Professional learning plays a vital role in ensuring educators stay informed about evidence-based teaching practices. But accessing high-quality external training often requires significant time and financial investment, posing a challenge for schools with limited resources.
A recent study conducted by the Australian Education Research Organisation (AERO) in partnership with the Australian Literacy and Numeracy Foundation (ALNF) explored an alternative—peer mentoring as a strategy for sharing professional learning.
The study investigated the feasibility and impact of a peer mentoring approach compared to a direct participation model, where most or all educators attend external training. Conducted in early childhood education and care (ECEC) settings in Western Sydney, the research included 37 preschool educators, teachers and educational leaders across 10 services.
Two approaches were trialled:
1.Peer mentoring approach: A select group of educators (peer mentors) attended external professional learning and were responsible for sharing their knowledge with their colleagues (mentees).
2.Direct participation approach: Most or all educators attended the external professional learning, with no formal mentoring requirement.
The external professional learning program used in the study was ALNF’s Early Language and Literacy Program (EL&L), which focuses on evidence-based oral language and early literacy practices.
Key findings
- Effectiveness: Educators in both groups showed improvements in their knowledge and application of evidence-based teaching practices. Children’s oral language and literacy outcomes were also similar across both models.
- Factors affecting success:
- Time and staffing: Peer mentors faced challenges in balancing mentoring responsibilities with existing workloads. Allocating dedicated time for mentoring was seen as beneficial.
- Collegial support: Collaboration among educators facilitated professional growth. However, peer mentors reported difficulties in consolidating their learning due to fewer colleagues with the same training experience.
- Mentor selection: Educators with prior mentoring experience felt more confident in their roles. Leaders and those in hands-on teaching roles were better positioned to share skills than those in administrative roles.
- Cost and time considerations: While peer mentoring required lower initial investment, the overall time commitment was comparable to the direct participation model. The peer mentoring approach spread learning over an extended period, whereas the direct participation model required an intensive, upfront time commitment.
Implications for schools
For school leaders considering professional learning models, peer mentoring offers a viable alternative to direct participation, particularly when full staff training is not feasible. To enhance the success of a peer mentoring approach, schools should:
- provide dedicated time for peer mentors to share their learning
- foster a supportive environment where collaboration is encouraged
- select mentors with experience or provide training for effective mentoring practices.
While peer mentoring requires careful planning, it presents a promising way to expand access to high-quality professional learning, ultimately benefiting both educators and students.
For further details, refer to the full AERO report: Peer Mentoring for Sharing Skills and Knowledge from Professional Learning.