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Webinar: Teacher Wellbeing: Key Findings from a Landscape Review

The Education Equity Research Initiative and the Inter-agency Network for Education in Emergencies (INEE) are excited to co-host Teacher Wellbeing: Key Findings from a Landscape Review, an interactive webinar that will present recent research on teacher well-being in low resource, crisis, and conflict-affected settings. Danni Falk and Emily Varni will present the findings from a landscape review, a conceptual framework for teacher well-being, as well as programmatic and policy guidance for providing comprehensive support to the well-being of teachers working in low resource, crisis, and conflict-affected contexts.

How to Join

On your computer:

Meeting number: 592 919 995

Password: CEfPw3pC

https://rescue.webex.com/rescue/j.php?MTID=m34346a1ffcf4cace2dba62da79c994c9

 

On your phone:

1-844-740-1264 USA Toll Free

+1-415-655-0003 US Toll

Access code: 592 919 995

Presenters Bios

Emily Varni is an experienced education researcher and practitioner. She recently received a Master of Arts from the International and Comparative Education program at Teachers College, Columbia University. During her Master's studies, Emily was a research assistant on an EU-funded project that examined the impact of accelerated education and teacher professional development programming on the well-being of displaced and host community teachers and students in northern Uganda and South Sudan. She was also a research assistant on projects in Jordan and Kenya, and co-authored a background paper, Teaching Amidst Conflict and Displacement, for the 2019 GEM Report. Previously, Emily served as the interim coordinator of the Education Policy Working Group at INEE and as an Impact Manager and Grant Writer at the INGO Pencils of Promise.  

Danielle Falk is a doctoral student in the International and Comparative Education program at Teachers College, Columbia University. 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. Most recently, Danielle was the Lead Trainer and Capacity Building Manager for Teachers for Teachers in Kakuma refugee camp, Kenya. 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.