Program Specification, Purpose and Goals

The Teacher Leadership Program is intended to meet the needs of all teachers in Bahrain’s public schools by offering courses that translate aspects of BQA framework into practice, which will enhance the teaching and learning process, promote citizenship among learners and to help teachers learn how to use the available data and turn it into actions to improve their performance and the learners’ performance. This program is also to prepare teachers to become leaders by gaining the required knowledge and skills through courses that have been aligned with many top ranking universities to ensure that Bahrain is following the right path to accomplish the 2030 vision in the educational field.

The program general details are as follows: The program consists of 2 semesters, each semester has 3 courses, 3 credit hours for each course, with a total of 6 courses, 18 credit hours, 270 contact hours. The first semester consists of professional development courses for all teachers, when candidates finish all those 3 courses, they will be eligible to receive Certificate in Professional Development and the contact hours will be calculated for Ministry of Education (MoE) promotion purposes. This (3 courses) semester is a pre-requisite for the second semester. The second semester consists of courses targeting teachers who will become teacher leaders, when candidates finish all 6 courses (semester 1 and 2 courses) they will be eligible to get Higher Diploma in Teacher Leadership.

The program consists of 6 courses to equip teachers with the necessary skills, knowledge and best practices for effective teaching and learning process as well as effective team leading towards school’s success. In the first semester participants will explore effective instructional strategies to enhance teaching, learning, assessment, and classroom management. Also, they will learn how to design activities, curriculum and assessment that takes into consideration the variety of learners’ needs. In this semester participants also will get to know how to meet the diverse needs of all learners and how to develop safe and respectful classroom environments by promoting citizenship and Islamic values among learners. In the second semester, participants will understand teacher leadership by getting the knowledge and skills through variety of theories and best practices, and they will explore methods in peer coaching, mentoring and evaluating to prepare and improve professional development programs for teachers. As for the practical characteristics of the program, participants are expected to do an action research project to reflect the real needs of their schools and come up with solutions to fulfil them. They are expected to communicate the results with the concerned stakeholders and apply them in their schools.

Program History

The program was developed in the 2019-2020 academic year based on the need of having an accredited academic program for senior teachers in Bahrain to help them fulfill the needed contact hours for promotion purposes and to get the skills needed for their own professional development which, as a result, this will help schools succeed. It has been developed through continues discussions between MoE and BTC in and outside The Leadership Center, as well as by analyzing BQA reports and translate their recommendations and the new BQA framework into action by offering this program to help teachers and schools to moderate their rankings by improving their performances. The program is targeting teachers and acting senior teachers in Bahrain’s public schools, whom the MoE would like to assign as senior teachers, to equip them with skills, knowledge and best practices to enhance teaching and learning process which will improve learners’ academic achievement and social development. On the other hand, the program will prepare teachers and acting senior teachers to become teacher leaders and lead schools toward positive change and improvement.

Program Expected Outcomes
  1. Candidates will adapt 21st Century learning strategies and research-based practices to improve student learning through engaging strategies, relevant curriculum, and effective differentiation. (BQA Academic Achievement Aspect & Teaching, Learning, and Assessment Aspect)
  2. Candidates will learn how to promote lifelong learning, employability, and ethical citizenship in their students. (BQA Personal Development and Social Responsibility Aspect)
  3. Candidates will gain the skills needed to ensure that all diverse learner needs are met within classrooms. (BQA Empowerment and Meeting Special Needs Aspect)
  4. Candidates will learn leadership skills to improve self-performance in department or grade level teams. (BQA Leadership, Management, and Governance Aspect)
  5. Candidates learn research-based teacher leadership skills to lead teams, coach and mentor staff to enhance their performance, evaluate and develop school programs for students and teachers to lead schools toward sustainable change. (BQA Leadership, Management, and Governance Aspect)

Program Intended Learning Outcomes
  1. Candidates apply instructional strategies and techniques to improve instruction, create respectful classroom environments, and promote students’ academic achievement for all students.
  2. Candidates gain skills in designing and moderating curriculum and assessments on national standards and adapt the suitable instruction methods to fulfill all students’ needs.
  3. Candidates analyze social and diverse environments in classrooms and schools to improve performance, safety, and respect across all aspects of educational situations.
  4. Candidates demonstrate understanding the needs of the culturally diverse learners and how to maintain effective relationships with families and communities to support the Bahrain’s traditions and Islamic values.
  5. Candidates develop teacher leadership strategies and skills needed for teacher leaders to improve school teaching and learning quality by leading effective teams, coaching and mentoring.
  6. Candidates analyze and apply evidence-based practices and professional developments programs intended to improve self-leadership, department performance, and stakeholder communication. 


Admission to the Program

Candidates shall have a Bachelor’s Degree. This program is tailored to MoE teachers and the admission is according to MoE nomination. MoE does not nominate candidates to study in the program according to the student CGPA in B.Ed. Rather, they nominate teachers to get the professional development required for them to cover their professional development points to optimize their steps on CSB or the teachers they want to upgrade them to be senior teachers. The MoE shall nominate all eligible candidates according to the MoE criteria to join the program and shall submit a list of nominated candidates to both UoB Deanship of Admission and Registration and the BTC. The MoE shall contact all candidates and communicate to them the UoB dates and deadlines for admission and registration in the program. The candidates shall meet the registration requirements and submit all the required documents by UoB, MoE and BTC. Candidates need to pass all semester 1 courses and get a Certificate in Professional Development to be able to join semester 2 courses and admitted in the Higher Diploma in Teacher Leadership program.

Curriculum Structure

This program requires the completion of (18) credit hours distributed as follows within two levels. Level 1 requires the successful completion of 9 credit hours over three courses to receive a Certificate in Professional Development. The three courses can be completed in one, two, or three semesters according to MoE needs. This means that students can register for either 3CrH, 6Crh, or 9Crh per semester to complete this certificate. Level 2 requires the successful completion of 9 credit hours over another three courses to receive the Higher Diploma in Teacher Leadership. Graduation CGPA for the Higher Diploma in Teacher Leadership is minimum 2.50.

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