Ramallah, 9, September 2009

Although Najwa Kreitem is a successful educator with more than 20 years of teaching experience, she decided to in invest her time in a rigorous professional development program as part of her school’s participation in the Model Schools Network (MSN) Program.  Kreitem, an English teacher at the Evangelical Lutheran School of Hope in the West Bank city of Ramallah was interested in expanding her educational skill set through professional development.  Professional development is just one of the five core components of the MSN Program.

Launched in 2007, the MSN Program is funded by the Unites States Agency for International Development (USAID).  It is implemented by AMIDEAST in cooperation with Palestinian Ministry of Education & Higher Education and other educational institutions. 

The MSN Program objectives include: introducing educational concepts, teaching approaches, techniques and resources that will improve student learning; developing an expanding network of public and private schools that embrace a new approach to teaching and learning; and evaluating results for future replication.  The MSN program included an initial 17 private Palestinian schools.  Another 40 public schools are now in the beginning stages of entry into the program.

The five core components to the MSN Program include: assessment, school physical capacity building, professional networking, school and community outreach; and professional development for teachers and administrators. 

The professional development training program was tailored to provide teachers and principals with practical knowledge and skills.  The program blends face-to-face training sessions, learning circles, individual teacher observation and feedback sessions; and online support through a Virtual Learning Environment (VLE).

Kreitem speaks positively of her experience in the MSN Program: “While teaching, I started implementing new methods that I’ve learned during the MSN and the results are encouraging.”  Kreitem sees the emphasis on critical thinking, a part of the MSN training, as one of the most significant developments in education.   She notes that implementing critical thinking techniques improves the classroom experience, since it is based on engaging students in questioning and discovering answers for themselves.  It connects students with the learning process and, as a result, leads to better student results and less discipline issues in class.

Kreitem sees professional development, regardless of the number of years of teaching experience, as essential to improving student learning. “We live in time of change, and if we don’t convey this development, we will be left far behind,” ” says Kreitem.  She mentioned the importance of school support for participating teachers as they commit to work in the program while completing their normal teaching responsibilities.

At Jericho Benevolent Women's Society School, science teacher Intisar Ziadat said that training is important, as it provide teachers with experience they might never get elsewhere.  She said that she benefited from the MSN professional development because it has increased her teaching skill set in new methods.

“Practical implementation of modern teaching methods is a fundamental issue, mainly concepts that are taught to students” says Ziadat. “I push my students to think in nontraditional ways by encouraging inquiry.  This motivates them to explore answers by themselves.”  She added, “Parents should encourage their children to use such methods.”

Science teacher Ilyas Ameyah of Talitha Kumi Secondary School in Bethlehem noted that for him the most important aspect of the MSN professional development is the concentration on practical application of new theories and methods.  Teachers actively participate in trainings, as opposed to listening to lectures.  Ameyah described the MSN program as positive in regard to substance.  He considers that exposure to new methods for classroom interaction will improve learning outcomes in his classes.

Principal of Al-Awael school, Faleh Abu-Arra, echoed the views of Kreitem and Ameyah.  He supports the MSN professional development program for his school because it is vital to the process of enhancing skills of both principals and teachers.   This enhancement will be reflected in positive ways, most notably improved student performance. 

“Professional development is very important, as it blends the practical and theoretical sides of education.  It positively affects the education process.  Teachers implement methods they learn during training in their daily work with students,” said Abu-Arra.

Abu-Arra also commented on the importance of capacity building for his staff.  He added that the professional networking that has occurred during the program has been beneficial in providing principals and teachers from a variety of schools opportunities to learn from each other.

Hala Azzar, a science teacher at The Arab Evangelical Home and School in Hebron, agreed with Abu-Arra.  Azzar said that while the professional development program has been helpful in developing teaching skills, it has also provided teachers with opportunities to interact with colleagues from other schools.  She noted that teachers benefit from sharing ideas.

Sawsan Estephan, principal of Herman Gmeiner SOS School in Bethlehem, concurred with other participants on the importance of capacity building.  She sees networking and exchanging ideas as an important feature, particularly because her school must cooperate with other educational institutions and counterparts. 

As for the assessment component of the MSN Program, Estephan said that the S.O.S. school had begun to consider adopting plans for assessment just as they began work in the program.  Since MSN began supports administrative work on the topic of assessment, it was perfect timing for the S.O.S. school.

Principal of Abdullah Ben Masood School in Hebron, Ali Manasra, reiterated the importance of capacity building as part of the school improvement process.  Additionally, Manasra highlighted the focus on critical thinking as an important development in education.  He hopes to see critical thinking strategies gain acceptance in all grades beginning in early elementary.  He notes that the cooperation and understanding of parents is integral, since most parents are accustomed to traditional teaching methods.  He mentioned that his school’s teachers are implementing methods, skills, and knowledge they gain through MSN professional development training.

Regarding elements that guarantee the continuity of MSN idea and goals within the Palestinian territories, Manasra called for creating a council that gathers experts, parents, and schools.  The aim of the council would be to make plans to further implement ideas and methods introduced in the MSN program.