MHPSS and EIE Toolkit

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery

This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery situations where teachers are often underpaid or not paid at all. It focuses on how to develop coordinating policies regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers working in fragile states, situations of displacement and post-crisis recovery, and education authorities within the government.

Where It’s Needed Most: Quality Professional Development for All Teachers

This guide was developed with information gathered from the INEE-hosted online forum on the Teacher Professional Development Crisis. Experts from around the world participated in this forum to discuss the status of teacher professional development (TPD) in fragile and crisis affected contexts. It resulted in the ideas and recommendations that are presented throughout the guide, including TPD standards; continued support of teachers; the use of Information and Communication Technology (ICT); and the definition of quality teachers in such contexts, among others.

Landscape Review: Teacher Well-being in Low Resource, Crisis, and Conflict-affected Settings

This review is a first step in building an understanding of teacher well-being in low resource, crisis, and conflict-affected contexts and identifying the individual and contextual factors that may influence well-being. It presents a conceptual framework for teacher well-being informed by the existing literature and evidence on teacher well-being, as well as interviews with teachers working in displacement and low resource settings. It then describes the existing research and evidence-base on teacher well-being and gives recommendations for further research Finally, it concludes by presenting a Key Actions Matrix with programmatic and policy guidance for supporting teacher well-being aligned with the INEE minimum standards.

Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Wellbeing

This compilation of case studies from different organisations is organized in three thematic areas: teacher management, teacher professional development and teacher well-being. They present a snapshot of promising research methods, evidence-informed policy making, and innovative approaches to program design and implementation from diverse regional and crisis settings. This resource provides donors, policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.

The Safe Schools Program – Teacher Professional Development Module 2: Teacher Wellbeing

This module covers the key concepts and the relationship between teacher and student well-being, brain science around stress, and practical ways to shape how teachers respond to stress. It contains four sections on: Teacher Learning Objectives - -providing an overview of competencies and levels which teachers can use to assess themselves, a workshop outline, self-directed activities and activities for Peer Learning Circles. The activities and content in this Module are based on: Save the Children’s Learning & Well- Being in Emergencies, Positive Discipline and Child-Friendly Classroom Management, the Parenting without Violence Common Approach, and the pending Enabling Teachers Common Approach. This resource is linked to the Safe Back to School: A practitioner's guide package [see Linked Resources section] developed during the COVID-19 Pandemic. For other linked resources see Resource Documents section.

School Code of Conduct Teacher Training Manual: How to create a positive learning environment

The School Code of Conduct (SCOC) training programme is designed to be used by education staff to enable teachers and education personnel to implement governmental Teachers’ Codes of Conduct (TCOC) in schools. The training content relates to development and emergency contexts, to immediate and post conflict settings, and in response to natural disasters. The overall aim of the training is to empower education staff to gain skills and knowledge to understand and implement the governmental Teachers’ Code of Conduct and the Quality Learning Environment principles within classrooms and schools. The vision is to promote a protective learning environment conducive to learning.

Training for Primary School Teachers in Crisis Contexts

This package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings. The materials can also be used with qualified teachers who require refresher training, or training in critical areas relevant in crisis contexts, like child protection, and for those teachers who are new to teaching in crisis affected environments. The training pack responds to a critical gap in open source, competency-based teacher training materials that provide coverage of foundational knowledge and skills required by teachers in crisis contexts, where teacher training is often limited to ad hoc workshops. The pack provides the basis for an in-service training program which can be used in its entirety to prepare unqualified teachers, but is also flexible enough for adaptation and use of selected modules or sessions according to the contextual needs of teachers.

Peer Coaching Pack for Teachers in Crisis Contexts

The Teachers in Crisis Contexts (TiCC) Peer Coaching pack provides an additional layer of support for teachers participating in the Training for Primary School Teachers in Crisis Contexts by preparing teachers to use Teacher Learning Circles (TLCs) and Classroom Observations. Through these collaborative activities, teachers create a network of support and develop communities of practice to strengthen their professional development after training workshops, helping teachers make sustained positive changes in their teaching practice.

Guidance Note for Teacher Wellbeing in Emergency Settings

This INEE Minimum Standards-aligned Guidance Note is an opportunity to put teacher wellbeing at the center of our response and recovery efforts in conflict and crisis affected settings. Not just because an investment in teachers is an investment in children and adolescents, but because at this moment in history teachers deserve our unparalleled attention as an end unto itself. The recommendations contained in this Guidance Note are hoped to set forth and define a benchmark for teacher wellbeing; a standard of care and recognition that every teacher – regardless of where they live and work – should expect from the government or humanitarian architecture or communities that support them. Furthermore, elevating the importance of teacher wellbeing emphasizes the critical role it plays in strengthening humanitarian-development coherence and improving the resiliency of education systems. This Guidance Note is a global good and therefore should be contextualized for use in alignment with local needs, norms, and values.