Stripping Away the Packaging: Continuous teacher professional development for scale and integration in Lebanon
This case study was collected as part of Teachers in Crisis Contexts (TiCC) Roundtable to share compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. For more case studies, click here.
In the 2019-2020 school year, the Lebanese Ministry of Education and Higher Education (MEHE), with the support of the World Bank (WB) and TIES/NYU, will mount a randomized field experiment to test the impact of their new teacher professional development program on Syrian refugee and vulnerable Lebanese students. Specifically, partners will work with firstshift, middle-grades (4-8), English, Science, and French subject coaches in the Department of Scholastic and Pedagogical Guidance (DOPS).
All English, French, and Science (Biology) coaches who work with teachers in grades four through eight will participate in the study, pending consent. Within each subject area, coaches will be randomized to the treatment or control condition. Coaches assigned to the control condition will continue their “business as usual” coaching practices. Coaches assigned to the treatment condition will undergo training in focal core practices and coaching strategies.