dr. rima karami-akkary american university of beirut speakers... · professional development...

Dr. Rima Karami-AkkaryAmerican University of Beirut

December 15th 2017

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Sustainable Development

as an Educational Goal

This material is the property of the TAMAM Project and cannot be used or duplicated without permission ©

Professional development

Professional Learning

School improvement

Learning

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School context

Sustainable School Improvement

Societal development and policy making

Leading change

Pre-service Training

This material is the property of the TAMAM project and cannot be used or duplicated without permission©

In- service Training

تعتبر المعلومات الواردة ملك فكري لمشروع تمام وال يمكن

©استخدامها دون اذن الفريق الموّجه للمشروع5

Educator Action Researcher

Agent of Social Change

تعتبر المعلومات الواردة ملك فكري لمشروع تمام وال يمكن ©استخدامها دون اذن الفريق الموّجه للمشروع

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20212007 2009 2010 2015


What are the reasons behind the failures of educational reform initiatives in the region to transform the current organizational and pedagogical practices to one that effectively improve student learning?

What actions should be taken at the school, ministry and university levels to overcome the institutional barriers to transformational change and sustain it in Arab schools?


• Low competence and potential• Lack of agency• Dependent learnersWho

• Decontextualized technical skills• Absence of inquiry/higher order cognitive skills• Neglect of teachers’ affective domain

(motivation, ownership…)What

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How

• PD not based on practitioners’ pressing needs

• Short duration

• Lack of institutional support

• No attention to ensuring the transfer of knowledge into practice

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What is an effective approach to promote professional

learning? What conditions should we provide for

teachers’ professional and personal growth?


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Professional development programs should adopt approaches that rely on adult learning theories (Knowles et al., 2005)

Teachers have a major and essential role in improving student learning (Hattie, 2012)

Concurrent administrative adjustments are key to support

professional development (Fullan, 2009)


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For sustainable Impact, professional development should promote social capital and not just individual capital ( Fullan. 2011)

For sustainable whole system reform, teacher capacity building

should include enhancing intrinsic motivation to learn and

commitment to reform (Fullan, 2011)

Building leadership capacity among a broader base of the school members is essential to ensure whole systemic reform and the

sustainability of impact of school-based innovations(Dimmock, 2012; Guhn, 2009, Fullan ,2011)


Challenges of Practice

New Insights

Preliminary Model

Pilot

Evaluate

Refine


Action Research

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Community/Society at Large

Educational Institutions

Educational practitioners

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Student


Teachers Institution

Professional

Change Agents

Authentic learning

experience

A dynamic institution that is self-

renewing

Students

sustainable improvement

17This material is the property of the TAMAM Project and cannot be used or duplicated without permission ©

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Building

professional

Capacity

Cognitive

Skills in Practice

Affective/

Attitudes

• Responsibility• Hope• Commitment• Resilience

• System Thinking• Inquiry• Critical Reflection

• Planning• Evidence based

decisions• Collaboration


STUDENT L

EARNING

Participative Leadership for Continuous Improvement

Evidence Based Decisions

Inquiry

Professional Collaboration

Reflective Dialogue & Practice

De-Privatization of Practice

Decisions & Actions Driven by Needs

Evolving Design Planning

Job-Embedded Experiential Learning

Mentoring Approach

Systematic Documented Practice

Sus

tainable I

mpr

ovement


Who

• Learner/ inquirer• Passionate social activist• Generous mentor

What

• Need based competencies relevant to context• Leadership capacity• Social capital

How

• Job-embedded• Embedded in a change initiative• Responsive with continuous support to promote

commitment and ownership


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The TAMAM student

A lifelong learner

A balanced and moral individual

A responsible

citizen


TAMAM School Improvement JourneyIdentify a need

Where are you now?

Set improvement goals

What is your ideal scenario?

Design your innovative

intervention

What should you do?

Plan your monitoring

How will you examine your progress?

Plan for leading your implementation

How to get there?

Implement and monitor

Go There

Evaluate

Did you get there?

Take action

Where to go next?

Initial Planning for the

improvement project

Make administrative

decisions

Disseminate what you have

learned

Plan your evaluation based on the final

design of the improvement project

Institutionalize the innovative intervention

Improve the initial plan of the

improvement project

25This material is the property of the TAMAM Project and cannot be used or duplicated without permission ©

challenge

motivate

A relationship of trust and respect

support

Mentoring

Job embedded experiential

learning

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Forming a deep knowledge of the team members as professionals

Building trust with the school team members

Triggering the school teams motivation and impetus to learn

Based on the identified coaching needs, challenging the teams in the purpose of creating dissonance while providing the needed support

Providing continuous guidance and feedback

Monitoring the progress of the work of the school teams on their improvement projects


Monitoring

Monitor the progress of the school teams

Check for initial impact

Planning Evaluation

Evaluating the impact on the team membersRefining the PD design

Reflecting on the learning experienceSystematic documentation and dissemination

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Identify the training needs

Design the job embedded learning experience

Plan for implementation of training and follow-up

• Visits• Training workshops• Phone calls• emails• feedback

Individual Leadership

skills

Group Leadership

skills

The institution

and its professional

identity

Individual

Team

Institution

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Student

Policy makers

School practitioners

Educators and university

researchers


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Development Research

Contextualizing the PD design

Flow of Information

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For Evaluation

On action

For monitoring

In action

For Diagnosis

For action

Collaborative Action Research

Grounded PD designs/ models


Time Institutional norms and professional

beliefs

Challenges

Organizational structure and

conditions

Practices: work and

collaboration

Teacher commitment

Trust


Professional Learning

Based on needs/assets

Agency/

voice

Evolving-Plan

Experience

Job-embedded

Long term

Follow up

Time


Trust

Capacity building

Innovation for Improvement

Sustainability

Skilled &Empowered

Critical problem solvers

ProfessionalsWho lead


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The TAMAM Movementتعتبر المعلومات الواردة ملك فكري لمشروع تمام وال يمكن استخدامها دون اذن الفريق الموّجه للمشروع

TAMAM website in

Arabic

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dr. rima karami-akkary american university of beirut speakers... · professional development...

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