EDP II Professional Development for Principals and Administrators (English)

EDP II Professional Development Program for Principals (120 hours)

Component	Description
1-Face-to-Face Training (60 hours)	Two face-to-face training modules on instructional leadership: Instructional Leadership for School Improvement. Effective Leadership, Management, and Change. Specific contents of face-to-face training are detailed in the modules 1 and 2 tables below.
2-Application Project (30 hours)	Principals apply learning from the EDP II program directly in schools by working as a collaborative leadership team to identify and complete a school improvement project that leverages the use of data.
3-School Visits (12 hours)	Coaching visits in which program leaders and trainers meet and work with principals. The first visit is for following up on the evaluation of the collaborative leadership implementation and for assigning administrator roles. The second visit is for preparing the school improvement plan.
4-Regional Workshops (18 hours)	Regional workshops in which principals and administrators work collaboratively on the application project and exchange feedback. The first workshop is for following up on the preparation of the school improvement plan draft; the second workshop is for presenting the school improvement plans and receiving feedback; the third workshop is for the final presentation.

Module 1 – Instructional Leadership for School Improvement – 30 hours
Main Topic	Focus Areas
1-Data-driven Instructional Leadership – 12 hours	Principles and benefits of data-driven instructional leadership, as related to Lebanese Effective School Standards and international research. Types of data available and the benefits of using multiple sources of data to inform school improvement. Strategies for collecting, analyzing, and using data to inform instructional leadership and school improvement. Strategies for evaluating data to identify specific areas of improvement and plan and implement a school improvement cycle. Approaches to creating and implementing action and monitoring plans for data-driven school improvement cycles.
2-Implementing the Lebanese Vision – 12 hours	The philosophy and aims of the new Lebanese education policy, the New School Vision, and the Effective School Standards and their implications for school leadership. Strategies for implementing the expectations of the Lebanese New School Vision for high quality teaching and learning. Principles and practices of a number of contemporary teaching and learning approaches: Assessment for Learning, 21^st century skills, project-based learning. Strategies for observing and providing effective feedback to teachers to strengthen their teaching and learning in light of the New School Vision.
3-Collaborative Leadership – 6 hours	Principles and practices of collaborative leadership. Approaches to applying collaborative learning principles to support the school improvement cycle.

Module 2 – Effective Leadership, Management and Change – 30 hours
Main Topic	Focus Areas
1-Building Capacity in Schools – 15 hours	Strategies for building capacity for continuous teacher improvement. Strategies and structures to help teachers collaborate as equal partners in lesson observation and improvement. Approaches to designing and implementing effective professional learning to build capacity of teachers and staff. Principles and practices of creating and leading Professional Learning Communities. Stages and structures of the mentoring process and the relationship between mentoring and capacity building. Strategies for assessing and prioritizing areas of need of school administrators and teachers and identifying areas of professional learning that are needed to close the gap in skills. Strategies for engaging and supporting administrators in promoting a positive learning culture in the school. Active learning techniques for professional development and strategies for incorporating these techniques into professional learning.
2-Leading and Managing Change – 15 hours	Principles of team building, including the role of teams in change, reasons why teams fail, and key factors for team success. Principles of establishing and sustaining distributed leadership for change. Different types and benefits of approaches to establishing and maintaining a leadership team, including tools such agendas, protocols, and structures. Plans for evaluating and improving leadership team meetings to support ongoing change. Strategies for identifying the future reality of the school in relation to the Effective School Standards. Protocol for evaluating a school improvement project. Strategies for connecting a school improvement project to sustained change of practice.

EDP II Professional Development Program for Administrators (102 hours)

Component	Description
1- Face-to-Face Training (42 hours)	Two face-to-face training modules on instructional leadership for administrators: Administrator’s Role in School Improvement. Administrators and School Management. Specific contents of face-to-face training are detailed in the modules 1 and 2 tables below.
2- Application Project (30 hours)	Administrators apply learning from the EDP II program directly in schools by working as a collaborative leadership team to support the principal in completing a school improvement project that leverages the use of data.
3- School Visits (12 hours)	Coaching visits in which program leaders and trainers meet and work with administrators who are part of the school leadership team. The first visit is for following up on the assignment of administrator roles. The second visit is for preparing the school improvement plan.
4- Regional Workshops (18 hours)	Regional workshops in which principals and administrators work collaboratively on the application project and exchange feedback. The first workshop is for following up on the preparation of the school improvement plan draft; the second workshop is for presenting the school improvement plans and receiving feedback; the third workshop is for the final presentation.

Module 1 – Administrator’s Role in School Improvement- 18 hours
Main Topic	Focus Areas
1- Implementing the Lebanese Vision – 6 hours	The philosophy and aims of the new Lebanese education policy, the New School Vision, and the Effective School Standards and their implications for school leadership. Using a leadership visioning tool in order to structure and plan for administrator’s own development. The new administrator role in engaging with school stakeholders in the new school vision.
2- Supporting Data-driven Instructional Leadership – 6 hours	Principles and benefits of data-driven instructional leadership, as related to Lebanese Effective School Standards and international research. Types of data available and the benefits of using multiple sources of data to inform school improvement. Strategies for collecting, analyzing, and using data to inform instructional leadership and school improvement. The administrator role within the current school improvement cycle and in supporting data-driven decision-making and leadership.
3-Forming & Maintaining High-Performing Teams – 6 hours	Principles of team building, including the role of teams in change, reasons why teams fail, and key factors for team success. Principles of participating, as an administrator, in distributed leadership for change. Different models and benefits of approaches to establishing and maintaining a team, including tools such agendas, protocols, and structures. Developing a specific plan for creating effective teams within their own practice.

Module 2 – Administrators and School Management – 24 hours
Main Topic	Focus Areas
1-Change Management – 6 hours	Two models of change–The Change Curve and Kotter’s (Kotter International) 8 Steps- and how to apply them to practice. The role of mindset in change and strategies for developing a change mindset in others. Strategies for determining capacity for change. Strategies for connecting a school improvement project to sustained change of practice. Approaches to solving challenges and issues with implementing change in the school.
2-Effective Communication Within and Outside the School – 6 hours	Understanding the challenges of communicating information and differentiating between internal and external information. The five characteristics of effective communication. Strategies for applying the characteristics of effective communication to own practice. Strategies for analyzing the communication needs of internal and external stakeholders and selecting the most appropriate mode of communication. Approaches to active listening.
3-Managing Student Clubs and Activities – 6 hours	Challenges associated with running clubs and activities. Using a protocol to brainstorm a student club or activity to meet an identified need. Strategies for assessing current school club and extracurricular activities in school. Using a template to propose a new student club or activity. Applying a planning model (Big Paper Planning) to planning a club or activity.
4-Building Positive Relationships with Parents and Community – 6 hours	Approaches for identifying wants and needs of parents and community in relation to school. Strategies for assessing school, parent, community engagement, and needs against Lebanon’s Effective School Standards. Strategies for improving parental and community engagement in schools. Strategies for addressing challenges to parental and community engagement in schools.