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TAMAM: A School-Based Reform Model 

TAMAM is an educational movement in the Arab region that resulted from a memorandum of understanding between the Arab Thought Foundation (ATF) and the American University of Beirut (AUB). TAMAM’s name derives from its purpose: it is an acronym from the initials of the Arabic translation of the phrase “school-based reform” [Al-Tatweer Al-Mustanid ila Al-Madrasa]. In Arabic means good or perfect. 

TAMAM Vision. TAMAM is an educational movement in the Arab world that promotes transforming schools into self-renewing institutions, with broad based leadership capacity for change working in a concerted effort through strong partnerships with research universities, policy-makers and community members toward enhancing the transformative role of schools to graduate the next generation that leads innovation and change in their society. TAMAM educators are leaders of change enacting their collaborative expertise to generate knowledge that is grounded in the cultural fabric of the Arab region and that triggers innovative practices for sustainable school-based improvement. 

TAMAM Student Profile.

Student learning is at the heart of TAMAM work. TAMAM is committed to providing the school climate and capacity needed to remove the barriers that inhibit students from developing to their full potential. TAMAM’s model adopts the term “student leadership” for acknowledging and valuing students as contributors to the teaching learning process and to their societal advancement. In this respect, a student profile was generated that encompasses a set of values, skills, and capacities that a TAMAM graduate should embrace stemming from the notion of student leadership. This profile was developed through a collaborative process that included educators from all its partners, schools and educational institutions. The “TAMAM student profile” is organized under three main categories:
– A responsible Citizen
– A balanced and moral individual
– A lifelong Learner

To get information about TAMAM’s unique contributions, press on more

TAMAM started as a project in 2007 and has transformed itself into an educational movement that spans 8 Arab countries, serving more than 600 practitioners, in 69 schools with 32 researchers from 12 different universities, 32 coaches, and policymakers collaborating on designing and implementing impactful school-based improvement.
TAMAM was initiated to address four key concerns:  (1) the absence of a culturally-grounded research based body of educational knowledge that is in line with international best practices and capable of addressing the challenges of Arab educational practitioners; (2) the lack of agency and preparedness among school based practitioners to lead innovative school improvement; (3) the compromised quality of professional development programs offered to Arab educational practitioners; and (4) the lack of accountability and evidence-informed decision-making at all levels of the educational system.
TAMAM was fully directed by Dr. Rima Karami since 2015 with a Steering Team of 11 researchers, designers, and consultants leading the research and development activities of TAMAM. 

TAMAM Mission. TAMAM operates as a research lab adopting emancipatory collaborative action research to produce practical knowledge that can inform and refine the process of leading sustainable school-based improvement towards schools that are proactively engaged in their community.  As action researchers, the TAMAM Steering Team develops research-based designs to build the leadership capacity of teams of educators to initiate, plan, monitor, implement and evaluate innovative initiatives while concurrently supporting them as they acquire competencies needed to lead sustainable school-based improvement. These research-based designs also encompass strategies to build partnerships with students, the school community, research institutions, ministries of education, donors, and training centers and to empower Arab educators to influence educational policy in their countries

Capacity Building Program

The “TAMAM Capacity Building Program” is the first research-based design that the TAMAM Steering Team generated and refined through iterative cycles of inquiry and action. 

The program aims at building leadership capacity among lead teams of practitioners at schools while setting the stage for building broad based leadership capacity encompassing students, parents, and partners from the larger community. Implementation of this program spans over 3-4 years and follows an evolving plan approach which facilitates customization of the program to the unique conditions and sociocultural context of educational institutions.

    

  1. The TAMAM capacity building program design comprises:  
  2. A set of guiding principles essential to lead sustainable school-based improvement: the eleven TAMAM Pillars.
  3. Targeted outcomes at the individual, team, and institution levels.
  4. Strategies to train and guide educators built around a job-embedded process on leading school-based improvement: the TAMAM School Improvement Journey.
  5. Evaluation framework with criteria and tools to evaluate impact.

The TAMAM capacity building program is detailed and documented in the form of a Resource book that is designed to be shared to support TAMAM coaches while working with school teams in the different countries. 

Research Lab  

TAMAM promotes research methodologies based on collaboration with educational practitioners who are actively engaged in leading transformational change aimed towards social development in their schools.

TAMAM uses emancipatory collaborative action research to generate research-based designs while capturing the best practices at educational institutions, building on strengths and honoring the sociocultural context of the communities they serve. This methodology allows for continuous refinement of the generated designs through an iterative process of experimentation informed by international research and the experiences emerging from the practices of Arab educators. As such, the main contribution of TAMAM’s research goes beyond introducing internationally accepted practices to Arab schools and towards triggering a paradigm shift in how reform is conceived, implemented and researched in the Arab region.

With that, TAMAM aims at contributing to a contextually-grounded knowledge base on effective school improvement practices that can inform educational policies in the Arab region.

The progress and outcomes of TAMAM research are documented in a series of papers and technical reports some of which are published in regional and renowned international journals and/or on the TAMAM website.

In addition, TAMAM lead teams document their school-based improvement experiences in the form of reports that provide sequential narration of their improvement projects based on the TAMAM School Improvement Journey.

TAMAM research outcomes are also disseminated through participation in regional and international conferences.

What's Happening?
Testimony from Katia Dabaghi, Preschool Academic Coordinator, Hariri High School II, Lebanon, 2020.

TAMAM took me on a transformative journey of professional reflection. It empowered me with the…

Testimony from Dr. Sally Al Turki, Chair of the Advisory board, Al Dahran Ahliah School, KSA, 2018

We admire people like you, change makers, who focus their energies, sacrifice their time, and…

Testimony from Sudan 2018

A testimony from Al Ahfad School in Sudan related to the impact of the TAMAM….

Testimonies from Oman 2018: Part Two

A testimony from Al Ithar School in the Sultanate of Oman related to the impact…

Testimonies from Oman 2018: Part One

To know more about the testimony from Oman, please click the following link

Tamam Testimony from Algeria 2016

To know more about the testimony from an Algerian teacher, please click the following link…

Our Community

The TAMAM community includes participating public and private schools in eight Arab countries that lead sustainable school-based improvement in partnership with researchers and coaches from various collaborating universities: Al-Ahfad University for Women, American University of Beirut, American University of Cairo, Arab Open University in Jordan, Assyut University, Princess Noura Bint AbdulRahman University, Qatar University, Queen Rania’s Academy, Sultan Qaboos University, and The Lebanese University.

Three self-sustaining TAMAM country hubs are established in Lebanon, Jordan, and Oman. They are led in collaboration with the TAMAM Steering Team by Country Hub Coordinators.

Lebanon Tabs
Private Schools
Public Schools
Schools serving Palestinian refugees
“On the International Day of Education, we hope to see educators get the valuing that they deserve, realizing their important influential role in harvesting and optimizing the New Generation’s true potenti”On the International Day of Education, we hope to see educators get the valuing that they deserve, realizing their important influential role in harvesting and optimizing the New Generation’s true potenti#Aubreyal.
Also, in these trying times, horrific events, and absolute disappointment in human nature, we wish to see this profession and its acting agents of change keep their hands on the pulse of HOPE, leading the new generation into becoming responsible citizens of the world, building a better future with the lessons of the past in mind.”
– Dr. Rima Karami Akkary Chair Department of Education.
 
Link for the Facebook Post

We are pleased to announce the release of the chapter “Building Leadership Capacity for School-Based Reform in the Arab Region: The TAMAM model” in the Book “Continuous Improvement: A Leadership Process for School Improvement (Leadership for School Improvement)”.

This chapter tells the story of how the TAMAM project steering team transformed the challenges encountered into learning opportunities to develop an empirically informed design for building the capacity to initiate and lead continuous school-based improvements. The chapter also describes the TAMAM Leadership Capacity Building Program, its components, characteristics, and implementation process.

For more details visit https://www.infoagepub.com/products/Continuous-Improvement

To purchase on Amazon visit https://www.amazon.com/Continuous-Improvement-Leadership-Process-School/dp/B0CH8CD7S1/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr=

#schoolimprovement #leadership #capacitybuilding #bookrelease

Link for the Facebook Post

TAMAM took me on a transformative journey of professional reflection. It empowered me with the skills I needed to translate and channel my passion to teaching/ learning into professional practices. The growth I experienced with TAMAM made me realize that educational leadership is the sacred mission of service and humility. Such a mission could only be fulfilled as we positively and persistently work on building our team’s capacity, so that together, we could contribute into the sustainable betterment of our communities.  Katia Dabaghi, Preschool Academic Coordinator, Hariri High School II, Lebanon, 2020.

We admire people like you, change makers, who focus their energies, sacrifice their time, and commit their full powers to making our corner of the world a better place. Dr. Sally Al Turki, Chair of the Advisory board, Al Dahran Ahliah School, KSA, 2018

A testimony from Al Ahfad School in Sudan related to the impact of the TAMAM. Please click the following link

A testimony from Al Ithar School in the Sultanate of Oman related to the impact of the TAMAM project and its uniqueness.

 

To know more about the testimony from Oman, please click the following link

To know more about the testimony from an Algerian teacher, please click the following link

 

Contact

Mailing Address:American University of Beirut P.O.Box 11-0236 / Department of Education Fisk Hall/ Room 245 Riad El-Solh / Beirut 1107 2020 Lebanon Phone: 00961 1 350000 Ext: 3116

Dr. Rima Karami: ra10@aub.edu.lb

Rola Katerji: rk14@aub.edu.lb




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