Another complicated conversation with parents. A colleague who is raising resistance. A dilemma that you, as a leader, just keep chewing over. In daily practice, there is a strong tendency to ignore situations or to jump straight to a solution. Intervision deliberately chooses a different path. The situation itself is not the central focus, but rather the way you relate to it. It is precisely this that yields insights that allow you to act differently next time.
Hollands Noorden educational region launched its first peer-review group last academic year, led by Iris van ’t Hull. Iris knows secondary education in the region well. She has years of experience as a teacher and head of department in both Hoorn and Krommenie, and now works as a coach, peer-review facilitator and group facilitator. ‘We didn't know in advance whether we would get enough participants, but we managed to put together a great group. That confirms that there is indeed a need for peer review. In education, we invest a lot in subject-specific training and personal development often receives less attention. Yet there is also much to be gained there.’
Examining yourself, not the other
Van ’t Hull explains that peer consultation is something other than colleagues giving each other tips. ‘In education, we are used to offering solutions. In fact, we do that all day long in front of the class. In peer consultation, we ask questions that help someone discover for themselves where the block lies and what scope there is to act differently.’ That is what makes peer consultation personal. ‘If someone gets on your nerves, it is ultimately not about the other person. It is about how you relate to this situation. What part of this belongs to you and what do you have influence over? That does not immediately solve the problem, but it does give you insight into patterns that keep repeating themselves. As a result, a situation becomes much more manageable and you experience having choices in how to deal with the situation.’
Learning from each other's practice
Peer review requires trust. That is why Van ’t Hull prefers to work with participants who have a similar role. ’A leader has different issues than a teacher. Pastoral support coordinators run into completely different dilemmas. When people have comparable responsibilities, they recognise a lot in each other’s practice. That makes it easier to open up.’ She sees the fact that participants come from different schools as an added value. ’You hear how colleagues within the region deal with similar situations. Moreover, you often discover that you are by no means the only one struggling with something. That recognition alone can be tremendously valuable. In addition, this way you also expand your network.’ Iris emphasises that a diverse group is important. ‘Too many people from the same management team unconsciously bring their own dynamics with them. It is precisely a mixed group that provides fresh perspectives.’
Time that pays for itself
The peer review groups meet for a few hours five times per academic year. According to Iris, that is a relatively small investment. ‘It costs you an afternoon, but what you get in return you take with you to work every day. You learn to look differently at recurring situations. Not by learning a trick, but by understanding yourself better. Ultimately, that also makes you stronger as a professional.’ Following the positive experiences of the past year, the initiative is therefore being continued. Within the Academy of Education Region Hollands Noorden Next school year, two peer-support groups for leaders will start, alongside a group for care coordinators for the first time. ‘Care coordinators have an incredibly responsible role. They guide pupils with complex support needs, have difficult conversations and constantly navigate between different interests. At the same time, they aren't always naturally part of a team. Peer support can be of great value precisely for them.’
Van ’t Hull also sees clear added value for managers. ‘You are not only building on your own development, but also on a regional network of colleagues who know the same practice. Moreover, we can meet at different schools if desired. That makes the step to participate both accessible and educational.’
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