Professional learning communities

Introduction Recent educational studies have shown the importance of professional learning communities in creating a supportive work environment and their impact on teachers' job satisfaction and school leadership, as well as encouraging them to experiment with new practices in classrooms and others. Studies also indicated the positive effect of learning communities on improving the quality of learning opportunities provided to students, and demonstrated that professional learning communities are among the best and most important means of improving school performance efficiency and increasing its effectiveness. When a group of teachers—rather than individuals—implements teaching, learning, planning, and assessment activities, the professional growth of the group members resulting from collective thinking and sharing practical experiences is directed towards common goals of improving student learning and developing a sense of collective responsibility for achieving that. We pray to Allah that this training package meets the beneficiaries' needs and achieves its set objectives. General Objective Preparing participants to assume leadership roles in building professional learning communities and providing distinguished teaching and learning where students acquire values and knowledge related to professional learning communities and their application mechanisms. Detailed Objectives By the end of the training program, the trainee is expected to be able to: - Formulate the concept of professional learning communities - Explain why professional learning communities? - Conclude the advantages of professional learning communities - Understand the success factors of professional learning communities - Conclude the basic principles of professional learning communities - Identify success factors of professional learning communities - Explore the benefits of professional learning communities - Reach the goals of professional learning communities - Clarify the relationship between professional learning communities and knowledge management - Provide basic ideas about leading professional learning communities - Discuss the challenges of learning communities - Recognize the building and development of professional learning communities - Review mechanisms for building professional learning communities - Classify the outlets of professional learning communities - Study how to reach an effective school - Understand the requirements for transforming schools from traditional to professional learning communities - Evaluate the strengths and weaknesses related to transforming schools into professional learning communities - Discuss a scenario for transforming schools into professional learning communities - Review applied models of professional learning communities - Employ the procedural framework of learning communities Target Groups Teachers Program Duration Number of days: 2 training days Number of hours: 10 hours Training Package Topics First Training Day First Session: Introduction to Professional Learning Communities - What are professional learning communities? - Why professional learning communities? - Advantages of professional learning communities Second Session: Principles of Professional Learning Communities - Success factors of professional learning communities - Basic principles of professional learning communities - Benefits of professional learning communities - Goals of professional learning communities - Professional learning communities and knowledge management Second Training Day First Session: Leading Professional Learning Communities - Leading professional learning communities - Challenges of learning communities - Building and developing professional learning communities - Mechanisms for building professional learning communities - Outlets of professional learning communities Second Session: The Effective School - How to reach an effective school - Requirements for transforming schools from traditional to professional learning communities - Strengths and weaknesses related to transforming schools into professional learning communities - Scenario for transforming schools into professional learning communities - Applied models of professional learning communities - Procedural framework of learning communities Training Methods The trainer generally tends to use the following training methods in all programs: - Educational workshops (workshops) - Cooperative learning - Training lectures - Role playing - Brainstorming sessions Training Tools Used in Programs - Laptop computer - Data projector - White projection screen - Two paper whiteboards - Paperboard stand - Large colored markers - Audio equipment - Transparent adhesive tape Required Training Hall Specifications 1. A nearby mosque or prayer room within 50 meters of the training hall (for women’s and men’s courses, separate prayer spaces are necessary). Prayer times are observed with a break of no more than 20 minutes for prayer and preparation. 2. Suitable, clean, and nearby restrooms (separate for women and men, close to the hall). 3. Organized, appropriate, safe, and close parking for trainees. 4. Directional signs inside the venue bearing the institution’s name, program, trainer, venue, date, and start/end times. 5. The hall should be spacious, clean, with additional space inside for practical exercises. 6. Seating arrangements should be coordinated with the trainer, with women’s and men’s seats separated according to Sharia, principles, and societal values. Seating can be in a U-shape, V-shape, or round workshop circles, with adjustable and movable tables and comfortable, mobile chairs. The trainer and organizers agree on the seating arrangement that ensures comfort and good eye contact, facilitating movement. 7. Good audio systems and a portable wireless microphone are necessary. 8. A table for the trainer’s tools, including the computer, bags, and training materials. 9. A large display screen and large paper whiteboard. 10. Coordination with the hall management to hang explanatory papers on a stand or wall. 11. Ensure good ventilation and air renewal. 12. Adequate lighting, preferably white. 13. No distracting images or content conflicting with societal values or advertising other entities. 14. For courses with a TV circuit for male and female trainees, ensure the circuit is ready, with two screens (one for training display and one for video of the trainer) and wireless microphones for communication. 15. Smoking inside the training hall, corridors, or restrooms is strictly prohibited. 16. Cleaning staff should organize, clean, and deodorize the hall before the program begins and during breaks. 17. Ventilate the hall by opening all windows an hour before the program to refresh air, energy, and oxygen, and periodically during breaks. 18. Arrange trainees’ notebooks and chairs, checking their condition before and during breaks. 19. The organizing body and program management prepare a card with trainees’ names to facilitate acquaintance and for the trainer to know them. 20. The organizing body prints trainee cards bearing the training entity’s logo, Success Skills logo, program name, and attaches them to the trainer’s chest. These are collected from the program secretary at the hall entrance and returned after the trainee leaves to record attendance and maintain order. 21. Hall decor colors should be light and calm. 22. Excess chairs beyond the number of trainees are removed regularly. 23. Two high chairs are placed for the trainer to be visible during applications and while seated. 24. A printer should be available in the training hall for printing urgent training forms. 25. An reception table is placed outside the hall entrance, used by the secretary to welcome trainees, coordinate attendance, and answer inquiries. 26. A welcoming stand outside the hall bearing the institution’s name, logo, program, trainer, venue, date, and start/end times, welcoming participants. 27. A large advertising board inside the hall behind the trainer bearing the institution’s name, logo, program, trainer, venue, and date. 28. Welcome and motivational boards are placed at entrances and corridors leading to the venue. 29. Regularly check the cleanliness, deodorization, and disinfection of restrooms, with welcoming signs for trainees. (Refer to Appendices — Ideal Design of the Training Hall) Cafeteria A cafeteria is provided for trainees twice daily, including water, fresh juices, pastries, tea, coffee, cappuccino, and cake (with renewal, innovation, and good presentation considered). Also, the following items are placed on the trainees’ table, with each trainee receiving: - A large, new, cold, pure, and original water bottle. - A clean glass cup beside the water bottle. - A new tissue box on each trainee’s table. - A set of refreshing candies that melt in the mouth, containing natural sweets to help energize. Notes and Educational Materials The trainer provides the course booklet to the course coordinator within 72 hours, including (the progressive presentation of the course, scientific material, and exercises), which are the trainer’s intellectual property and bear the Success Skills logo. It is photographed and packaged appropriately, with the trainer’s name, logo, website, and contact numbers clearly on the cover (see Appendices — Training Bag Covers). It is professionally printed and packaged at the organizer’s expense, with the cost deducted from the course revenues. Methods of Evaluation and Assessment of Training Programs 1. Evaluation tools by the trainer and course management: Training is a performance gap filler, and for the program to succeed, a system of factors contributes to its success: the trainer, course management, services, training hall, training package, training objectives, trainees, internal and external training environment. The course is evaluated before, during, and after, with a pre-program meeting to confirm training needs and objectives, review the program, and assign tasks (see Appendices — Evaluation Meeting, Pre-Program Objectives). A daily meeting is held 15 minutes after each day to review the day’s program with the trainer, course management, and coordinator, discussing trainees’ and trainer’s feedback and ways to improve the next day (see Appendices — Daily Evaluation Meeting). A final evaluation meeting is held after the program for one hour to finalize the assessment and include recommendations for improvement in future presentations (see Appendices — Final Evaluation Meeting). Initial evaluation relies on expectation charts and trainee experience forms (see Appendices — Expectation Charts and Experience Forms). Participants are asked to fill these forms before starting the program. During and after, evaluation depends on observation, measurement, daily trainee evaluation forms, and a evaluation board. 2. Evaluation tools by trainees: - Experience forms (see Appendices — Expectation Charts and Experience Forms) - Daily and final evaluation forms (see Appendices — Training Program Evaluation Form) - Daily evaluation board (see Appendices — Daily Evaluation Board) - Suggestion box (see Appendices — Suggestion Box) These evaluation tools are studied periodically and analyzed using Excel daily (see Appendices — Evaluation Form Analysis). Conditions for Passing Any Training Program To receive a certificate of completion, the participant must: - Attend at least 90% of the training hours - Actively participate in all training activities - Pass the training assessments designed by the trainer Guidelines During Training Organization 1. The trainer is the team leader in the training program and has the right to request everyone to increase effort and performance. 2. The course coordinator or manager holds a briefing session with the trainer at least one day before the program, explaining participant backgrounds, training needs, main issues faced by them and their community, and their religious, sectarian, cultural, economic, social, and occupational backgrounds. 3. A daily end-of-day session is held to evaluate each training day, involving the trainer, course manager, and coordinator, to review trainee and trainer feedback and improve the next day (see Appendices — Daily Evaluation Meeting). 4. Smoking inside the hall, corridors, or restrooms is strictly prohibited, especially for the administrative, marketing, and training teams. 5. All training, administrative, and marketing staff must respect prayer times and perform prayers in congregation with trainees, as they serve as role models. Prayer will be immediately performed upon the call to prayer, and delaying or interrupting it is not allowed. 6. No one other than participants with prior permission from the trainer may enter the hall, and the trainer has sole discretion over entry.