Peer partnerships principles

RMIT peer partnerships has been specifically devised for implementation within the local context of a school.

The RMIT peer partnerships model is based on research into best practice in professional development and uses an action learning methodology. It is guided by the principles of adult learning to maximise the efficacy of sustained, individual and community learning about teaching.

RMIT peer partnerships

Aligned with adult learning principles*

Build relationships

Learning is supported and facilitated through peer collaboration

Foster learning

Learning is practical, applied and collaborative

Encourage reciprocity

Learning values and brings life experience and knowledge into play

Value voluntary participation

Learning is internally motivated and directed (intrinsic motivation)

Ensure confidentiality

Learning is private and respected

Respect ownership

Learning is realistic and relevant to short and long term teaching needs and aspirations

Enhance quality

Learning supports best practice, and is evidenced and goal oriented

*Adapted from Speck, M. “Best Practice in Professional Development for Sustained Educational Change.” ERS Spectrum Spring 1996: 33-41

Build relationships

  • Builds inter-disciplinary school-based relationships
  • Fosters a sense of belonging and identity

Foster learning

  • Fosters meaningful learning about teaching
  • Focuses on process rather than content
  • Aligns learning about teaching with career development and university systems of rewards and recognition

Encourage reciprocity

  • Builds collegiality
  • Encourages reciprocity of knowledge exchange based on life/teaching experience
  • Supports learning communities
  • Provides support that reduces the fear of judgement during learning

Value voluntary participation

  • Respects appropriate timing for learning
  • Builds a sustainable culture of reflective practice

Ensure confidentiality

  • Aligns observations and reflections with personal learning and career goals
  • Enhances the learning process through supportive power relationships
  • Respects the vulnerability of participation

Respect ownership

  • Ensures participant owns the focus of learning
  • Enables self-directed/just-in-time/just-for-me learning
  • Ensures school owns the development of PP in own context
  • Requires senior management support (owned and valued by senior management)

Enhance quality

  • Supports continuous improvement in tertiary teaching practice
  • Strategically embeds Peer Partnerships in university professional development strategy