“Progress lies not in enhancing what is, but in advancing toward what will be.” – Khalil Gibran
To achieve our mission and fulfill our vision, weundertake the following:
1. Providing strategic comprehensive solutions
CADER’s work strives to focus on the big picture as well as the details that compose it. We learnt that teachers’ efforts cannot succeed in isolation. This is why we chose to provide solutions that target the whole school teamincluding its leadership. Our programs’ scope encompasses induction teachers, in-service teachers, principals, supervisors, counselors, students and school local communities.
2. Transforming theory into significant practices
We are pioneers in bridging the gap between theory and practice. Our programs are designed as tools that make the latest learning and instructional theories more accessible to educators. All CADER’s innovative solutions draw on the latest educational theories and trends.
3. Vision building for teaching and learning in the 21st century
One of our guiding principles is never to provide training programs leaving out the larger perspective and insight behind the program. As part of building the capacity of individuals and enabling them to achieve a certain target, we make sure they understand where they are heading and why.We believe that individuals are likely to be more successful in achieving in-depth learning when we work with them to build aclear and futuristic vision for education that is connected to teaching and learning21st century skills. This vision building helps focus theirattention on what is important, motivates them, and increases their sense of ownership and shared responsibility for change and improvement.
4. Targeting individual’s Knowledge, Skills and Attitudes
We learnt that the number one differentiator in effective professional developmentis attitude; therefore, attitudinal change is the leadingconstituentof all our programs. For us, the starting point is to change the teachers’ dispositions and attitudes, then teach them how to make use of new ways of teaching and learning or new technologies and give them the space to utilizetheir new knowledge in the classroom.Hence, our professional development equation is: Improved Practice = Knowledge + Skills + Attitude.
5. Fostering sustainability by creating communities of practice
Our transformative work focuses on strategies that foster change in schools, incorporate and anchor itin school culture with an outlookto building sustainability. We attain this by developing in each school a ‘nucleus of change’through focusing on the learning of individuals andthe building of organizational capacity without which a school will be unable to transform itself or sustain continuous improvement. It is CADER’s belief that communities of practice have the potential to dramatically change how schools operate because they are the mechanism through which knowledge gets created and turned into action. Our experience shows that the following three aspects lead to sustainable school transformation: empowering principals and teachers, creating communities of practice andpromoting flexible practices that improve learning.
6. Tailoring culturally sensitive programs based on the local needs
We are pioneers in the Arab region in tailoring professional development programs to the local needs thatdemonstratecultural awareness and understandingwhile drawing on the latest internationally proven theories and best practices.In doing so, we aspire to offer a global model which provides ‘top notch’ training and observe culture and tradition. The programs we offer capitalize on new ways of teaching and learning in addition to integrating information and communication (ICT) tools to create rich learning environments. We build our programs based on needs assessments for the target groups to ensure program suitability to the participants. Theneeds assessment acts at the same time as a baseline measure by which we measure the success of our programs.
7. Providingon the job coaching and support
The component of shadowing and onsite support is fundamental in our interventions,especially that our programs focus on changing attitudes, values, processes and behaviors; hence, the need for coaching and follow up from a professional Master Trainer&ChangeAgent® who would be available onsite in school to train the school stakeholders and to support them change their work processes, and behaviors. Through onsite support, we provide direct one to one and group coaching, andsupport for the educators in their real working environment. It leads toreflection on new practices, ensures gradual day to day adoption at work and improves performance in the long run. The introduction of the on the job support in our programs serves the dual purpose of supporting the transformation process in schools and ensuring training quality.
8. Empowering CADER's ChangeAgents
CADER developed a distinctive program to empower an in-house team of ChangeAgents/Master Trainers in the field of education reform and youth empowerment to achieve its vision and goals. This team is CADER’s major resource in implementing its professional development programs.
CADER recruits Master Trainers in batches. Upon their employment, all Master Trainers undergo an intensive full-time training program for six months (1300 hours) provided by CADER in cooperation with international experts. The training program aims at empowering the Master Trainers with the needed competences and targets the trainers' knowledge, skills, attitude and values. Part of the training is held in one of the countries renowned for its achievements in the field of education reform and professional development such as The Netherlands and Singapore. This gives the Master Trainers the opportunity to broaden their perspective and observe the successful implementation of best practices. The Master Trainers get certified by CADER and Yarmouk University upon the successful completion of the program.
CADER has implemented this program nine times since its establishment and the training program has been updated several times to meet the changing needs of the educational sector. In February 2005, CADER started with a team of 20 Master Trainers who created the core team of the Master Trainers and today CADER has 90 qualified Master Trainers.