Prime
Peer-led inspection turns around Ntungamo schools
A teacher engages learners during peer group management(PGM) assessment at Kyamate Primary School, Ntungamo. PHOTOS/ PEREZ RUMANZI
What you need to know:
- A unique peer inspection model is transforming education in Ntungamo Municipality, as head teachers trade school visits, evaluate each other’s classrooms, and share best practices. This has led to improvements in teaching quality and exam performance.
Over the past five years, primary schools in Ntungamo Municipality have embraced a peer-led approach to improve the quality of teaching and learning. Through peer group management (PGM), head teachers and classroom instructors now regularly assess one another, fostering collaboration, accountability, and innovation in pedagogy.
Initiated by municipal school inspectors, the PGM system enables schools to inspect one another, share experiences, and improve their teaching methods.
The model has become a cornerstone of academic improvement in the municipality, significantly contributing to better performance in Primary Leaving Examinations (PLE).
“During our inspection, we discovered that some schools were not following the curriculum and some teachers were not preparing lesson plans or scheming. Yet, these are crucial for effective learning,” explains Ms Gladyce Turigye, senior inspector of schools in Ntungamo Municipality.
“We proposed a peer review model, where schools could learn from each other. It gave head teachers a solid starting point.”
All 14 government and private primary schools in the municipality are currently enrolled in the PGM initiative. At the start of each school term, head teachers meet, form groups, and visit one another’s institutions.
During each visit, they observe classroom instruction and evaluate teaching practices based on a standardised tool.
“We split the 14 head teachers into two groups of seven. Each group spends a day at a selected school, attending lessons across all levels from pre-primary to Primary Seven,” Ms Turigye explains.
“They assess teachers’ adherence to lesson plans, interaction with learners, subject relevance, and classroom management.” Participating schools include Ntungamo Primary School, Kikoni SDA, Mother Care, Kyamate Integrated, Rukindo, Ruhoko, Mato Muslim, Brilliant Twinkles, Brilliant Kindergarten, Little Angels, Blessing, Standard Junior, Nyakihanga, and Sunlight.
One of the head teachers in class as a teacher engages pupils during the PGM inspection. PHOTO/ PEREZ RUMANZI
How they assess
During the visits, teachers are assessed silently and scored using a detailed evaluation tool. Each team of seven head teachers observes all classes and compiles feedback, focusing on areas such as teaching techniques, instructional materials, lesson planning, chalkboard usage, sitting arrangements, learner engagement, marking of work, homework, and classroom organisation.
“We developed a guide to identify strengths and weaknesses. After the visit, we assemble all teachers and give them feedback, what is working well and what needs improvement,” says Mr Christopher Orimwesiga, an inspector of schools.
“This process boosts teacher morale and often leads to better classroom performance.” The reciprocal visits have created a powerful learning environment for the host and visiting schools.
Mr Victor Bwana, a head teacher at Blessing Primary School, says every school you visit offers something unique.
“You take the ideas back to your school and when others visit you, you want to impress. This motivates preparation and attention to detail. Hosting others can transform teaching approaches permanently.”
The results speak volumes. Ntungamo Municipality has consistently ranked among the top five in national PLE results over the past five years. In the 2024 PLE, the Uganda National Examinations Board (UNEB) ranked the municipality second nationally.
At Kyamate Primary School, head teacher Ms Naome Ninsiima praised the programme for improving leadership and school organisation. Ms Ninsiima says it is more impactful when a fellow head teacher not a school inspector points out areas that require improvement.
“You also get inspired by how well others manage their schools which encourages healthy competition and fosters better management practices.”
Implementation period
Although funded mainly through the inspectorate’s budget, Ms Turigye notes that schools often contribute institutional and personal funds to support the initiative.
PGM inspections are typically conducted in the first two terms of the school year, while the third term is reserved for evaluating implementation of prior recommendations. Mr Gordon Nabasa, the municipal education officer, says the initiative has helped guide critical decisions.
“PGM has helped us make informed decisions on teacher deployment, promotions, infrastructure needs, and even tackling corruption,” he explains.
“Teachers now understand which schools need extra classrooms or staffing. Their reports help streamline school management.”
During a visit to Kyamate Primary School earlier this year, head teachers observed classroom instruction, engaged with learners, and held follow-up discussions with the teachers they evaluated.
The feedback session allowed for candid conversations and mutual learning.
“The recommendations they gave us will make a lasting impact on teaching and learning,” Ms Ninsiima says. “We not only received guidance but also learned from the visitors.”
Mr Jacob Kafureka, the Ntungamo Municipality Mayor, commends the collaborative spirit among educators.
“The biggest challenge among teachers is selfishness, some schools perform better while their neighbours lag behind. PGM has shown that when schools share knowledge, everyone benefits,” he highlights.
“I am glad that government and private schools are working together for the good of our children.”
How they prepare
All 14 government and private primary schools in the municipality are currently enrolled in the PGM initiative. At the start of each school term, head teachers meet, form groups, and visit one another’s institutions.
During each visit, they observe classroom instruction and evaluate teaching practices based on a standardised tool.
