Blackrock Educate Together Secondary School was awarded €5,000 to collaborate with ten schools*, to observe each other’s classroom practices across different schools, creating a reflective, supportive culture where teachers can exchange insights, deepen their understanding of effective teaching, and enhance their teaching and learning. Through engaging in peer observation, teachers gained insights into diverse approaches, build professional relationships, and contribute to a culture of continuous improvement. The project emphasised shared learning, mutual respect, and the value of seeing teaching through other teachers’ perspectives.
*List of collaborating schools:
- Gorey Educate Together Secondary School
- Harold’s Cross Educate Together Secondary School
- Clogher Road Community College
- Goatstown Educate Together Secondary School
- Firhouse Educate Together Secondary School
- Stepaside Educate Together Secondary School
- Kishoge Community College
- Educate Together Secondary School Wicklow
- Cabra Community College
- Hansfield Educate Together Secondary School
School’s reflection
The Educate Together inter-school peer observation project, which has now been running successfully for several years, continues to provide a highly effective model of professional learning for teachers and school leaders. The 2026 iteration built on the strong foundations of previous years, maintaining a clear focus on collaboration, reflective practice, and the sharing of effective teaching approaches across schools.
A key strength of the project has been its structured yet flexible approach, enabling teachers to engage in reciprocal classroom observation, professional dialogue, and meaningful feedback.
Over successive years, this has fostered a culture of trust and openness, teachers are more confident in sharing practice and trialing new methodologies. Participants consistently highlight the value of observing colleagues, gaining practical insights into student engagement, lesson structure, and assessment strategies, and bringing these ideas back into their own classrooms.
The project undoubtedly has a positive impact on students, as teachers reflect on and adjust their practice in response to what they observe and discuss with colleagues. Participating teachers have reported that the process supports greater attention to student engagement, lesson design, and assessment approaches. These improvements in teaching practice contribute to more effective and engaging learning experiences for students.
Overall, the project represents a sustainable and impactful approach to teacher professional development, with clear benefits for both teachers and students.
