Standard 3: Support and Supervision

Support and supervision mechanisms for teachers and other education personnel function effectively

Key Actions

Adequate teaching and learning materials and space are available

See Guidance Notes:

Teachers and other education personnel are involved in professional development that contributes to their motivation and support

See Guidance Notes:

A transparent, accountable supervisory mechanism provides for regular assessment, monitoring and support for teachers and other education personnel

See Guidance Notes:

Performance appraisals for teachers and other education personnel are conducted, documented and discussed regularly

See Guidance Notes:

Students regularly have the opportunity to provide feedback on the performance of teachers and other education personnel

See Guidance Notes:

Appropriate, accessible and practical psychosocial support is available to teachers and other education personnel

See Guidance Notes:

Guidance Notes
1
Teaching and learning materials and space

Teaching and learning materials and space should be adequate to allow teachers and other education personnel to teach and work effectively.

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2
Support and supervisory mechanisms

Effective management, supervision and accountability are vital to providing professional support and maintaining teacher motivation and teaching quality. Systems should be developed as far as possible under the leadership of the relevant education authorities and with the participation of education unions, community members, committees and associations, UN agencies and NGOs. Mentoring and peer support can motivate teachers and other education personnel by helping them to set goals and recognise steps that need to be taken to improve their performance.

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3
Capacity building, training and professional development

It is important to consult with teachers and other education personnel about their motivation, incentives, needs and priorities for capacity-building. This helps to identify pre-service and in-service needs and opportunities for professional development. Capacity building, training and professional development should be provided in a non-discriminatory way.

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4
Performance appraisals

Well-conducted performance appraisals support good performance. Assessment of the efficiency and effectiveness of teachers and other education personnel includes discussion with each individual to identify issues and agree on follow-up activities.

A performance appraisal process may include:

  • developing criteria to support classroom observations and evaluations;
  • providing feedback;
  • setting goals and targets to measure growth and progress.
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5
Learners’ participation

Including learners in assessment and evaluation processes is important. It helps in understanding all aspects of the learning environment and in assuring quality. Learners may periodically provide feedback to neutral parties as part of performance appraisal processes. Topics can include teaching performance, behaviour, concerns about the teaching environment and protection issues.

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6
Psychosocial support and well-being

Even trained and experienced teachers and other education personnel may find themselves overwhelmed by crisis events. They face new challenges and responsibilities and may experience distress. Their ability to cope and provide for learners depends on their own well-being and available support.

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Supporting Resources

Supporting Resources
Manual/Handbook/Guide

Teachers in Crisis Contexts Peer Coaching Pack

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

English
Manual/Handbook/Guide

Teachers in Crisis Contexts Training for Primary School Teachers

Published by
Inter-agency Network for Education in Emergencies (INEE)

The Training for Primary School Teachers in Crisis Contexts package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.

Arabic
English
French
Spanish
Manual/Handbook/Guide

Supporting, Enabling, and Empowering Students

Published by
United Nations Education, Scientific and Cultural Office (UNESCO)

There is a need to support, enable, and empower students aged 12 to 17 in order to equip them with the necessary skills, attitudes, values, and knowledge regarding disaster resilience, preparedness, and management. This manual is especially created with them in mind.

Indicators

Untitled Spreadsheet
INEE Domain INEE Standard Indicator/Program Requirements Clarification Numerator Denominator Target Disaggregation Source of Indicator Source of Data Available Tool Crisis Phase
Teachers and Other Education Personnel Recruitment & Selection (TEOP Std 1)

A sufficient number of appropriately qualified teachers and other education personnel are recruited through a participatory and transparent process, based on selection criteria reflecting diversity and equity.
4.1 Education personnel selection process is transparent, based on selection criteria that reflect diversity and equity Scale 1-5 (1 = low, 5 = high) 5 NA New School/program administrative data/documentation Tool required All stages
4.2 Pupil-trained teacher ratio Number of students Number of trained teachers Equal to or below the national average NA UNESCO School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.3 Percentage of male/female teachers/administrators Number of male/female teachers and/or administrators Number of teachers and/or administrators 50% Gender ECW School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.4 Percentage of teachers from minority groups Number of teachers from minority groups Number of teachers To be defined by percentage of minority groups in relevant community Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
Conditions of Work (TEOP Std 2)

Teachers and other education personnel have clearly defined conditions of work and are appropriately compensated.
4.5 Percentage of targeted learning spaces in which a code of conduct (i) exists (ii) is enforced and (iii) teachers and communities are trained in / informed about its application Measures the application of codes of conduct for teachers and administrators in programs. Codes of conduct are developed locally and should reflect the different contexts of operations, rather than being "one-size-fits-all." Figures can be provided based on surveys or estimates. To qualify, learning spaces should display all of (i), (ii), and (iii).
Number of targeted learning spaces whereby a code of conduct (i) exists, (ii) is enforced, and (iii) teachers and communities are trained in / informed about its application Number of targeted learning spaces 100% Formal vs non-formal ECW School/program administrative data Tool required All stages
4.6 Percentage of teachers receiving equal/equitable compensation (based on gender, ethnicity, religion; pending context) for same position Number of teachers receiving equitable compensation compared to other teachers at the same level Number of teachers at each level 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.7 Percentage of teachers and other education personnel compensated Adequate levels of compensation should be defined by the program Number of teachers and other education personnel compensated Number of teachers and other education personnel 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
ECW School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.8 Percentage of teachers and other education personnel who have signed a contract specifying their compensation and conditions of work Numbers of teachers and other education personnel who have signed contracts specifying compensation and conditions of work Number of teachers and other education personnel 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.9 Percentage of teachers supported through coordinated conditions of work across education actors/partners Job descriptions, descriptions of working conditions, and codes of conduct should be included in contracts. These should specify
- job tasks and responsibilities;
- compensation;
- attendance requirements;
- hours and days of work;
- length of contract;
- code of conduct;
- support, supervision and dispute resolution mechanisms.
Number of teachers supported through coordinated conditions of work across education actors/partners Number of teachers 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.10 Percentage of targeted learning spaces that have clear disciplinary actions in place for teachers, school leaders, and administrators who have broken the code of conduct Number of targeted learning spaces that have clear disciplinary actions in place for teachers, school leaders, and administrators who have broken the code of conduct
Number of targeted learning spaces 100% Formal vs non-formal ECW School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.11 Percentage of teachers supported through coordinated compensation agreements across education actors/partners Number of teachers supported through coordinated compensation agreements across education actors/partners Number of teachers 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
Support & Supervision (TEOP Std 3)

Support and supervision mechanisms for teachers and other education personnel function effectively.
4.12 Percentage of teachers who report having adequate teaching and learning materials and teaching and preparation space Number of teachers who report having adequate teaching and learning materials and teaching space Number of teachers 100% Gender New Teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.13 Percentage of teachers reporting being sufficiently supported by school leadership Number of teachers who report being sufficiently supported by school leadership Number of teachers 100% Gender New Teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.14 Percentage of teaching personnel participating in collaborative opportunities with other teachers/administrators Number of teaching personnel participating in collaborative opportunities with other teachers/administrators Number of teachers 100% Gender New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.15 Percentage of teaching personnel participating in ongoing coaching/mentoring sessions Ongoing support differentiates from one-off training sessions Number of teaching personnel participating in ongoing coaching/mentoring sessions Number of teachers 100% Gender TiCC School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.16 Percentage of teachers who report having sufficient planning time Number of teachers who report having sufficient planning time Number of teachers 100% Gender Modified TiCC Teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.17 Percentage of teaching personnel evaluated/supported through transparent performance appraisal process Number of teaching personnel evaluated/supported through transparent performance appraisal process Number of teachers 100% Gender Modified TiCC School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages