Co-mentoring as a key element of effective professional learning: Touchstone 11

Purpose This article explores key features of effective professional learning as identified in research, exploring in-depth the potential of co-mentoring as a transformative model for teacher development. Design/methodology/approach This article focuses on the Foundation for Learning and Literacy’s (FFLL) Touchstone 11, which underscores the importance of continuous teacher professional development in equitably supporting student learning. Teachers play a pivotal role in fostering learning and literacy, yet they face significant challenges in accessing ongoing, embedded professional learning tailored to their practice. A brief review of the literature regarding key features of effective professional learning is followed by an in-depth exploration of co-mentoring in the context of a real-world education program. Findings Co-mentoring fosters reciprocal, non-hierarchical learning relationships, exemplified by the School Drama program – a collaboration between Sydney Theatre Company and The University of Sydney. This program paired teaching artists with classroom teachers to integrate drama into literacy education, leading to improved teacher confidence, student engagement and professional growth. Originality/value The article situates key features of effective professional learning as identified in the literature in the context of a real-world education program in Australia.