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QRTA launched The Advanced Instructional Leadership Professional Diploma (AILPD) in 2016. AILPD is awarded by the University of Jordan and has been developed in collaboration with the University of Connecticut (UCONN) and is based on the Public Education Leadership Project (PELP) originated in 2003 at Harvard University through a joint effort from the Business and Education schools.
AILPD is accredited by the Ministry of Education in Jordan.
The twenty-four credit hours, nine months diploma seeks to make essential changes in leadership practices through including the best international practices in instructional leadership.
The Diploma aims to:
The program is offered in four main modules that reflect the core of the program and align directly to the MOE’s Standards.
This module provides school leaders with an understanding of the curriculum and assessment role in preparing students with the skills and understandings needed in today’s rapidly changing world. The module will focus on effective instruction and assessment strategies and the leadership practices necessary to provide the structure and support teachers need to implement student-centered approaches.
This module focuses on developing the knowledge and skills needed to evaluate and supervise instruction in schools. Upon completion of this course, school leaders will know and understand the elements of developmental supervision and evaluation. School leaders will learn to use that knowledge and demonstrate the skills necessary to evaluate and supervise teachers effectively and to provide constructive feedback to teachers, thereby improving teaching and learning.
This module gives school leaders the opportunity to apply practices and processes for evaluating, establishing a sustaining and positive school climate to improve students’ achievement. The school leader will recognize the necessity of developing a clear vision for education improvement around the instructional core and applying it when building a positive school culture.
This module introduces school leaders to concepts and skills, which are fundamental to the successful administration of educational organizations. The overarching goal of the course is to provide pragmatic knowledge, which will give the participants an understanding and appreciation of the complexity of educational organizations.
Optional Support components
In addition to the 4 main modules, The AILPD provides practical applications that support the advanced leadership practices, including:
As for teachers and other educators, they need to complete a pre-requisite module, "An Introduction to Instructional Leadership". The 15-hours online module aims to provide basic knowledge and skills necessary to prepare the future leaders for the advanced level, and it focuses on developing participants’ understanding of their role as an instructional leader and acquire skills to lead school effectively. This module will be considered as a prerequisite for teachers to join the program.
The AILPD targets school principals, head of departments, Assistant-Principals and school supervisors.
AILPD has two modes of delivery:
Utilizing the blended approach to teaching and learning, the AILPD aims on creating an interactive learning experience where school leaders are expected to interact with their peers, their instructors and the module content. Designed to enrich the learning experience, all four modules described are presented in a hybrid model with 30 hours of face-to-face training and 10 hours delivered through online collaborative learning for each module.
During the modules of the AILPD, participants are required to participate in collaborative learning activities where they are encouraged to engage in problem-solving strategies to develop their skills and aptitude. Professional learning community techniques are utilized, whereby participants present a pressing “problem of practice” within their schools to the group for analysis and feedback. Participants are also required to engage in performance assessments that require them to implement strategies and approaches they learned in the blended learning sessions.
Designed to enrich the learning experience, modules are presented in synchronous and asynchronous learning approaches during 3 weeks for each module delivered through online collaborative learning using google classroom.
During the journey of online learning, participants are required to participate in communal learning activities where they are encouraged to engage in individual work that encourages independent learning and promote reflective thinking, in addition to collaborative work through discussion threads, google documents, video conference. The instructors are supporting the learning of the participants by interactive online sessions and providing effective and continuous feedback on their work.
By the end of each module, the participants will be engaged in performance assessments that require them to implement strategies and approaches that have been taught in the online learning sessions. The results of these performance assessments will then be shared with the Professional Learning Community for reflection and discussion.
The targeted learning outcomes for each module, and for the professional diploma in general are assessed through a set of performance assessment, which include:
Believing in the importance of formative assessment that informs teaching and supports the participants’ learning, different aspects of formative assessment are used such as the instructor feedback on participant’s tasks during online learning, and the written feedback provided by the instructor on the participant’s assignment before final submission, In addition to peer feedback which enhances working as a professional learning community.
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