Resource Book

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1. A Guide to the Resource Book

A- Purpose of the Resource book

B- Audience of the Resource book (This resource book is addressed to coaches and serves as a guide for them to work with school teams)

C- Overview of the Resource book

D- Guidelines for using the Resource book (A guide for the coaches to coach school teams and how to do it)

2. TAMAM as an Educational Movement in the Arab Region

A- Challenges in the Arab World

B- A shift in the existing paradigm: The TAMAM theory of change

C- TAMAM: An educational movement for impactful school-based reform in the Arab region

3. Building Capacity for Sustainable School-Based Improvement

A- Establishing School University Partnerships

B- Effective professional development for professional learning

C- The Coach as a Mentor

D- The coach as an inquirer

E- Participative evaluation and accountability

4. Schools as Self-Renewing, Innovative and Professional Communities

A- The Social Transformation Role of The Educational Institution

B- Schools as self-renewing with sustainable improvement

5. The Targeted Learning Outcomes

A- The TAMAM pillars’ competencies

B- The process of initiating and leading School Based Improvement

C- Motivation for engaging in school-based improvement

6. The TAMAM Job Embedded Learning Experience

A- Characteristics of the School Based Improvement Journey

B- Stations of the journey

C- Outputs from Participating in the School Improvement Journey

7. Coaches Roles and Responsibilities

A- The TAMAM Coaches Characteristics

B- Roles and responsibilities of coaches

8. Setting the Stage for Initiating the TAMAM Capacity Building Program

A- 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.

B- Selecting school team members

C- Identify the school teams’ learning needs

D- The Coaching approach in TAMAM

9. Planning and Implementing the TAMAM Capacity Building Program

A- Design the Learning Experience

B- Sustain High Motivation for Leading Improvement

D- Plan for implementation

E- Implement and Monitor the Coaching Plan

F- Plan for evaluation

G- Evaluate the Effectiveness of the Coaching Plan

10. Evaluating the Effectiveness of TAMAM’s Capacity Building Program

A- TAMAM’s Evaluation Goals

B- TAMAM’s Evaluation General Questions

C- Evaluation Criteria: Evaluating process and impact

D- Data Collection and Instruments

E- Data Management and Analysis

F- Drawing Conclusions and recommendations

11. The TAMAM Coaching Approach: Coaching the TAMAM way

This chapter is a narration of the approach adopted in coaching in TAMAM along with several tips to be used by coaches for ensuring a proper and impactful experience

12. Research and Knowledge Production in TAMAM

A- Introduction

B- Documentation

C- Forms of Knowledge Production

D- Dissemination of TAMAM Knowledge

PROLOGUE: EMERGING IMPACT AND NEXT STEPS

A- Expanding the Capacity Building Program:

a. Building Capacity for Organizational Development at The School Level

b. Building School Community partnerships: The Socio-Cultural Approach

c. Building Student Leadership

B- Establishing a Professional Network

C- Preparing the training for trainers’ modules.

D- Developing Research Partnerships

Appendix

– Appendix 1: The Modules (NOT accessible)

A- The TAMAM Competencies

B- The Journey Stations

– Appendix 2: TAMAM Pillars and Elements- student profile- coaches’ competencies

– Appendix 3: Journey figures

– Appendix 4: Data Collection Tools

– Appendix 5: Data Analysis Tools (including master rubric for pillars and journey)- along with the tips for data analysis

– Appendix 6: Tools for Documentation for Teams

– Appendix 7: Tools for Documentation for Coaches