Trained Teachers

This indicator measures the proportion of teachers or education personnel who benefitted from professional development (i.e. trainings, workshops, mentoring / coaching, etc) based on their assessed needs.

1) In order to fully measure this indicator, a training/professional development needs assessment should be conducted before any training takes place. Any trainings organised should correlate to the findings of this needs assessment. If they do, they can be considered as being provided “according to assessed needs”. If trainings do not correlate to the identified needs, they should not be counted as being needs-based.

2) Determine the total number of teachers participating in the training/teacher professional development (TPD) opportunity. This data can be gathered from project level documentation or requested from school or learning space management or the relevant education authorities.

3) Decide what attendance rate is required for a teacher to be considered as having benefitted from a training; for example, a teacher attends at least 80% of the professional development courses or sessions.

4) To calculate the percentage, divide the number of teachers who have attended the determined number of sessions (using attendance documentation) by the total number of teachers targeted and multiplying the result by 100 to convert it to a percentage.

5) The above methodology is based on the assumption that teachers participating in a training session (or the majority of training sessions) have “benefitted from” being present. To go further than this, determine a set of criteria that a teacher (or other education personnel) needs to meet in order to be considered as having ‘benefitted from’ or having ‘passed’ a specific training. This can be done through one of the following approaches:

• Using a pre- and post-training test to ascertain whether a teacher has improved their knowledge and skills following the training session(s), as compared to before the training session(s).
• Determining whether the training or teacher professional development (TPD) opportunity is recognized or certified, and that a teacher can therefore be considered as having “benefited from” receiving formal certification (see related INEE indicator 3.10 below).
• Defining clear performance-based criteria – based on the training objectives - that the teachers or education personnel need to meet in order to ‘pass’ a training. Trainees must be aware of the criteria. Examples of good performance-based criteria include:

              - Teacher prepares a lesson plan incorporating at least 2 active learning methods.

              - Teacher performs a microteaching session incorporating at least one continuous assessment technique.

              - Teacher compiles a portfolio including training handouts, 3 implemented lesson plans and a self-reflection sheet.

6) Conducting a post-training evaluation or survey to ascertain teachers’ perceptions and attitudes towards the training and its effectiveness (i.e. whether they feel they have ‘benefitted from’ participation). If taking this approach, it is worth noting the linkage with other INEE indicators (see related indicators below), which can be taken as a measure of whether a teacher has ‘benefitted from’ attendance in a training or teacher professional development opportunity.

7) During the professional development sessions, the trainer assesses the teachers/education personnel against the criteria using a trainee performance record sheet. The sheet consists of a list of participants and all criteria stated for the given training course. Throughout the training, the trainer records when a given criterion has been met by a trainee. At the end of each professional development session, the record sheet serves as a basis for the certification of the successful session graduates and calculation of the number and percentage of successfully trained teachers.

Disaggregation of the data can be done by gender and/or disability of the teachers and the education level and/or type of school or learning space (formal versus non-formal) where the teachers work.

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 3.9.

2) It is of crucial importance that any criteria are introduced right at the beginning of the training, that all trainees are aware of them and understand what they mean.

3) The trainer must make sure that each trainee has an opportunity to perform all the requested tasks.

4) As compared to an output indicator "number of teachers who receive training on... ", the proposed indicator measuring whether teachers have “benefitted from” a training 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.

5) Training should include practical application and time to practice and not only teaching/pedagogy theory. Practicing the newly learnt knowledge and skills already during the training significantly increases the impact on their teaching.

6) This indicator can define ‘benefitted from’ in different ways: the base indicator assumes that through participation in a needs-based training, teachers and/or education personnel have ‘benefitted’, whereas more nuanced versions of this indicator may develop specific criteria, such as competencies that need to be met/displayed in order to consider teachers as having passed or ‘benefitted from’ a training. If this latter understanding is used, this indicator can be linked to INEE indicator 3.10 which measures the number of teachers whose TPD is recognized or certified (and they can therefore be considered as having ‘benefitted from’ participation.

7) The main guidance on this indicator is designed to measure the proportion of targeted teachers who have benefitted from TPD. If the purpose of the indicator is to gain a broader understanding of TPD, it is also possible to use this indicator to measure the proportion of all teachers in the area – targeted by the action or not - benefitting from TPD. To do this, use the total number of teachers in the assessed school/learning space/community/target area as your denominator (rather than the number of targeted teachers). This data can be requested from school or learning space management or the relevant education authorities.

8) Related indicators:

     INEE

        - 3.6 % of teachers who show increased understanding of and practice Teacher’s Role & Well-being; Child Protection, Well-being; Inclusion; Pedagogy; Curriculum & Planning; and Subject Knowledge (see Appropriateness of Teaching Methods and Content Indicator)

        - 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

        - 3.10 Degree of teacher professional development recognition and/or certification

     ECHO

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

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

     Global Education Cluster

        - number of teachers and education personnel trained in: [select: psycho-social support / emergency life skills / DRR]

     Sustainable Development Goals (SDG)

        - 4.c.1 Proportion of teachers with the minimum required qualifications, by education level

     IndiKit

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