@type":113},"The study examines the reasons behind implementing mandatory peer review of teaching in a regional high school and how it connects to professional and managerial discourses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected for the research?",{"text":117,"@type":113},"Data collection relied primarily on interviews with key stakeholders in the school context.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the analysis indicate about mandatory peer review?",{"text":121,"@type":113},"The analysis suggests that mandatory peer review operates along a continuum of discourses, spanning professionalism, quality enhancement, and managerialism.","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},593559,1792590090,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 4 | Article 5 |\n| --- | --- |\n| 2014\u003Cbr>Investigating Mandatory Peer Review Of Teaching In Schools\u003Cbr>Jacinta Brix\u003Cbr>Sunset State School, MtIsa\u003Cbr>Peter Grainger\u003Cbr>University of the Sunshine Coast, [peter.grainger@usc.edu.au](peter.grainger@usc.edu.au)\u003Cbr>Angela Hill\u003Cbr>James Cook University |  |\n\nRecommended Citation  \nBrix, J., Grainger, P., & Hill, A. (2014). Investigating Mandatory Peer Review Of Teaching In Schools. Australian Journal of Teacher Education, 39 (4).  \n[http://dx.doi.org/10.14221/ajte.2014v39n4.3](http://dx.doi.org/10.14221/ajte.2014v39n4.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss4/5](http://ro.ecu.edu.au/ajte/vol39/iss4/5)  \nAustralian Journal of Teacher Education  \nInvestigating Mandatory Peer Review Of Teaching In Schools  \nJacinta Brix  \nSunset State School, Mount Isa  \nPeter Grainger  \nUniversity of Sunshine Coast, Sippy Downs, Buderim  \nAngela Hill  \nJames Cook University  \nAbstract: Accountability agendas are influencing the secondary  \neducation sector in Australian schools. Analysis of student  \nachievement, student feedback mechanisms and personal reflection  \nare forming part of these agendas as methods of teacher evaluation.  \nAdditionally, and more recently, teacher evaluation through ‘peer  \nreview’ is emerging as a tool for evaluating teacher quality. Peer  \nreview of teaching encompasses educators working and learning  \ntogether to improve teaching practices and student learning. A  \nplethora of literature currently exists on peer review of teaching for  \nformative purposes. While there are a number of studies examining  \nthe role of peer review of teaching within higher education, there are  \nvery few studies in the secondary school sector. Furthermore, there  \nare no studies published on the mandatory nature of peer review of  \nteaching. This study critically examined the reasons behind the  \nimplementation of mandatory peer review of teaching at a regional  \nhigh school. Specifically, the study investigated the ways in which  \nmandatory peer review of teaching engaged with an array of  \ndiscourses, including those of ‘professionalism’ and ‘managerialism.’  \nThis study consisted of a case study of a regional secondary school  \nwhich implemented mandatory peer review of teaching for all  \nteaching staff in 2012. The key method of data collection was  \ninterviews with key stakeholders. Analysis of the data indicated that  \nthe rationale behind mandatory peer review resides along a  \ncontinuum of discourses that range from professionalism, quality  \nenhancement and managerialism.  \nIntroduction  \nPeer review of teaching is of great importance to the secondary education sector in Australia. Since 2012, the institution for this study mandated the process of peer review of teaching. It is among the first to change the way in which teaching practices are evaluated. Within a culture of performativity (Apple, 2001; Lingard, 2010), practices residing within the discourse of the neo-liberal state have been a response to current reforms by secondary schools. These reforms centre around notions of accountability, and located within a new policy framework. The policy mantra signalling the introduction of this system by the Queensland government is “United in the pursuit of excellence”(Education Queensland, 2011) . Secondary schools have had to rethink the way in which they evaluate the quality of teaching as they are guided by notions of power and marketisation. High stakes testing schemes such as the National Assessment Program – Literacy and Numeracy (NAPLAN) isan example of the way in which evaluative measures are in focus across the education sector.  \nVol 39, 4, April 2014 83  \nAustralian Journal of Teacher Education  \nTeachers are now externally accountable and are under significant scrutiny. This culture of  \nperformativity is also apparent with the creation of websites such as ‘My ","cbCaimuXW1OciwZQ","https://ap.wps.com/l/cbCaimuXW1OciwZQ","pdf",451601,18,"English","# Abstract\n## Background\n## Introduction","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study examines the reasons behind implementing mandatory peer review of teaching in a regional high school and how it connects to professional and managerial discourses.\"},{\"question\":\"How was data collected for the research?\",\"answer\":\"Data collection relied primarily on interviews with key stakeholders in the school context.\"},{\"question\":\"What did the analysis indicate about mandatory peer review?\",\"answer\":\"The analysis suggests that mandatory peer review operates along a continuum of discourses, spanning professionalism, quality enhancement, and managerialism.\"}]","Investigating Mandatory Peer Review Of Teaching In Schools - Article 5 | PDF",1792077474,45]