Resource Teacher Management in Conflict & Protracted Crisis This second webinar brought together Dr. Danielle Falk (International Rescue Committee), Dr. Mary Mendenhall (Teachers College, Columbia University), and Mading Peter Angong (Education Action in Crisis) to share their ongoing research with teachers working amidst conflict, crisis, and forced displacement.
Event [UCL ERICC Webinar Series] Teacher Management in Conflict & Protracted Crisis This second webinar brings together Dr. Danielle Falk (International Rescue Committee), Dr. Mary Mendenhall (Teachers College, Columbia University), and Mading Peter Angong (Education Action in Crisis) to share their ongoing research with teachers working amidst conflict, crisis, and forced displacement. UTC
Resource Global Education Monitoring Report 2024/25: Leadership in Education Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.
Resource Teacher Classroom Observation (TCO) The Teacher Classroom Observation (TCO) Tool was developed to evaluate teacher practice and classroom quality in low- and middle-income countries including conflict and crisis-affected contexts.
Resource Temporary Contract Teachers in Jordan: Qualitative Findings This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This brief focuses on the outcomes of the qualitative components.
Resource Temporary Contract Teachers in Jordan: Quantitative Findings This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This technical brief focuses on the quantitative findings.
Resource ERICC Application of the RISE Diagnostic for Teacher Management in Jordan The study presented here applied systems thinking to the context of Jordan to assess the wider factors and potential misalignments affecting teacher management in the country.
Resource Effective Teacher Management in Crisis Contexts: Lessons Learned from the Kaduna State Teacher Recruitment, Deployment, and Retention Policy to improve education outcomes in Northeast Nigeria This policy brief outlines the extent to which the 2019 Kaduna State Teacher Recruitment, Deployment and Retention Policy has been implemented as intended. It highlights the factors that enabled or hindered the implementation process and provides recommendations for policymakers seeking to improve teacher management processes in Northeast Nigeria and other conflict-affected settings
Resource ERICC Application of the RISE Diagnostic for Teacher Management in Jordan The primary purpose of the study was to pinpoint incoherences within the teacher management system, which serves significant refugee populations as well as Jordanian nationals, and to highlight possible solutions and ways forward to address misalignments that can compromise the quality, effectiveness, and efficiency of the education system
Resource Teacher Management in Conflict and Crisis Settings: Addressing resource gaps and enhancing quality in education The review recommends a multifaceted approach to improving teacher management that is assets-based, to recognise teachers’ inherent knowledge and skills, and prioritise their perspectives and experiences in policymaking.