Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being
As part of the Teachers in Crisis Contexts Roundtable, we collected Case studies of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.
Scroll through the list of Case Studies below or click here to read the compiled case studies.
- How do we know if teachers are well? Developing and evaluating the psychometric properties of a teacher well-being questionnaire using a sample of El Salvadoran Teachers FHI 360
- ‘Supporting the Supporters’- refugee teachers and teachers living in protracted conflict Norwegian Refugee Council
- Developing Teachers’ Abilities to Create Trauma-Informed Classrooms and Teach Psychological Resilience-Building Using Cognitive-Behavioral Approaches Education Development Center
- “Social emotional development for teachers”: An innovative program to improve teacher well-being in El Salvador FHI 360
- In their words: Teacher well-being amidst displacement and fragility in Uganda and South Sudan Teachers College, Columbia University
- Coaching – Observing – Reflecting – Engaging (CORE) for Teachers: A well-being and support intervention for teachers War Child Holland
- Refugee teachers: the challenges of managing professional expectations with personal experiences Harvard University
- What policies and implementation strategies exist for the effective management of teachers in refugee contexts in Ethiopia? UNESCO-IIEP
- A systematic approach to teacher development - the UNRWA way UNRWA
- Addressing Teacher Shortages in Conflict-Affected Kachin State, Myanmar: A Comprehensive Training Approach for Community Teachers Jesuit Refugee Services
- Stripping Away the Packaging: Continuous teacher professional development for scale and integration in Lebanon NYU Global TIES for Children
- Moving teachers to Malawi’s remote communities: A data driven approach to teacher deployment The World Bank
Teacher Professional Development
- Mapping the Expertise and Skills of the Displaced Syrian Teachers in Lebanon American University Beirut and Education Development Trust
- Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children International Rescue Committee
- Teachers Professional Development: An inter-agency approach Volunteer Services Overseas and Norwegian Refugee Council
- Teachers’ Experiences with Pakistan Reading Project’s Three-Pronged Teacher Development Model International Rescue Committee
- A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement University College London and Lebanese American University
- Refugee Educator Foundations of Practice: Supporting Teachers in Host Countries & Resettlement Contexts to Meet the Needs of Refugee Students Carey Institute for Global Good
- Tawasol: A pilot project offering extended, online professional development for Syrian and Egyptian teachers in the Syrian informal learning sector in Egypt Plan International Egypt and Carey Institute for Global Good
- Jusoor Case Study: An Adaptive Management Approach to New Teacher Training in Crisis Contexts Jusoor
- The Proof is in the Improvement: Using Continuous Quality Improvement to Engage Teachers in Lebanon International Rescue Committee
- Essence of Learning: a 4-day training and ongoing mentorship for educators of Rohingya refugee children American Institutes for Research
- Supervision and Coaching Models in Conflict Zones Chemonics International
- Equipping and activating teachers in Honduras to address school-based violence and other crises DAI Global
It is paramount that the Education in Emergencies sector shares and learns from promising policies, practices, and research approaches for supporting teachers in crisis contexts. For this reason, this publication 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 case studies are organized by three thematic areas:
Teacher management (i.e. teacher recruitment, supply, compensation, supervision, certification, etc.)
Teacher professional development (i.e. training modalities that include face-to-face training, coaching, mentoring, distance, and/or online learning etc. for either pre-service or in-service approaches; teacher collaboration; coordination across providers; collaboration with national teacher training institutes), and
Teacher well-being (i.e. including social, emotional, physical, intellectual, financial, cultural, and spiritual well-being; interventions to support 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, as well as diverse organizations and teacher profiles.
A number of case studies promote teachers’ voices and the unique expertise teachers contribute to knowledge building and effective program design and implementation. Other case studies include teacher profiles that provide a human, personal reality to the crises in which the case studies have been produced. Alongside this publication, TiCC’s Teacher Stories resource and our forthcoming TiCC Call to Action also prioritize the sharing and amplification of teachers’ voices in crisis contexts. It is clear from these resources that the transformative power of teachers as change-makers in their classrooms and communities can no longer be ignored, and that teachers must be included in every stage of policy, programming, and research design if we are to achieve lasting improvements in educational quality and equity.
The case studies portray not only the complexity and intersectionality of teachers’ work in crisis contexts, but from a community-level perspective, the authors also convey the limitations and challenges that prevent the scaling, sustainability, and impact of respective research, policy, and programs. It is our hope that the evidence collected here, across these three categories of teacher professional development, teacher management, and teacher well-being, translates to a greater commitment on the part of readers to advocate for and act on the key actions, as well as to dedicate adequate attention and resources to these and other programs that aim to improve support to teachers in crisis contexts.