Resource Book

Purpose of the resource book   

The TAMAM Resource Book presents the TAMAM Capacity Building Program and makes it available as a resource for coaches who support schools that adopt the TAMAM vision and engage in building their leadership capacity for sustainable school-based improvement. It can also serve as a resource for practitioners, researchers and policy makers who want to be introduced to the TAMAM Capacity Building Program. The program aims at building leadership capacity for sustainable school-based improvement at all levels and comprises a job-embedded learning experience through which a team of practitioners acquire a set of leadership competencies to lead school-based improvement.   

This resource book is not intended as a prescriptive training manual. Rather, it aims at providing coaches with the theoretical foundations of the program, its rationalized outcomes and a general framework of the job-embedded learning experiences. The resource book provides practical guidelines for potential coaches on how to engage school teams in the TAMAM Capacity Building Program central to build leadership capacity both at the individual and school levels. These guidelines reflect the lessons learned throughout the past thirteen years of experimentation and include templates that have been developed through an iterative process of continuous refinement based on experimental implementation in a number of schools in the Arab region. The provided content of the resource book allows coaches, themselves action researchers, to critically adapt their plan of job-embedded learning experiences to the level of readiness of the participating teams as well as to their unique organizational and sociocultural conditions and cultural context.  

Audience of the resource book 

The main intended audience of the resource book is university and school level coaches who plan to train educational practitioners to form leadership teams and build their capacity to lead sustainable school-based improvement. This resource book offers the needed guidelines, resources and materials for adopting and implementing the TAMAM Capacity Building Program.  

  1. Purpose of the Resource Book  
  2. Audience of the Resource book  
  3. Overview of the Resource Book   
  4. Guidelines for Using the Resource Book  

  1. Challenges in the Arab World  
  2. A shift in the existing paradigm: The TAMAM theory of change  
  3. TAMAM: An educational movement for impactful school-based reform in the Arab region

  1. Effective professional development for professional learning  
  2. The coach as an inquirer
  3. Participative evaluation and accountability 

  1. The Social Transformation Role of The Educational Institution 
  2. Schools as self-renewing with sustainable improvement

  1. The TAMAM Coaches Characteristics
  2. Roles and responsibilities of coaches


  1. The TAMAM pillars’ competencies 
  2. The process of initiating and leading School Based Improvement 
  3. Motivation for engaging in school-based improvement

  1. Characteristics of the School Based Improvement Journey 
  2. Stations of the journey 

  1. TAMAM’s Evaluation Goals 
  2. TAMAM’s Evaluation General Questions
  3. Evaluation Criteria: Evaluating process and impact
  4. Evaluation methods for Data Collection and Instruments
  5. TAMAM’s Data Analysis
  6. Drawing Conclusions and recommendations

  1. Understanding the school broader community: Becoming informed about the country, ministry of education of that country, services from NGOS, local government entities, current and potential funders for school improvement. 
  2. Identify the school teams’ learning needs

  1. Design the Learning Experience

  2. Monitoring 

  3. Plan for implementation 

  4. Implement and Monitor the Coaching Plan 

  5. Plan for evaluation

  6. Evaluate the Effectiveness of the Coaching Plan

  7. Make recommendations

  1. Introduction
  2. Documentation
  3. Dissemination of TAMAM Knowledge

  1. Expanding the Capacity Building Program:
    1. Building Capacity for Organizational Development at The School Level 
    2. The Socio-Cultural Approach
    3. Student Leadership
  1. Establishing a Professional Network
  2. Preparing the training for trainers’ modules.
  3. Developing Research Partnerships

  1. Appendix 1: The Modules (NOT accessible)
        1. The TAMAM Competencies
        2. The Journey Stations
  1. Appendix 2:  TAMAM Pillars and Elements- student profile- coaches’ competencies
  2. Appendix 3: Journey figures
  3. Appendix 4: Data Collection Tools
  4. Appendix 5: Data Analysis Tools (including master rubric for pillars and journey)- along with the tips for data analysis 
  5. Appendix 6: Tools for Documentation for Coaches
  6. Appendix 7: Tools for Documentation for School Teams