13 September 2018
On 27 September 2018, INEE hosted a webinar to launch the Peer Coaching Pack for Teachers in Crisis Contexts. Two detailed examples were presented of how this type of continuous professional support helps teachers make positive changes in their teaching practices.
The most promising teacher professional development programs provide teachers with different opportunities to learn new knowledge and skills and enough time to practice these techniques in their classrooms. In crisis contexts, where many teachers are untrained or undertrained, this continued support is arguably needed most; yet professional development in these settings is sporadic, of varied quality and often lacking any follow up support post-training (Burns and Lawrie, 2015).
The new Peer Coaching Pack for Teachers in Crisis Contexts, developed by the inter-agency Teachers in Crisis Context Collaborative (TiCC), provides an additional layer of support for teachers by preparing them to use supportive communication techniques, adult learning practices, Teacher Learning Circles (TLCs) and Classroom Observations to continue their professional development. In this way the new pack builds on the Training for Primary School Teachers in Crisis Contexts by using collaborative activities that allow teachers to create a network of support and to develop communities of practice outside of training workshops.
The presentation used in this webinar can be accessed here.
Charlotte Bergin is an Education Adviser in the Global Programmes team at Save the Children and co-chair of the Teachers in Crisis Contexts Collaborative. She provides technical support to Save the Children teams around the world, and specialises in education policies and programmes in contexts of forced displacement. Charlotte is particularly passionate about the power of interagency collaboration in education in emergencies, and the importance of teacher professional development in crisis settings. She holds her teacher training certification from Cambridge University, and MA in International Education and Development from Teachers College, Columbia University.
Danielle Falk is a doctoral student in the International and Comparative Education program at Teachers College, Columbia University. Most recently, Danielle was the Lead Trainer and Capacity Building Manager for Teachers for Teachers in Kakuma refugee camp, Kenya. Her research interests include the role and well-being of refugee teachers as well as the policies that affect educators in crisis and displacement contexts. Danielle completed her Master of Arts at Teachers College where she was a research assistant on a global education study for urban refugees as well as a study on refugee teacher identity and professional development. Danielle also supported research on the education sector in Rwanda during her Master’s studies, where she previously had lived and worked at a secondary school for vulnerable adolescents and orphans.
Mary Winters is currently the Education Coordinator with the International Rescue Committee in Iraq where she oversees their education portfolio. Previously she has worked on emergency education responses in the Democratic Republic of the Congo and Central African Republic, and prior to this she was a teacher in Namibia and the Federated States of Micronesia. She holds a Masters degree in International Education Policy from the Harvard Graduate School of Education.
Mary Mendenhall, Ed.D., is Associate Professor of Practice at Teachers College, Columbia University. Her research interests include the policies and practices of refugee education across camp, urban, and resettlement contexts as well as teacher support and professional development in crisis settings.