A School-Based Reform Project
TAMAM is a collaborative school-based educational reform project involving schools in the Arab World. Unique in the region, it presents a new paradigm for school reform.
TAMAM is a school-based educational reform project involving schools in the Arab world. Unique in the region, TAMAM presents a new paradigm for school reform, combining research to development in triggering, supporting, and understanding school based initiatives for sustainable school improvement.
TAMAM’s name derives from its purpose: it consists of the initials of “school-based reform” in Arabic “Al Tatweer Al Mustanid ila Al Madrassa”.
In TAMAM, university professors work with practitioners at the school level to build their leadership capacity, to initiate the efforts for renewal, or to pro-actively shape existing top-down initiatives for reform. They support these practitioners in a way that is relevant to their context and responsive to their needs and priorities.
TAMAM’s Vision is to build a community of practice connecting schools, universities, and ministries of education. It connects educators at all levels [teachers, researchers, policy makers] through all the stages of the reform process by engaging them in concurrent experiences and research; thus sharing the responsibility to learn and to uncover what path(s) to improvement works best in our schools.
The Project’s Goals aim at (1) building leadership capacities for school-based improvement, (2) creating bridges of dialogue and cooperation, and networking between schools, universities and ministries of education, (3) producing knowldge that is grounded in our Arab culture, and (4) providing sustainabiltiy for the project’s impact.
The project’s evolving design allows for adjustments based on the lessons learned from experience. An expansive project, TAMAM allows for expansion within the school, within the country, and within other Arab countries.
Funded by the Arab Thought Foundation [ATF], TAMAM was initiated in 2007 on the basis of a memorandum of understanding between the foundation and the American University of Beirut.
Professional development in TAMAM aims at building capacity of school teams through the TAMAM Journey, which is a series of stations that the school team members pass through and learn from. The focus is to work on acquiring competencies related to the TAMAM Pillars which represent the project’s “standard guidelines”. They are acquired and developed throughout the TAMAM journey when teams choose their school improvement need, set their improvement goals, design their intervention, plan their implementation, monitor and evaluate their work. The work of schools is guided by the TAMAM templates. The use of these templates means that the schools are simultaneously documenting their practices and their progress, and providing the PST and coaches with valuable data that can be used for: (1) monitoring, during the journey; and (2) evaluation, at the conclusion of the journey. These templates are solidly calibrated in relation to the pillars and the journey. The Project Steering Team (PST) and the project’s coaches provide support to the school teams as they go through the entire stages of the TAMAM journey to experientially acquire the TAMAM competencies.
Research in TAMAM is inspired by the team members’ learning and on-going reflective inquiries. It is a “live research project” (Craig, 2010) and its PST plays a dual role: that of coaches, for individual, team, and organizational development and that of researchers .
Project Paper – Phase I: English version and Arabic version.
Project Paper – Phase II: English version and Arabic version.
The TAMAM Project was initiated by three Arab educators with long experience with school improvement: two university professors: Dr. Saouma Boujaoude and Dr. Murad Jurdak, and Dr. Sally AlTurki, Senior Vice President of Dhahran Ahliyya Schools (DAS). The TAMAM’s Project is lead by a Steering Team (PST) comprised of two university professors specialized in Education, and four educational experts. The PST believes that although a lot can be learned from examining the best practices around the world, educational researchers and policy-makers in developing countries need to exercise caution while adapting Western-born models and practices. The main goal of the PST is to develop a culturally grounded model of school-based reform that can guide Arab educational practitioners to trigger their learning, hence building their capacity to lead and sustain school-based improvement.
Meeting with TAMAM Lead Teams from new Lebanese Schools
On June 14-16, 2015 TAMAM will be organizing a “Coaches’ Training” that will cover the TAMAM coaching process in addition to all matters related to monitoring and evaluation.
Dr. Abdallah Ambu-Saidi, TAMAM’s Coach in Oman, has recently been appointed as the new Dean of Postgraduate Studies at Sultan Qaboos University.
On February 15, 2015 the PST met with the Omani coaches from Sultan Qaboos University as well as with representatives from the Omani school teams participating in the TAMAM project.
The PST conducted their second workshop for Hariri High School II and Lebanese International School in Beirut for the academic year: 2014-2015.
All interested educators are coordinately invited to a presentation about the TAMAM evaluative case study
TAMAM PST conducted their first workshop for Hariri High School II and Lebanese International School in Beirut for the academic year of 2014-2015
The coaches in Jordan schools conducted a workshop under the title of “Teacher leader for change”.
TAMAM PST met Jordan team on September 20, 2014, under the title “The definition of new beginnings in Jordan
Follow-up visits for TAMAM private schools in Jordan and Lebanon were completed
In Jordan, TAMAM schools held a meeting where the pioneer and new schools discussed developing networking mechanisms amongst themselves
Mailing Address:American University of Beirut
P.O.Box 11-0236 / Department of Education
Fisk Hall/ Room 119 Riad El-Solh / Beirut 1107 2020
Lebanon Phone: 00961 1 350000 Ext: 3116-3077