School Support Program
NEWSLETTER
April,2015
Volume 1
SSP
www.amideast.org/ssp
This newsletter is made possible by the generous support of the American people through the United States Agency for International development
(USAID). The contents are the responsibility of AMIDEAST and do not necessarily reflect the views of USAID or the United States government
NEWSLETTER 1, March 31, 2015
T
he School Support Program (SSP) is a
USAID funded initiative implemented
by AMIDEAST in partnership with Save
the Children. The four-year program (March
2013 – March 2017) supports marginalized
schools in the West Bank and East Jerusalem
by upgrading classrooms and school facilities
in 50 schools, enhancing schools’ learning
and teaching environments through teacher
training and leadership development for
principals, and implementing extracurricular,
career counseling, and sports activities to boost
community engagement. SSP aims to improve
the quality of education by:
These interventions develop principals’ leadership potential, engage the local communities in decision
making, improve the knowledge and skills of teachers through professional development, and
inspire students through career guidance, life skills, experiential learning and enhanced psychosocial
wellbeing.
To introduce the program’s unique approach to school improvement and the holistic nature of
how these schools are transformed, the Newsletter focuses on a number of interconnected stories
highlighting the tapestry of school reform underway. The first intervention story demonstrates the
importance school environment has on student and teacher attitudes, behavior and performance
and the changes taking place in SSP schools. The second intervention story addresses the importance
leadership plays in building and maintaining an effective and inclusive educational environment and
the skills needed to lead educational reform for the 21st century. The third story entitled Experiential
Learning for SSP students shows how students and teachers when engaged in new and sometimes
non-traditional forms of learning can enliven and enrich the educational process. The fourth story
• Improving educational facilities through the renovation and provision of equipment.
• Improving teaching by offering opportunities for training and professional development to
teachers and principals.
• Enhancing community engagement in the life of the school through parent councils.
highlights the importance of preparing early for a future career. The fifth and final story describes
how parents are getting involved in schools.
I hope you enjoy the newsletter and take pride as we do in all of the effort and dedication that has
gone into this education reform initiative. The sum of all the pieces is greater than its parts.
• Expanding opportunities for youth and enhancing student’s social competencies through
extracurricular activities, career counseling, and out of school activities.
Phillip Butterfield
This Newsletter is the first in a series of quarterly publications aimed at informing and engaging
school community members in the transformative process of change taking place in a select number
of Palestinian schools located across the West Bank and East Jerusalem.
Chief of Party (director)
School Support Program
SSP takes a holistic approach to school improvement, supporting a change of perception and practice
among educators and community members. Program activities are designed to strengthen schools
and school leadership, as well as build bridges that link the larger community, including families, local
authorities, educators, non-governmental organizations (NGOs), and donor agencies.
1
2
Enhancing the School Environment to Support
Improved Teaching and Learning
Modern and well-functioning facilities appear
to be an important precondition for student
learning and improved teaching, provided that
other conditions are present that support a strong
academic program in schools. A growing body
of research has linked student achievement and
behavior to the physical building conditions and
overcrowding.
Decaying environmental conditions such as
peeling paint, crumbling plaster, non-functioning
toilets, poor lighting, inadequate ventilation, and
inoperative heating and cooling systems can affect
the learning as well as the health and the morale
of staff and students.
A
hed a
n
dS
ho
ro
u
q
st
u
One of the major areas of support provided
to schools under the United States Agency for
International Development (USAID) funded School
Support Program (SSP) is the enhancement of the
school learning environment. Based on a detailed
needs assessment conducted by the program’s
engineering firm and designs approved by the
Ministry of Education and Higher Education’s
(MoEHE)
building
department,
schools
participating in SSP are receiving newly renovated
and equipped science and computer laboratories
and libraries that will benefit over 18,000 students
living in the West Bank. The program also brings
wireless internet connectivity to all 50 schools.
To date, 27 schools have had all three special
purpose rooms upgraded and equipped while
the remaining 23 schools are currently being
renovated and will be completed soon.
com
pu
ter
l ab
learning, SSP delivered 246 laptop computers
to schools and three newly renovated and
equipped district training centers where
leadership training takes place. Teachers are
free to develop lesson plans at home with the
computers and introduce new topics in class
by linking students to online content via the
internet. Principals and counselors were also
issued laptop computers which have made
the job of planning and administering schools
more efficient and effective.
When asked about the schools new science
laboratory, Ahed Shweki, a 7th grader at
Bernabala Secondary Girls School, mentioned,
“We did not go to the old science lab that much;
we didn’t have the materials needed to do the
experiments. The new lab on the other hand
is amazing. I feel very comfortable. I love the
new colors which makes me want to learn. We
have water and gas lines and enough chairs
for everyone to sit and do the experiments we
study in the books.”
The community also plays an important role
in supporting students to learn and succeed in
school and life. Newly formed parent councils
supported by SSP to help improve parental
engagement have included activities to help
train mothers to use computer technology in
the new computer labs. By providing such skills,
mothers will be more able to support their
child’s learning in a safe and productive manner
(for more information on parental engagement
in schools, please see the story on Parents are
Getting Involved).
Enh
an
ce
dl
ea
ng
oo
sch
taking plac
e at A
l Fa
r
o
uq
S
wly renovated lib
rary
l’s ne
hing
eac
dt
an
e
th
in
ch
o
Principals and teachers of SSP supported schools
participate in an intensive training program
aimed at improving leadership and teaching skills
in Arabic, math, technology and science while
integrating the use of technology. The training
is conducted by the MOEHE’s National Institute
for Education and Training (NIET) that certifies
teachers and principals (for more information, see
the story on the Leadership Diploma Program).
ol receiving upgr
aded
i
rn
dy
Schools with sufficient space are renovated,
furnished and equipped with high end desktop
computers that are networked and connected
to the internet providing access to a world of
knowledge and learning opportunities. Karam
Basheer, an 8th grader at Al Farouq School in Beit
Liqya, stated, “In the old lab the computers were
very old. Old cases, old screens, and I did not feel
comfortable using them. Sometimes they shut
down and they were very slow or did not function
at all. The new lab is amazing! everything is new
and fast. We have new software and the devices
are advanced. We have internet now, and we
just can’t wait to go to the new lab where every
student has their own computer.”
cho
oys S
ol
“When the workers started to build the rooms,
we asked our teachers about it and they said we
are going to have new labs and a library and we
are going to take you there. We felt very excited
that we are going to have the things we used to
hear about from other students in other schools.
Now we wake up and we really want to come to
school because we know we will not be in the
same classroom all the time. Now we have huge
computer and science labs, a library and an LCD
room, it is amazing how all of us participate and
engage.” Shorouq Farrah, 8th grader at Bernabala
Secondary Girls School
wB
Ne
I
’
Ra
fr
Ku
B
as i c
To further support improved teaching and
3
4
School leadership is one of the most important
and challenging aspects of school improvement.
Principals are responsible for planning; building
healthy and productive relationships in the school
and with the local community; managing school
resources; improving the quality of teaching
and learning in the school; building a learning
environment that promotes student achievement,
respect and self-esteem; monitoring and reporting
on children’s assessment results; and enhancing
teacher’s use of technology in their educational
activities to promote improved learning. The
School Support Program (SSP) aims to strengthen
the leadership of principals as a key element of
its school improvement model. The centerpiece
of this effort is the Leadership Diploma Program
(LDP), which has been developed over the past
seven years by two USAID-funded programs
implemented by AMIDEAST in cooperation with
the Ministry of
Education: the Model Schools Network (MSN)
Program and the Leadership and Teacher
Development (LTD) Program.
and
LT
Dp
rin
cip
al
s
to gradually improve my school and my
students’ achievement, especially because
Al Mughayer is considered one of the most
marginalized communities in Jenin.”
S S P pr
inci
pal
s’
op
e
ni
t th
ya
vit
rinc
ipal f
na
t
N
IET
i
rom South Hebron
.
raining ses
e first t
sio
Pp
SS
an
n
5
Amaneh
Abu
Farha,
principal
of
Al
Mughayer Secondary Girls School in Jenin,
believes that individuals need to develop
themselves before they can effectively
promote institutional change in their schools.
Before becoming a principal, Mrs. Abu Farha
taught English at a school that participated in the
MSN Program, giving her a chance to observe her
principal as she participated in the Leadership
Diploma Program. She said: “ When my school
g in Qalqilia for SSP
cti
th
ew
i
The LDP, which is implemented by the National
Institute for Education and Training (NIET), is
changing the reality of principals, bringing them
closer to improving their schools. Before entering
the program Amal Al Shaer, principal of Marah
Rabah Secondary School for Girls in Bethlehem,
applied traditional approaches to administering
her school. She notes: “I have benefited greatly
after getting involved in SSP leadership trainings.
Now we do things differently. We did a full analysis
of the school environment, we determined
the strengths and weaknesses, we located
available resources, and we looked into existing
opportunities to do our planning. My teachers,
my students, and the local community are our
partners. We were traditional principals and now
we are practical ones.”
participated in the MSN program, I was
able to tell the difference in the way our
principal dealt with different issues; she
encouraged us to use IT in teaching; she
motivated the local community to get
involved in the school; she motivated the
teachers and students as well; and we were
eventually able to improve the students’
scores. As a new principal I am so lucky to
participate in SSP. It gives me the chance to
learn about other principals’ experiences; it
enriches my knowledge and skills; it gives
me the chance to truly understand the
concepts we used to talk about without
understanding their actual meanings. I
am doing strategic planning that endorses
internal and external networking. I am
looking into finding alternative solutions
and expanding my options in solving
problems. I believe that SSP will provide
me with new skills that will enable me
nt
in
train
a
ng
iner discusses a train
ing
T tra
E
I
exe
AN
rci
s
This model introduces all 50 principals from
participating SSP schools to contemporary best
practices in school administration, giving them
the opportunity to test and evaluate various
approaches to school leadership and share
their findings with other school leaders to hone
their skills. These school principals all know that
school improvement starts with having a clear
understanding of the strengths and needs of their
school and setting goals and mobilizing resources
to achieve improved results.
i
Jo
d
lea
h ip
ers
.
ah
all
m
Ra
Leadership Diploma Program for School
Principals
6
Experiential Learning for SSP Students
Stud
en
ts
in
th
e
lq
Qa
oo
aZ
i ly
ant
s in
Ra
m
all
a
nts
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group discussion
Partici
p
i pa
t in a
par
The program began with a five-day training that
targeted all SSP school counselors and took place
in three different locations: Jenin, Hebron and
Ramallah. The 43 counselors who participated
experienced many activities, such as ice breaking,
group work, games, and discussions.
The training introduced new techniques that will
allow the counselors to work with their students
in more practical ways as they seek to help them
gain self-esteem and eliminate the self-doubts that
stand in the way of student achievement. Khawla
Al Thiyabeh, one of the participants, found the
training to be helpful: “As a new counselor, I faced
many difficulties at the beginning. I used to avoid
going through career counseling because I did not
have the proper skills and experience. But after this
training, the picture became clear to me. I now feel
capable of moving forward with career counseling
and using my new skills in a way that is beneficial
to my students.”
Parti
c
in g
The School Support Program (SSP), implemented
by AMIDEAST and Save the Children and funded
by the U.S. Agency for International Development
(USAID), is currently working with school counselors
on developing a career counseling program that will
light up their student’s eyes with understanding
and improve their feelings about themselves.
g
ga
en
in g
in a
ye
lec
tr
When students reach the point of deciding on a
career path, they need support identifying their
innate skills and potentials and assistance with
securing sufficient knowledge of employment
options and market needs that match their
personalities and unique charateristics. Students
may also require support in building self-confidence
which is a critical factor when accessing proper
career fit and identifying a rewarding career. h
od
draw
ing activity
ience Discovery Cent
e Sc
er a
t
Al
Qu
ds
n
tio
7
S
h
at t
gy
er
en
During museum trips, students learn in ways
different from in the classroom. They grasp new
concepts when they see experiments with their
own eyes, carried out in a new setting. Mahdi
Shadeed, a student at Ellar Basic Boys School in
Tulkarem, noted: “We came here today to see
the animals and learn about them. We visited
the museums and saw the exhibits on Palestinian
The visits were an eye-opener for teachers seeking
to create a better learning environment for their
students. Mahmoud Jaffal, a science teacher at
Abu Deis Secondary Boys School in East Jerusalem,
was surprised by the way some of his students
responded: “Today I discovered that some of
my students do not participate in class because
of the way they are exposed to concepts. They
tend to respond to practical activities rather than
theories. They have not been participating in class,
but they have shown a great deal of interest here
at the museum. As a teacher, I need to utilize
new teaching methodologies for those students
because those students were hidden, they were
anonymous to me.”tudents experimenting with in-b
ic
These visits help students to put theory into
practice, enhancing their ability to learn from the
many practical and scientific modules in the school
curriculum. As We’am Abu Daieh, a seventh grader
from Eslah Mixed Basic School, Qalqilia, noted:
“We had fun, we learned many new things like
making honey, and we saw the shapes of the solar
system. When I go back to school, I will tell my
friends about all the animals we saw here.”
SSP also works with parents because parental
engagement in school activities is known to have
a significant positive impact on children’s selfesteem. By inviting parents to join these visits, SSP
enabled them to see how their children experience
a new method of learning. Ahmad Salem, a
parent at Bizzaria Secondary School, Tulkarem,
was impressed: “This trip is very exciting, it is
entertaining, and it is also very educational. The
students had a chance to apply the things they
studied in books. When they saw these items
exhibited here, they started to remember what
they studied last year.”
Samar Morrar, school counselor: “We have been
there, we have gone through this ‘which future
career?’ issue. The same is happening now to our
students. This training really helped us address this
issue.”
tak
on
br
ing about anim
learn
al m
u
mm
ifi
ca
Last year, the School Support Program (SSP)
enabled 2,000 students from 50 public schools
to visit the Meet Math Museum and the Science
Discovery Center in Al Quds University and the
Natural History Museums of the Qalqilya National
Zoo. This year, 7,500 more students will have the
same experience.
agricultural heritage and the tools our ancestor
used in farming. We also learned how they
mummify dead animals.”
ty
rsi
ive
Un
Field trips stimulate students’ thinking and
motivate their creativity. They take students out of
the classroom, grab their attention, and give them
the opportunity to approach learning firsthand by
offering a learning environment that more closely
resembles the real world environment.
Career Counseling Development Program
SSP through its holistic approach aims to improve
the quality of education and thereby the likelihood
that it ultimately leads to a bright future. Career
counseling helps students reach that future by
putting things into perspective. This was confirmed
by Shadi Amro, a counselor and workshop
facilitator in the south area: “The way I see it, those
counselors will go back to their schools, charged
with new skills and methods, and their students
will benefit from them. They will interact and
participate, and this newly acquired experience
will be shared with students, allowing them to
choose the future career they want.”
It is the school counselors’ job to give their students
a method for processing information, enable them
to properly research and meet their career goals,
and give them the confidence they need to pursue
their ambitions and find those rewarding jobs.
8
Parents Are Getting Involved
Par
en
tc
ou
nc
e
at th
lus
end of the awaren
ess
s
ess
ion
9
ol
scho
the
oo
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t in
en
ls S
ch
m
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re
allom Secondary
g how to raise mo
H
ram
ab
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So
il
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t Ak
na
nc
il
ssin
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rs d
Education is a sharing process. It is the duty of
the principals and teachers to change the lives
of their students, but the process can only be
holistic if parents are involved as well. Mohammad
Bsharat, the trainer at these workshops, said: “The
education process will never be complete unless
parents are involved. We need to create awareness
among parents of how they should cooperate with
their children and bring out the positive aspects
in their personalities, especially that schools and
teachers are aiming for the same goal.”
nt
co
u
par
en
t
a
l in
vo
Research has shown that increases in self-esteem
are positively correlated with increases in academic
achievement (Wiggins and Schartz 1994). Hadeel
Dawabsheh, a tenth grader at Akram Hallom
Secondary Girls School in South Nablus, was
excited to see her mother come to school for the
workshop: “We gave our parents the invitations to
the workshop, and I was very happy to see my mom
here at the school, I wish she could come more often
and check on me.” When parents visit a school, they
leave a positive impact on their children’s lives.
Par
e
be
em
m
The School Support Program (SSP) realizes the
importance of integrating schools into their local
communities and creating solid partnerships in
order to generate greater parental involvement
in the schools. To strengthen such partnerships,
SSP invited parents to attend a series of “How to
Build Self Confidence in Your Children” workshops.
Over 3000 parents attended the workshops. They
appreciated the new insights that were introduced
and, at the end of each workshop, elected a parent
council for the respective school.
These workshops shared new concepts that are
related to building confidence in children. Lana
Elian, a parent who attended the workshop at
Anata Girls Secondary School in East Jerusalem
Suburb, said: “This workshop made me realize
how much training parents really need to be able
to raise confidence in their children. We need
to be well prepared and qualified to raise a new
generation, and we need to carefully share our
experience with our children.”
Within the SSP program, students are treated to
educational museums visits at Al Quds University
and the Qalqilia National Zoo. These unique outof-class learning experiences are supported by
parents who help oversee the safe and interactive
learning opportunities which are enjoyed by all
(see the article on “Experiential Learning for SSP
students” for more details). To date over 6000
students have taken part in experiential learning
visits and over 9,500 will have attended field trips
by the end of this school year.
The election of parent councils concluded the
workshops. These councils are the hub that will
connect schools with parents through creative
initiatives and engaging activities that will be
supported through SSP. Some parents were eager
to join the councils, including Ali Abu Farah, a
parent council member at Amro Ebn Al As Basic
Boys School in North Hebron: “A parent council
must connect the school to the local community
and work closely with the principal and teachers
through setting the right plans to solve any issue in
the most practical way.”