Our Services
Our services help educational organisations move beyond traditional observation models and build a more trusted, collaborative approach to professional learning. From practical CPD and engaging keynote presentations to full organisational implementation, every service is evidence-informed, tailored and designed to create lasting impact.
01
Professional Development (Half-Day CPD)
A practical, evidence-informed session introducing staff to effective peer observation, the POP framework and strategies that can be applied within their organisation.
02
Conference Presentations & Keynote Delivery
Engaging presentations that challenge traditional observation models and explore how trust, collaboration and reflective dialogue can strengthen professional learning.
03
Full Peer Observation Implementation
A tailored consultancy programme supporting organisations to design, implement and embed a sustainable, trust-based peer observation framework.
ABOUT US
Dr Stacy Hughes is an educational researcher, lecturer and specialist in peer observation, professional learning and educational leadership.
Following years of experience within education, Stacy completed doctoral research exploring how peer observation is experienced by educators and how it can be transformed into a genuinely developmental process.
Her research challenges traditional observation models that emphasise accountability and surveillance, instead proposing a more collaborative, human-centred approach grounded in trust, dialogue and professional agency.
She is the creator of the POP (Peer Observation Process) Genealogy, an evidence-informed framework designed to support schools in embedding sustainable cultures of professional learning.
Stacy is passionate about helping educational establishments create environments where teachers feel empowered to learn together, reflect openly and continually improve their practice.
Why This Matters to Me
The Peer Observation Network is more than a consultancy, it is the culmination of years of research, professional experience and personal reflection.
Throughout my career in education, I have experienced peer observation from multiple perspectives: as a teacher, a colleague, a researcher and someone responsible for supporting the professional development of others. I have witnessed the positive impact that meaningful collaboration can have on teaching, but I have also seen how observation can become associated with anxiety, judgement and compliance.
These experiences led me to ask a simple question:
Why has a process designed to support teachers become something that so many fear?
That question became the foundation of my doctoral research.
Using an autoethnographic approach alongside participatory action research and qualitative methods, I critically reflected on my own experiences while listening carefully to the voices of educators. Their stories echoed many of my own observations: peer observation had too often become a performative exercise rather than a genuine opportunity for professional learning. Together, these experiences informed the development of the POP (Peer Observation Process) Genealogy, a model designed to reimagine observation as a collaborative, trust-based process that empowers teachers rather than evaluates them.
This work is deeply personal.