Implementation Tools
Standard 2: Training, Professional Development and Support
Teaching and Learning

Teachers and other education personnel receive periodic, relevant and structured training according to needs and circumstances.


  Teacher Assessment Questionnaire
Academy for Educational Development
This assessment form can be adapted for local context and used for collecting evidence on the transfer of skills as the result of training programs and workshops.

  Brochure on the 1966 UNESCO-ILO Recommendation on the Status of Teachers
Education International
This two page brief draws attention to the 1966 recommendation that was adopted by ILO and UNESCO member states. This recommendation sets common standards for the status of teachers, irrespective of the diversity of national legislation, regulations and traditions.

  Leadership in the HIV and AIDS Response: A Toolkit for Teacher's Unions to Promote Health and Improve Education
Education International, Education Development Center, World Health Organization - 2009
This training tool contains activities for use by teachers, administrators, and support staff. The activities teach about general HIV information but also assist in an in-depth examination of one's own attitudes towards HIV/AIDS as well as gender issues and discrimination. This Toolkit also assists on issues such as social skills including communication and negotiation, cognitive skills such as decision making and critical thinking, and emotional coping skills such as managing stress and feelings.

  Annotated Bibliography: Teacher Professional Development in Crisis
INEE - 2013
This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts. The scope of the literature includes aspects of TPD such as specific models and approaches, information and communications technologies (ICT), teacher management, theoretical frameworks for strategic TPD, and the impact of TPD on a variety of outcomes. INEE community.

  Gender Equity Strategies: Girl Friendly Teaching Checklist
Kirk, J., SoE/SBEP Gender Equity Support Program - 2004
This one-page strategy sheet offers a series of girl-friendly teaching actions that can be used to teach teachers and other education personnel gender equitable teaching and how to foster an empowering classroom experience for boys and girls. While it was developed for South Sudan, the information is universally useful.

  Certification counts: Recognizing the learning attainments of displaced and refugee students
Kirk, J., UNESCO IIEP - 2009
A critical challenge for education authorities and service providers is to ensure the recognition, validation and certification of refugee and displaced students learning attainments. Learners need acceptable proof of their studies and results to continue their studies or to access labour opportunities.

  Certification counts: Recognizing the learning attainments of displaced and refugee students (Policy Brief)
Kirk, J., UNESCO IIEP - 2009
A critical challenge for education authorities and service providers is to ensure the recognition, validation and certification of refugee and displaced students learning attainments. Learners need acceptable proof of their studies and results to continue their studies or to access labour opportunities.

  Tips on How to Manage a Large Class
Pasigna, A.L., IEQ Project, Institute for International Research - 1997
This booklet provides practical advice and suggestions for managing a large class and for organizing remedial and enrichment activities, including helpful drawings, and can be used in training teachers and other education personnel.

  Establishing Norms and Limits in Schools
Save the Children - 2007
This tool presents eleven techniques to be used in a classroom that build upon norms and limits in positive ways, and help to achieve effective group management and control. Taken from Save the Children's 'A Toolkit on Positive Discipline.'

  Lesson Plan Format
Save the Children - 2003
This tool provides a basic structure that can be used in training teachers and other education personnel in lesson planning. From Save the Children's Education in Emergencies toolkit.

  Psychosocial Support: Role of Teachers, including Sample Teacher Workshop
Save the Children - 2003
This two-page brief (pp. 122-123) provides guidance on the role of teachers in providing psychosocial support, including the need for cultural sensitivity, developing good communication skills and being able to draw on their own experience, as well as the forms of support that teachers need to avoid burnout. There is also a sample agenda (pp. 125-127) that provides guidance on designing and carrying out a workshop focused on psychosocial support for 20 teachers and youth activity leaders over one day, as part of in-service training. It can be adapted to different timeframes and local contexts. From Save the Children's Education in Emergencies toolkit.

  Sample Teacher Workshop: Large Class Size
Save the Children - 2003
While an ideal class size is around 30 children, classes in emergency and reconstruction contexts often have three times that number. This sample teacher workshop can be used to help teachers to learn basic strategies to cope with large student numbers in class. From Save the Children's Education in Emergencies toolkit.

  Teacher Training  
Save the Children - 2003
This brief provides an overview of how teacher training is different in emergencies; who is trained; the timeframe for training; and the forms of, methodology and content for training. It also lays out 4 practical steps to follow in planning effective training for teachers. From Save the Children's Education in Emergencies toolkit.

  Top 20 Tips for Teaching Large Classes
UNESCO - 2006
This sheet provides twenty tips for teaching and managing large classes, which can be used in training teachers and other education. From UNESCO's 'Practical Tips for Teaching Large Classes: A Teacher's Guide.'

  Teacher Training: Teaching and Learning Methods
UNESCO IIEP - 2010
This chapter articulates a series of strategies and guidance notes for teacher training, teaching and learning methods (pp. 79-96) to train teachers to respond appropriately to the educational needs in various phases of an emergency as well as to further develop teacher-training capacity, and includes a list of key, practical elements for teacher training (pp. 96-99). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

  Child Friendly Schools Manual Chapter 6: Learners, teachers and school managers
UNICEF - 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. The content provides concrete guidance on how teachers must behave and be supported from their superiors in order to create and maintain child friendly learning environments within their classrooms. This is also useful to those planning trainings for teachers on child friendly models.

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Child Friendly Schools Manual Chapter 6: Learners, teachers and school managers

UNICEF - 2009
Manuel 'Écoles amies des enfant' Chapitre 6 : Apprenants, enseignants et gestionnaires des écoles

UNICEF - 2009
Manual 'Escuelas amigas de la infancia' Capítulo 6: Estudiantes, maestros y directores de escuela

UNICEF - 2009

  Approaches to Teacher Training
UNICEF - 2006
This brief provides an overview of the various teacher training approaches, including strategies and support mechanisms for each: pre-service, in-service, face-to-face workshops, distance learning, cluster groups, mentoring and a cascade model. From UNICEF's Education in Emergencies Resource Toolkit.

  Emergency Curriculum and Training Planning Tool
UNICEF - 2006
This matrix provides the framework for an adaptable emergency teacher training planning tool that can be used to train teachers and other education personnel to assess what is needed to develop a basic core teacher training and supervision programme for literacy and numeracy; for psychosocial healing; for recreation, sports and expression activities; for early childhood development; and for other emergency themes. From UNICEF's Education in Emergencies Resource Toolkit.

  Classroom Management
USAID - 2002
This chapter offers a series of practical strategies, activities and tools for improving classroom management techniques of teachers, including a Time-On-Task Matrix to help teachers find out how much time learners spend on learning tasks (pp. 27-28) and an activity on organising groups, including a matrix on how to group learners (p. 33). Taken from USAID's 'In My Classroom: A Guide to Reflective Practice'.