In-Service Teacher Professional Development Programs
These are practical pedagogical teacher professional development training programs that target the skills of teachers in their classrooms. They enable teachers tointegrate ICT with modern pedagogies in their classrooms, use authentic assessment and evaluation approaches, use subject specific teaching and learning methods, manage the learning and teaching process in their classrooms and motivate their students to learn. A main component of these programs is on the job implementation and institutionalization of the new practices in the daily work of the targeted school.CADER carried out a number of In-Service teacher training projects which varied in scope and size, most notably the ERSP In-Service program for teachers which consists of three stages, the ESP project with the USAID, ictQatar project the independent schools and Bethlehem project with higher education teachers.
Specialized Centre for the Professional Training of Teachers (2013-2016)
Mathematics and Science Subject Experts/Arabic Subject Experts
CADER has worked with the Omani Ministry of Education on the development of the Centre on a two-year-project that started in September 2013 and was supposed to end in June 2015, but was extended to January 2016. CADER was awarded component 3 and 4 of the undergoing work for establishing the Centre in cooperation with the Ministry of Education in Oman. The components involve the preparation of a two-year-High Education Diploma Programs for the teachers of science, math and Arabic; the preparation of a team of qualified Omani trainers for the Centre who will be enabled to design, implement and evaluate all Centre programs in the future in addition to providing on-going coaching and support for these trainers in their implementation over a period of two years. Each diploma program involves face-to-face training, online learning, and workplace learning. Through this project, CADER will contribute to the development, implementation and embedding of all Centre operations, training, follow-up and evaluation. CADER will also work closely with the training team in the Centre and with experts in Oman Ministry of Education to progressively build independence in the development of program design, content, assessment and materials. By the end of the project, CADER will have trained two batches of trainers who will respectively add up to 15 expert trainers who will train more than 3000 Omani math, science and Arabic teachers.
Remedial Education for Early Grades (2014-2015)
The purpose of the remedial intervention was to assist the Jordanian Ministry of Education with remedial education pilot activities in 40 pilot intervention schools and 20 control schools that include the holding of development of diagnostic tool workshops, training of coaches and teachers, workshops, pilot remedial education intervention activities in schools, learning dissemination and policy dialogue workshops. In July 2015, an extension was added to the remedial activities to implement three studies based on the results as follows: (1) Early Grade Reading Assessment (EGRA)/Early Grade Math Assessment (EGMA) Group administered Assessment verification study; (2) Boys’ experience in school study; and (3) Teachers’ attitude study. The number of beneficiaries from this project is: 40 schools in the middle and north of the kingdom; around 320 teachers; and around 3250 students.
Specialized In-service Programs for Teachers ERSP
The Specialized In-service program consist of 5 specialized programs that promote the ways of teaching the following subject matters: languages (Arabic and English), math and science, civics, history, geography and religion, and MIS and computer, each program consists of 12 training workshops.Over the period of five years the project will have trained more than 4,758 teachers in the five specialized programs.
Training for Middle and Secondary School Teachers
This project was implemented in partnership with the Supreme Council for Information and Communication Technology (ictQATAR) in Independent Schools with middle and secondary school teachers.It involved a pedagogical teacher training that aimed at enabling teachers to demonstrate new skills in integrating ICT in their classrooms together with modern pedagogies, activate the learning management system (LMS) provided in all schools and create a learning network with learning resources for both students and teachers.
ERfKE Support Project (ESP): Innovative Use of Technology in the Classroom
This is a pilot project with ERfKE Support Project (ESP) that targeted the training of teachers in different pilot schools across the kingdom. The project experimented with various technology models of integrating ICT in the classroom and came out with recommendations concerning the best models and strategies to be rolled-out on a national level. The project involved a teacher training program that trained teachers on how to integrate modern pedagogies and ICT in education. This 160-hour-training program is the first locally-developed Arabic content accredited by MOE that link professional development to teachers’ ranking.
ICT in Education
This project was implemented in Bethlehem University in Palestine in partnership with Maastricht School of Management and was funded by Netherlands Organization for International Cooperation in Higher Education/Nuffic.The “ICT in Education” program is the final component of a large-scale professional development project. The target group of the project was the faculty members of the University and the trainers and consultants of its Institute for Community Partnership. CADER was contracted by Maastricht University to provide the last part of the project. The training is an introduction to integrating ICT in adult learning. Its main goal is to raise the awareness of the participants of the unlimited possibilities ICT tools provides for instructing and learning, and to enable them to effectively make use of ICT tools to enrich the process of instructing and learning at the university.