Teaching at the Right Level (TaRL) Teacher Mentor Initiative: Leveraging Peer-to-Peer Learning to Build Teacher Competency

• In Event: Ensuring Equitable and Quality Education and Assessment (II)

Proposal

The pursuit of equitable and inclusive foundational education in Africa hinges upon numerous variables, one of which is teacher competency. This research abstract delves into the significance of teacher competency in achieving desired learning outcomes in foundational literacy and numeracy skills, especially within the African context. While various interventions have been implemented to address teacher competency issues, this study focuses on the introduction of mentoring structures in Nigerian public primary schools to support educators and elevate their effectiveness.

In Nigeria, the Federal Government has undertaken multifaceted efforts to enhance teacher competency, including professional development training and the establishment of mentoring mechanisms. Among these initiatives is the School Support Officers (SSOs) program, which positions support officers within Local Government Areas (LGAs) to collaborate with schools and elevate teaching and learning quality. Despite the recognition of mentoring as a pivotal capacity-building strategy, its application in public schools remains insufficient, particularly in primary and secondary levels.

Against this backdrop, in May 2023, Teaching at the Right Level (TaRL) Africa initiated a research study in Ikara, Kaduna State. The study aimed to foster peer-to-peer learning among educators, leveraging the efficacy of peer learning as an upskilling strategy in the professional realm. The research team established a structured mentoring framework wherein experienced TaRL facilitators assumed roles as Mentor Teachers, providing guidance to colleagues seeking capacity enhancement. Designated as mentee teachers, these recipients of mentoring support benefited from the assumption that the best mentors are not merely guides, but adept practitioners who transmit knowledge through informal discourse and daily activities. The proximity and accessibility of mentor teachers were expected to yield greater support compared to sporadic visits from non-school-based mentors.

The research design incorporated Mentor Teachers committing one hour for pre-class peer mentoring during the initial three workdays of the week, conducted at the school premises under the supervision of the head teacher. During these sessions, mentor teachers assisted mentee teachers in reviewing session plans, aiding those grappling with advanced instructional activities, and addressing queries related to TaRL facilitation.
In conclusion, this research abstract sheds light on the critical role of mentoring in enhancing teacher competency within the Nigerian educational context. By investigating the structured mentoring approach employed by TaRL Africa, this study provides insights into how mentorship can be strategically integrated to uplift educators' effectiveness, thereby contributing to the broader goal of achieving equitable and inclusive foundational education across Africa.

The research is driven by the following overarching goals:
1.Improve teacher mentoring.
2.Improve the quality of TaRL classes.
3.Improve pupils' learning outcomes.

The research inquiry is guided by the following questions:
1.To what extent did the introduction of the mentor-teacher innovation contribute to improvements in mentoring quality, teacher-pupil engagement, and pupils' learning outcomes?
2.How did the mentor-teacher innovation influence the efficacy of cluster training in terms of quality enhancement?

The study encompasses two clusters, one designated as the treatment group and the other as the controlled group. In each cluster, 6 schools are actively participating, engaging a total of 36 teachers and 144 learners. The scope of the research involves a combination of qualitative and quantitative data collection methodologies.
The study design utilizes mixed methods, incorporating both qualitative and quantitative data collection techniques. Qualitative insights are drawn from interviews and classroom observations, while quantitative data stems from the analysis of assessment results conducted at baseline and endline. Moreover, supplementary data is gathered concerning students' and teachers' attendance during the innovation's implementation in both clusters.

The research timeline began on June 5th, with an initial baseline assessment of learners spread across 4 days. Subsequently, baseline classroom observation data was captured over an additional 4 days. The mentor-teacher innovation was then introduced in one of the clusters, allowing for the continuation of classroom data collection. Daily interviews were conducted with mentor teachers, mentee teachers in the treatment cluster, as well as school head teachers and TaRL instructors in the control cluster. These data collection activities were carried out intensively for a 4-week period, spanning from June 5th to June 29th, 2023. The collection was paused due to school closure for holidays and is scheduled to recommence in September 2023 when schools reopen. The plan envisions eight more weeks of data collection, culminating in an end line assessment scheduled for October 2023.

While the mentor-teacher innovation is currently being implemented on a modest scale to facilitate insightful learnings for potential future scaling, preliminary indications underscore its promise in enhancing teacher capacity, as evidenced by the interviews conducted thus far. This innovation has the potential to serve as a cornerstone for educational improvements across Ikara and beyond. The conclusive results of the study are slated for publication in December 2023, contributing to the evolving discourse on innovative strategies in education.

Authors

• Aisha Umaru Adamu, Teaching at the Right Level (TaRL) Africa

• Inyang Udo-Umoren, Teaching at the Right Level TaRL Africa

• Jacqueline Mathenge, Teaching at the Right Level TaRL Africa