Teacher Competencies

The indicator measures the proportion of teachers who show an increased understanding of key topics after receiving training on these themes and teachers’ application of this learning in the classroom. The above topics directly correlate to the modules of the Teaching in Crisis Contexts (TiCC) training package (see Additional Guidance below) but can - and should - be adapted based on needs / contextual relevance.

1) Determine the total number of teachers participating in the trainings. This data can be gathered from project level documentation or requested from school or learning space management or the relevant education authorities.

2) To measure the teachers who show increased understanding of and practice the skills, data can be collected in one or both of the following ways:

Pre- and post-training test

1. Collect data on ‘increased understanding’ through the TiCC Training pre/post-test (see link below) or similar test based on specific training content provided. Ask all participants to fill out the test prior to attending the training (baseline) and after attending the training (endline). Calculate the number of teachers who have an improved understanding of the TiCC (or other training) components as any teacher whose score on the post-test was higher than that of the pre-test.
2. To calculate the percentage, divide the total number of teachers showing an increased score on the TiCC (or other training) post-test by the total number of teachers participating in the training and then multiply by 100 to convert it to a percentage.

Implementation of trained skills

1. To measure whether teachers are putting the learned skills into practice, use the TiCC Sample Classroom Observation Form or other related form, according to the training provided. Observed actions should be directly linked to the competencies learned during the training to assess whether teachers are utilising the knowledge and skills learned in their classroom practices.
2. Determine the minimum number (or types) of knowledge and skills the teacher needs to perform during the observation in order to be recorded as "using" learned knowledge and skills in practice.
3. To establish a baseline, use the observation form to record teaching practices before the training takes place. Each item of the observation form must be filled in (marked on a scale, such as ‘observed’, ‘partly observed’ or ‘not observed’), leaving no blank fields. Record the number of teachers who use (either ‘observed’ or ‘partly observed’) the minimum number of knowledge and skills (as determined above) during their class. In addition, specific examples of each behaviour should be noted in a separate column of the form.
4. After the training has been provided, use the observation form to record the number of teachers observed to be using the relevant knowledge and skills during their classes (as per guidance above). This data can be collected at a single point in time or at regular intervals following the training. It is recommended to conduct multiple observations, as it is unlikely that an individual teacher will be able to demonstrate a large range of learned skills during one class.
5. Calculate the indicator's value at both the baseline and endline by dividing the number of teachers using learned knowledge and skills in the classroom (at the relevant time) by the total number of observed teachers and multiplying the result by 100 to convert it to a percentage.

Disaggregation of the data can be done by gender and disability of the teachers and the education level and/or type of school or learning space (formal versus non-formal) where the teachers work. Data can also be disaggregated by the type of skills (i.e. teacher’s role & wellbeing; child protection, etc).

Disaggregation of data by disability type should use the Washington Group Short Set on Functioning (or for actions with specialised responses to disabilities use the complete WG/UNICEF Child Functioning Module) or equivalent.

1) This is INEE Indicator 3.6.

2) If a large number of teachers are supported through the project/programme, and observation of all personnel is not possible, observe a representative sample of supported teachers.

3) This indicator specifically measures competencies aligned to the TiCC training package which was designed for use in crisis contexts. These competencies can (and should) be adapted based on the competencies that are relevant to the context, where possible aligning with national or standardised competency frameworks or, if not available, the assessed training needs and competency gaps.

4) It is of crucial importance that the knowledge and skills being measured through a pre- and post-training test, or through a classroom observation, are thoroughly taught during the training session. Teachers should not be assessed on knowledge/skills they have not been specifically trained on.

5) When conducting a classroom observation, the observer should make sure that each trainee has an opportunity to perform all the requested tasks. If this is not possible within the allocated time, a series of observations should be conducted so that the teacher has ample time to be able to display their knowledge and skills.

6) As compared to an output indicator "number of teachers who receive training on... ", the proposed indicator on "increased understanding and practice of" is more complex. It encompasses the performance-oriented training design and captures the teacher's potential to implement the new knowledge and skills and change her/his teaching practices.

7) This indicator is prone to significant biases as it is based on the judgement of individual class observers. Use the following tips to ensure the consistency and validity of the results:

• Always validate the tools and criteria in a new context: Test the observation form in several schools or learning spaces and adjust it before rolling out in the new area.
• Describe standardized criteria for determining observed/ not-observed teacher practices and share it with the observers.
• Gather data through a series of observation sessions – rather than an individual observation – to minimise biases and to provide the teacher with more opportunity to demonstrate their knowledge and skills. 
• Ensure consistency between observers through intensive observer training and frequent supervision. Use collective real-life class observation and/or class observation role play as an integral part of the observer training.
• If possible, rotate the observers across the monitored areas/ schools or learning space/ teachers so that any observer bias is distributed between various respondents and doesn’t influence the results of only one area/ school or learning space / teacher.
• Have a standardized class observation procedure, including selection of sample schools or learning spaces and classes for observation, pre-observation interview, in-class observation, post-observation session (feedback provision and individual follow up) and use of the observation data (observation database).

8) It is important to recognise the connections between this indicator and other INEE indicators related to Teacher Professional Development (TPD), particularly indicators measuring teacher competencies included as specific learning objectives under the TICC curriculum. See related indicators below.

9) Related indicators:

     INEE

        - 3.7 teacher satisfaction level with TPD activity/activities they have participated in

        - 3.8 % of teachers who report feeling confident in their ability to teach effectively

        - 3.9 % of teachers and/or education personnel benefiting from professional development according to assessed needs

        - 3.11 % of teachers whose training included methods for how to engage all students equally and in a participatory way

        - 3.12 appropriateness of teaching methods to the age, developmental level, language, culture, capacities, and needs of learners

        - 3.13 % of teachers who use structures or routines to manage classroom interactions more effectively

     ECHO

        - KRI: number of teachers/education personnel showing increasing knowledge and teaching skills to address children’s learning needs

        - KRI: number of teachers and other education personnel showing increased knowledge and skills to address the protection needs of girls and boys

     Child Protection Minimum Standards (CPMS)

        - 23.2.2 % of education staff who demonstrate knowledge of participatory, inclusive, positive discipline and gender-sensitive approaches

     IndiKit

        - % of [specify the target group] with the desired knowledge / skills of [specify the topic] (see Acquired Knowledge / Skills indicator)