Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development &amp; Leadership Program in Qatar

Seungah S Lee,Leena Zahir

doi:10.18502/gespr.v2i1.9308

Abstract

This paper aims to examine the relationship between progressive teaching practice and student academic and non-academic outcomes. The teacher development and leadership(TDL) program is a Qatari teacher development program that is a part of a wider global network(called “Global Network”) that aims to expand educational opportunities through teacher development with its roots in the United States. (Names of organizations have been changed for anonymity). The training model of TDL program is based on six themes: (1) orientation to student vision, (2) ongoing reflection to improve practice, (3) setting high expectations for students, (4) ensuring content rigor and mastery in students, (5) fostering positive culture and learning environment, and (6) building positive relationships with students. We used a dataset that includes aggregate student- and teacher-level data from 136 classrooms (with2,087 students) of 41 teachers between 2015 and 2017 to understand the relationship between teacher effectiveness and student outcomes. We found that establishing a positive rapport with students, practicing ongoing reflection, and internalizing learning are associated with higher academic achievement. We also found that incorporation of student vision for teaching practice is correlated with students having more positive attitude toward learning.

Highlights

Recognizing the importance of diversifying the economy and working toward a knowledge-based economy, Arabian Gulf countries (Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the UAE) have placed human capital development and education at the forefront of their national development agendas (Al Thani, 2012)
The teacher development and leadership (TDL) program is a Qatari teacher development program that is a part of a wider global network that aims to expand educational opportunities through teacher development with its roots in the United States. (Names of organizations have been changed for anonymity)
This paper investigated the relationship between progressive teaching practices promoted by TDL and the Global Network, that is, academic achievement and students’ demonstration of learning behavior, attitude toward school/learning, and aspiration to attend university in the 7th and 8th grade classrooms of Qatar’s independent schools

Summary

Introduction

Recognizing the importance of diversifying the economy and working toward a knowledge-based economy, Arabian Gulf countries (Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the UAE) have placed human capital development and education at the forefront of their national development agendas (Al Thani, 2012) To improve their respective education systems, Arabian Gulf states have largely focused their reform efforts on making investments in “hard” infrastructure, better managing overall performance of school systems, and increasing the number of teachers to promote student achievement (Barber et al, 2007). TDL is an independent partner organization of the Global Network that works in partnership with local governments and ministries of education to place teachers in independent schools in Qatar (At the time of the study, all public schools were independent schools, that is, state-funded schools with the autonomy to recruit teachers and staff) It seeks to improve quality education in Qatar by empowering young talent to become transformational leaders in the classroom, school, and community (TDL, 2015).

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