TAMAM’s name derives from its purpose: it consists of the initials of “school-based reform” in Arabic (al-tatweer al-mustanid ila al-madrasa). The TAMAM project consists of a design for building leadership capacity among lead teams of practitioners to work on sustainable school-based improvements. TAMAM professional development activities center around a job-embedded design: the TAMAM school improvement journey. The TAMAM journey is a design for a learning experience for lead teams with the goal of acquiring a set of competencies related to the TAMAM Pillars. To get more information about TAMAM’s school improvement journey and competencies, press TAMAM Journey is a cyclical process to initiate, plan, implement, monitor and evaluate an innovative improvement initiative based at the school level. It consists of a series of stations that the lead team members pass through and learn from: Identify the need station Identify the improvement goals station Design the innovative intervention station Prepare the monitoring plan station Plan for leading the implementation station Implement and monitor station Evaluation plan station Evaluation station Decision making station During TAMAM’s journey, the lead teams acquire a set of competencies related to the TAMAM Pillars, which are research based principles for leadership and learning. Throughout TAMAM journey, lead teams acquire a set of competencies that allow them to become self-directed leaders. TAMAM eleven competencies build inquiry skills by training lead teams on action research as a tool for evidence-based decisions. They also involve skills of making decisions driven by needs as well as skills of reflective dialogue and practice. Lead team members are also trained on skills of evolving design planning in response to emerging challenges during implementation in addition to skills of professional collaboration, all this taking into consideration the different contexts of the schools of lead teams.