strategic support units - unrwa.org · capacity, strategic thinking, and technical competencies of the Strategic Support cadres. The (SSU) programme is built around the concepts of

1 handbook for strategic support units heads and coordinators

AEOs Area Education Officers

AU Assessment Unit

CFEP Chief Field Education Programme

D/CFEP (Technical) Deputy Chief Field Education Programme (Technical)

e-PER electronic Performance Evaluation Report

ESs Education Specialists

H/EDC Head Education Development Center

MTS Medium Term Strategy

PDCU Professional Development and Curriculum Unit

QAU Quality Assurance Unit

SSUs Strategic Support Units

UNRWA United Nations Relief and Works Agency for Palestine Refugees in the Near East


Welcome to the Strategic Support Units programme (SSU) for developing and enhancing

strategic leadership skills and competencies, strengthening the supportive roles, and

motivating and inspiring the work of the Heads of strategic Support Units and

Coordinators. The Strategic Support Units will play key role in leading and supporting the

needed change to successfully implement, support, and sustain the principles, practices,

and programmes of the Education Reform in the Fields.

The Units will work closely together and with the Chief and Deputy, and will interact with

the Education Specialists (ESs) and Area Education Officers (AEOs) in order to develop a

strong professional support system towards better teaching and learning to improve the

learning outcomes of all children.

This Handbook is written to provide you, as Heads of Strategic Support Units‟ and

Coordinators, with information, support and guidance as you work through the

programme. The (SSU) programme aims at enhancing your strategic leadership skills to

help create a shared strategic vision within your Field which will help in the delivery of

quality, equitable and inclusive education.

The Strategic Support Units programme consists of two booklets: the Competencies for

Strategic Support Staff (Competency Framework) and the Core Module, in addition to a

various range of online resources. The Competency Framework contains a self-evaluation

tool that enables you to assess your leadership skills and to reflect on your current role and

identify your strengths and areas for development. The Core Module provides interactive

content and activities to help develop your leadership skills and competencies supported

by online resources. Your active engagement and participation in the programme is key in

developing your leadership knowledge, understanding, skills and competencies to meet

the demands of your new strategic role in sustaining, embedding and enriching the key

practices of the Reform Programmes.

I would like to thank the writing team and yourselves as Heads of Units and Coordinators

for your engagement in this programme and I hope you find it enjoyable.

Dr. Caroline Pontefract

Director of Education Department

UNRWA Headquarters, Amman


This Handbook has been prepared to help you as Heads of Units and Coordinators to

undertake the programme and successfully complete its requirements.

The Handbook describes the (SSU) programme and its content, it will help you to organize

your study and manage your time. This Handbook covers the:

background and context of the programme;

objectives and principles of the programme;

structure and content of the programme;

support structure of the programme;

assessment of the programme; and

guidelines for the programme participation (see annex one).

During the programme, it is expected that you will work both individually and with other

colleagues in informal peer meetings, formal group sessions and individual sessions.

By being actively engaged in the programme and after successfully completing it, you:

will be equipped with leadership knowledge, skills and competencies required for

your strategic role in leading, monitoring, supporting and sustaining the

implementation of the Reform programmes;

will be able to support strategic leadership in your Field to support the

implementation of the Medium Term Strategy (MTS) and contribute to the decision

making;

will enhance your leadership skills to perform better in your current post and to be

prepared for other future opportunities.

You will be provided with:

the Competencies for Strategic Support Staff (Competency Framework);

the Core Module;

this Handbook;

the Programme Model;

list of the Core Module activities and their success criteria/required actions to help

you monitor your progress throughout the programme; a list of online resources; and

a suggested programme planning tool.


The Teacher Policy put in place a professional support structure to strengthen the capacity

of the Fields and Areas with regards to teachers‟ development, curriculum support and

enrichment, students‟ formative and summative assessment and overall school quality

assurance. This support structure consists of three Strategic Support Units and has been

established in all Fields, as follows:

the Quality Assurance Unit (QAU);

the Assessment Unit (AU); and

the Professional Development and Curriculum Unit (PDCU).

The Units should play a key strategic role in ensuring the effective and efficient education

delivery at the Field level to improve the quality of education in the schools. The three

Units will work collaboratively with each other and with AEOs and ESs, in order to address

educational challenges and provide the needed support to schools. Heads of Units are

responsible for providing the strategic direction, leadership and management to the work

of their Units at the Field level.

Accordingly, the Strategic Support Units Programme was designed to build leadership

capacity, strategic thinking, and technical competencies of the Strategic Support cadres.

The (SSU) programme is built around the concepts of leading and managing change,

elevating the level of thought and practice, and developing leadership practical skills and

competencies linked to the context of work. The knowledge, skills and competencies of

the programme are delivered through self-learning materials, the Competency

Framework, the Core Module, and the various online resources. The programme draws on

international evidence and is designed around five leadership domains:

1. Strategic leadership

2. Personal leadership qualities

3. Organisational leadership

4. People and resources leadership

5. Leadership for school improvement

The programme content and activities will challenge and provide you with opportunities

to think and reflect in order to develop your leadership practices at a strategic level. You

will also be able gain support from colleagues through group and peer meetings, in

addition to the on-going support from H/EDC and D/CFEP (Technical).


The main aim of the programme is to build strategic leadership capacities to prepare and

enable each member of the Units to:

enhance and develop understanding of the context and constraints within which

the UNRWA Fields of Operations work;

play a full role in supporting the level of change needed to implement and embed

the UNRWA Education Reform Strategy successfully;

plan and act in an effective strategic mode;

create a Field level strategic vision which will support best practices and focus on

students outcomes and school improvement;

build a culture of learning and development;

conduct research, analyse findings and solve problems, and respond accordingly;

support school improvement at a strategic level, in collaboration with AEOs and

ESs; and

support the Education Programme in your Field in terms of monitoring the data

collection of the relevant MTS indicators and reporting against them.

The Strategic Support Units Programme:

utilizes a blended learning component;

is focused on skills development;

takes an engaging, active learning and development approach;

promotes reflection, innovation and strategic thinking;

develops autonomy through self-learning management;

enhances synergy in the three Strategic Support Units roles to increase

coordination and collaboration between the Units; and

promotes the use of information technology.

The structure of the programme is shown in the Programme Model below (see also annex two):


Figure 2: Competencies for Strategic Support Staff (Competency Framework)

Figure 1: Strategic Support Units Programme Model

The programme written materials are produced in an interactive style that directly talks to you. These self-learning materials consist of:

The Competency Framework includes a self-evaluation

tool for Strategic Support Staff which is based on the five

leadership domains, there is also a sixth technical domain

relating to the skills and competencies associated with the

specific roles for Assessment, Professional Development

and Curriculum, and Quality Assurance.

The self-evaluation tool (see annex three), which is

organized around the five leadership domains, is designed to

help you reflect upon your performance in your current role and identify areas of strength

and development related to your new strategic role. In this way, it helps you prepare

yourself for a future “step-up” role.

When evaluating your leadership skills, it is important to think carefully and use specific

examples of what you have done and achieved as evidence for your judgment. The


evaluation should be done twice: a first time at the beginning of the programme, i.e.

before interacting with the material, and a second time at the end of the programme.

In order to help you identify the level of your leadership skills, the competencies are

divided into four levels with increased complexity for each level as shown in the example

below:

Competency Core

Behaviors Level 1:

Emerging Level 2:

Developing Level 3:

Established Level 4: Mature

Strategic thinking

Thinks conceptually, imaginatively, systematically, and opportunistically to achieve future success.

Able to analyze a problem or situation to identify likely causes and potential solutions. Thinks through a problem systematically to find the best solution.

Able to integrate and analyze data from different sources to identify key issues and develop practical solutions. Able to apply learning or models from elsewhere to help tackle issues or create solutions. Able to analyze, prioritize and summarize key messages from often complex and varied sources.

Considers a range of perspectives and situations when confronted by an issue or challenge. Focuses attention and effort where they can have the greatest impact on achieving the desired goals. Has a sound understanding of the bigger picture coupled with the ability to get beyond the detail and locate issues in strategy.

Creates effective approaches based upon a deep understanding of the “big picture” that anticipate future issues and positively challenge current thinking. Synthesizes ideas from many sources to create solutions to new or complex issues. Draws new insights from complex, multi-faceted data to change fundamentally the way the organization operates. Scans the horizon for emerging opportunities and threats and responds accordingly.

Figure 3: Four levels of competencies

This Module includes the core knowledge, understanding, and skills for the Strategic

Support Staff and consists of five units organized around the five leadership domains. All


units focus on enhancing leadership practices, each unit covering a particular leadership

domain, below is a brief description of the content of each unit:

Unit 1: Strategic Leadership:

moral purpose;

research skills 1;

future thinking and visioning; and

strategic planning formats.

Unit 2: Personal Leadership:

decision-making skills;

developing self-reflection and self-

awareness;

body language and communication;

communication skills; and

report writing skills.

Unit 3: Organizational Leadership:

vision linked to outcomes;

setting clear priorities;

performance management;

risk management; and

outcomes based accountability.

Unit 4: People and resources Leadership:

team development and engagement;

maintaining positive and constructive relationships; and

empowering others.

Unit 5: Leadership for school improvement:

research skills 2;

using UNRWA research briefings;

analysing school development plans to identify and meet needs; and

improving teacher impact.

In the Core Module, you will interact with Case Studies that will help you enhance your

understanding of your strategic role. There will also be a range of activities for you to think

about, interact with, implement, share, and reflect on to help you to perform your role

effectively.

Figure 4: Strategic Support Units Programme Core Module


A website has been developed for the programme to facilitate access to the online

resources that will help and support you throughout the programme. The online resources

provide illustrations, enrichment and extension of the ideas and concepts presented in the

programme materials. You should hopefully find them interesting as they further provide

information and links for individual research and further study to enrich your knowledge.

The resources include books, articles, videos, etc. (see annex four). They all can be accessed

through http://www.unrwa.org/ssu.

Figure 5: Example of the online resources for unit 1 of the Strategic Support Units Programme on the website

Throughout the six to nine months study of the programme, you will be provided with

different kinds of support. In addition to the self-learning materials, which are considered

the first and most important kind of support, you will receive support from H/EDC and

D/CFEP (Technical) at your Fields and from your peers. The pattern and sequence of the

support is illustrated in the Programme Model on page 6 and (annex two).

As you work through the programme, all other Heads of Units and Coordinators will also

be working through the same materials, this will provide you with opportunities to share

your experiences in developing your leadership practices and skills with your peers in a

http://www.unrwa.org/ssu


community of learning. You and your colleagues, within the same Strategic Unit, or from

other Units, can also learn together by sharing successes and the things that did not work

as well as you hoped. It is true that a problem shared is a problem halved and a success

shared is very affirming and rewarding.

Within the overall programme support structure there will be four formal peer meetings

with colleagues in your Strategic Unit and/or from other Units. In order to gain maximum

benefit from these meetings you should do some preparation beforehand. Be sure that

you are keeping up with your reading and study and that you have carried out the

activities. Make notes of any questions or ideas you would like to discuss further or share

with your colleagues. The Heads of Units are responsible for coordinating these meetings

with H/EDC; and the H/EDC and D/CFEP (Technical) may attend some of these meetings in

order to provide support and gain feedback about the progress of the programme.

In addition to providing you with on-going support during your study, H/EDC and D/CFEP

(Technical) in your Field will provide formal support in groups and individually.

Throughout the programme duration there will be, at least, two facilitated group

workshops for all Heads of Units and Coordinators led by your H/EDC and D/CFEP

(Technical) in coordination with and support from HQ (A):

Introductory Workshop: This facilitated group workshop officially launches the

programme. The aim of the workshop is to ensure that you are well informed about the

(SSU) programme and ready to start your six to nine months of study. In this workshop,

you will be asked to evaluate your leadership skills, using the self-evaluation tool, to

identify your strengths and areas for development. There will also be group activities

and collaborative work to familiarize you with some of the practical leadership

knowledge and skills. Immediately after the Introductory Workshop you can start

working through the programme.

Final Workshop: Towards the end of your study you will be invited to attend another

group workshop. This workshop is an opportunity for you to discuss and share what

you have gained from the programme. In this workshop, you will be asked to evaluate

your leadership skills again, using the same self-evaluation of the Introductory

Workshop, to identify the areas that have been strengthened and the things that still

need improvement.

Furthermore, the H/EDC and D/CFEP (Technical) might conduct a third workshop towards

the middle of the programme. It is recommended that you attend this workshop as an

opportunity to help you reflect on the experience and the progress that you have gained

and achieved so far.

The H/EDC and D/CFEP (Technical) will also provide support during a formal mid-point

progress review that will be conducted for each Unit Head and Coordinator. This mid-

point session is an opportunity for you to get feedback, reflect on your progress, and


identify and address potential challenges with support and assistance from the H/EDC and

D/CFEP (Technical) in your Field.

For this individual mid-point session, you are strongly recommended to prepare

beforehand, in order to share any concerns and raise any questions that you have.

Throughout your study, you should use the Core Module list of activities (see annex five).

This list will help you track and monitor your progress regularly by confirming that you

have completed the activity through providing your comments and feedback next to each

activity.

The content of the materials serves as a tool to achieve the programme aim of leveraging

your leadership skills and building your capacity to ensure that you‟re progressing from

one level to a more advanced one. Therefore, the best way to work through the materials

is to read thoroughly, implement the activities, and reflect upon your experience linking it

to the work of your Strategic Unit. There is no right or wrong answer for most of the

activities, however, they include ideas and concepts that will help you to improve your

working methods at the Unit‟s and the Field‟s levels.

As each of the Core Module units deal with particular domain of leadership, you are

expected to gain practical leadership knowledge and to enhance your leadership skills and

competencies in each domain after you complete studying that unit. For example, in unit

one, which is about „Strategic Leadership‟, there are activities, tools, and techniques to

enable you to think, plan and act in an effective strategic mode. The materials will help you

to integrate and analyze data from different sources to identify key practical issues and

address them through practical solutions.

In unit two, which deals with „Personal Leadership‟, there are activities to deepen your

understanding of yourself and your interactions with colleagues. You will have the

opportunity to reflect on your current performance and practice and extend and develop

your personal effectiveness. Moreover, you will enhance your understanding of the

qualities and personal attributes that make some leaders more successful than others in

achieving the desired outcomes.

In unit three, „Organizational Leadership‟, the content and activities will help you explore

and learn how to be an effective UNRWA leader in driving improvement across your Field

and ensuring that everything supports that improvement. Unit four, „People and

Resources leadership‟, will further strengthen your understanding of making the best

possible use of the people and resources to deliver the best possible outcomes. The

content of the unit will help you develop your skills in ensuring that the staff around you

have the knowledge, skills and attributes that they need, that they are well supported and

highly motivated.


By studying unit five, which deals with „Leadership for School Improvement‟, you are

expected to provide direction and focus for the education of Palestinian children in

UNRWA schools by exploring the knowledge, understanding and competencies required

to lead school improvement at a strategic level. While implementing the activities,

consider that schools improvement is at the heart of the purpose of your Strategic Unit.

While reading through each unit, you will be introduced to key elements identified by

visual icons. These icons have been used to facilitate your work through each unit and to

help you recognize the activities. The icons are as follows:

Online Activity

Links

Resources

Self-reflection

Learning Log

Self-reflection /Learning Log

Online Activity/Learning Log

Group Activity

Self-reflection/Group Activity

To help you organize, plan your study and manage your time, you will be provided with a

suggested programme planning tool that has been designed to guide you in distributing

the programme activities and milestones across the nine months (see annex six). This tool

will help you to monitor your progress and ensure that you are achieving the progress in a

way which can be evaluated and measured. The programme planning tool attached to this

Handbook is just an example to suggest how to organize your study; however, you can

modify it based on your starting date and schedule or you may create your own.

The assessment of the programme will focus on your professional practices, rather than on

any theoretical or formal examination. It will not be a question of “pass” or “fail‟, but rather

“completion” or “non-completion”. In a final individual evaluation discussion, your

assessment will be based on provision of evidence as well as on your self-evaluation. This

final evaluation discussion comes after you complete the programme requirements and

provide evidence of your learning. The certification of completion decision is taken


collaboratively by H/EDC and D/CFEP (Technical), and verified by HQ (A) based on fulfilling

all the requirements. The following are the elements of the programme assessment:

You will develop a portfolio, which is a compilation of various types of evidence assembled

throughout your study of the programme. The portfolio will provide a way to document

and monitor your progress and collect evidence on your learning. Its purpose is to help

you, and others, to evaluate your learning outcomes and accomplishments. The portfolio

should include:

your pre-and post- self-evaluation;

list of Core Module activities with your feedback on the completion of the activities

against success criteria/required action;

demonstrated report writing skills, through a report about the Strategic Units‟ work or

any relevant subject (for Heads of Units only);

a research plan on topics connected to the context of your work;

evidence of your attendance of the group and peer meetings and individual mid-point

review (provided by H/EDC);

copy of your final presentation (soft or hard copy).

Your H/EDC and D/CFEP (Technical) might request that you submit your portfolio a few

days prior to the final individual discussion. It is expected that you will provide clarification

and elaboration on the implementation of the Core Module activities in the final

discussion, if requested by H/EDC and D/CFEP (Technical).

You also need to create a learning log where you record your reflections and thoughts on

the ideas, concepts and practices presented in the materials. Therefore, you are

encouraged to reflect on topics, Case Studies, activities, etc. Although the learning log is

an important component of the programme, it is a personal one that comprises individual

considerations and reflections. The learning log will not be assessed, however you have to

show that you have created and utilized your own.

An integral component of the programme is attending the group workshops, peer

meetings, and individual reviews and discussion (see annex one: guidelines- 2.2.

absenteeism).

In order to reflect upon your active engagement and participation in the programme, you

will have to deliver a presentation on the progress that you have achieved through the

programme. This should be linked to your pre-and post- self-evaluation, the areas that you

have strengthened and the aspects that still need further work. While presenting, you will

have to show evidence from your portfolio. The presentation should take 10 to15 minutes


and H/EDC and D/CFEP (Technical) may opt to prepare questions beforehand in order to

guide the presentation.

The following diagram reflects the components that are key for the assessment of

programme completion and certification:

Figure 6: Strategic Support Units Programme Assessment Overview

Your successful completion of the programme requirements and milestones will be

reflected on a Registration and Certification Template (RCT) that was developed by HQ for

this purpose. Once this completion template is signed by H/EDC and D/CFEP (Technical),

you will be eligible for an UNRWA endorsed certificate of your completion of the (SSU)

programme. Your completion of the programme will also be recorded in the e-PER and

EMIS and forwarded to the Field HR Office for inclusion in the formal personnel file.

The (SSU) programme is crucial to the successful implementation, monitoring, support

and embedding of the Education Reform Programmes. The aim of this blended self-

learning programme is to promote, enhance and enrich the leadership skills of the

Strategic Support cadres to enable you to perform your roles at a strategic level. The

programme perhaps entails changing your mind-set; it encourages critical and strategic

Learning Log for self-reflection personal log includes

reflections throughout the programme.

Attendance of two group workshops;

four peer meetings;

mid-point progress review.

Portfolio Developed and maintained by you. It includes:

pre-and post- self-evaluation; list of Core Module activities with your feedback on the completion of the

activities against success criteria; report (for Heads of Units only); research plan; evidence of your attendance of the group and peer meetings and individual mid-

point review (provided by H/EDC); copy of your presentation (soft or hard copy).

Final Individual Evaluation Discussion presentation on your active

participation in the programme;

portfolio;

learning log.


thinking towards UNRWA‟s shared vision of improving all children‟s outcomes and

ensuring the delivery of quality, equitable and inclusive education to all UNRWA students.


a. The (SSU) programme is aimed at all Heads of Units and Coordinators of the new

Strategic Support Units, regardless of their qualifications and experience. The

programme is designed in a way that all participants would benefit from it.

b. Participation, progress and delays in the programme will be reflected in the annual

Performance Evaluation Report (e-PER) of the Heads of Units and Coordinators, as

taking the (SSU) programme is part of their commitment to professional

development and their confirmation on the current post.

c. All Heads of Units and Coordinators who have successfully completed the

programme will receive an UNRWA endorsed Certificate of Completion.

d. The completion of the programme will be reflected on EMIS and forwarded to the

Field Human Resources Department for inclusion in the formal personnel.

e. Completion of the programme is considered a prerequisite for possible future

career advancement and placement opportunities.

There are circumstances whereby a Head of Unit and/or a Coordinator can opt out of the programme:

a. Unforeseen personal circumstances for which a Head of Unit and/or a Coordinator can

no longer take part in the programme; this will be discussed with H/EDC, D/CFEP

(Technical), and communicated to CFEP;

b. If a Head of Unit and/or a Coordinator is expelled from his/her duties during the

programme, he/she will not be allowed to continue the programme.

There are face-to-face sessions that Heads of Units and Coordinators should attend.

These comprise:

at least two group workshops (Introductory and Final);

four peer meetings;

Participation in these sessions is one of the key completion criteria for the (SSU) programme.

a. If a participant cannot attend one of the peer meetings due to justifiable reasons,

H/EDC is to coordinate for a compensatory meeting with colleagues from other


Units. If it is not possible to compensate in another peer meeting, the participant

should be briefed about the outcomes of the peer meeting by the Head of Unit or

one of his/her colleague. Evidence of compensation should be included in the

portfolio.

b. H/EDC is to ensure that the participant(s) who missed a workshop for justifiable

reasons receives a summary of the main issues tackled in the workshop, in addition

to providing them with all the handouts used in the workshop.

c. All Heads of Units and Coordinators should attend the individual sessions (mid-

point progress review and final individual evaluation discussion); if a session is

missed due to unforeseen circumstances, a new individual session should be

arranged/planned;

d. Failing to participate in the meetings and workshops will result in the non–issuance

of the Strategic Support Units Programme Certificate.

a. If newly recruited Heads and Coordinators have missed the start of the (SSU)

programme by no more than one month, they are strongly encouraged to join the

programme. Additional support from the H/EDC and D/CFEP (Technical) will be

available if requested to accelerate the process of catching up with peers.

Colleagues are also encouraged to support these newly recruited Heads and

Coordinators. Any decision by the newly recruited Heads and Coordinators not to

participate in the programme will be reflected in the e-PER.

b. Heads and Coordinators who, due to unforeseen personal circumstances (such as

maternity leave, grave illness); incur a delay in the programme progression can

apply to postpone the programme until they are able to do it. H/EDC will discuss

the case with D/CFEP (Technical) and communicate to the CFEP.

c. Any Head of Unit and/or Coordinator who, for one of the reasons above, face delay

in completing the programme, has up to six months to complete the programme

after the completion date of the coordinators in his/her Field.

d. Not completing the programme will be recorded in in the e-PER, EMIS, and the

personnel file of the staff member.

a. In case of promotion, exceptional measures may be implemented. When more

than half way through (SSU) programme, i.e. if a Head of Unit and/or a Coordinator

has completed three or more units and has attended the relevant group and peer

meetings, and promoted to:

An educational post they have the right to complete the programme. This

needs to be discussed with H/EDC, D/CFEP (Technical) and communicated to

the CFEP.


A non-educational post: they have the right to complete the programme.

This needs to be discussed with H/EDC, D/CFEP (Technical) and

communicated to the CFEP.

b. Units Heads and Coordinators, who leave their post at UNRWA, except for those

dismissed by UNRWA, can opt to complete the programme. This needs to be

discussed with H/EDC, D/CFEP (Technical) and communicated to the CFEP.

All Heads of Units and Coordinators are strongly encouraged to participate in the

programme. It is not acceptable that any Head of Unit or Coordinator refuses to

study the programme.



This self-evaluation tool is designed to help you reflect upon your performance in your

current role and identify the areas of strength and development needs that you bring to

your new strategic role. You can also use the tool to help you prepare yourself for a future,

“step up”, role. The self-evaluation tool should be used alongside the UNRWA Competency

Framework for Strategic Support Staff and is organised around the same five domains:

1. Strategic leadership

2. Personal leadership qualities

3. Organisational leadership

4. People and resources leadership

5. Leadership for school improvement

The Competency Framework describes the core skills and competencies that strategic

support staff need to play a full role in supporting the level of change needed to

implement the UNRWA Education Strategy successfully. It offers a range of descriptors or

standards divided into 4 levels with each level becoming increasingly complex: Level 1:

Emerging - Level 2: Developing - Level 3: Established - Level 4: Mature.

It is important to think carefully about your self-evaluation and to use specific examples of

what you have done and achieved as evidence for your judgement.

Once you have identified some of your strengths and areas for development, it is helpful

to consider:

How can you use your strengths to address your key development needs?

What action do you need take to address your development needs?

Who can support you and how?

What tools or resources will you need?

Strength Development Need

4 3 2 1

A “super strength”;

Consistently and

reliably

demonstrate the

attribute;

Exceed

expectations for

current role.

A positive

strength;

Demonstrate the

attribute for much

of the time;

Reliably meet

expectations for

current role.

An area for

development;

Demonstrate the

attributes but not

consistently;

Need to develop further

to be fully effective in

current or more senior

role.

A development

priority;

Have little or no

opportunity to

demonstrate

the attributes.



Strategic thinking 4 3 2 1

Think conceptually, imaginatively, systematically and opportunistically to achieve future success.

Intellectually flexible and open to new possibilities

Stay at the forefront of understanding and key developments and willing to embrace new, positive and productive ideas and ways of working, regardless of their origin.

Relentless focus on Outcomes

Focus relentlessly on improving outcomes and maintain this focus regardless of the situation.

Builds partnerships to create and sustain commitment across the Field

Collaborate with others to build support, increase influence and deliver the best possible educational outcomes.

Champion partnership working and the benefits collaborative working can bring.

Leadership for change

Communicate clearly why change is needed, based on a cogent and persuasive analysis of issues and a compelling vision of a better future.

Engage team members, partner organisations in strategy development and implementation.

Overall

Evidence



Personal resilience and tenacity 4 3 2 1

Have the courage to maintain a principled and ethical position in the face of resistance, and the integrity to concede and respond to legitimate challenge

Have the inner resources needed to withstand setbacks and maintain the motivation and drive required to see things through

Self-awareness and motivation

Able to learn from experience, with the self-awareness and confidence to reflect on feedback from others

Recognise own emotional and behavioural reactions to situations and understand own strengths and limitations

Overall

Evidence



Driving improvement 4 3 2 1

Provide a clear sense of the Agency‟s direction and purpose that team members understand and to which they are fully committed

Establish and sustain effective performance management coupled with a systematic approach to workforce development

Holding to account

Expect team members to have high aspirations for themselves and the organisation and refuse to compromise if that is not the case

Overall

Evidence



Building capacity and sustainability 4 3 2 1

Understand, manage and deploy the organisation‟s people, resources, potentials, basic competencies, and tangible and intangible assets

Empowering others

Encourage ideas and contributions from others to inspire, challenge, motivate and empower them to achieve high quality outcomes

Learning continuously

Committed to continuous learning for self and others, and to challenge the way in which the organisation perceives itself and implements strategic change

Understand what it means to be a learning organisation and the systems which support continuous improvement

Overall

Evidence



School and learner centred 4 3 2 1

Understanding of and commitment to an “intelligent accountability” model for school improvement based on accurate data and information

Support for school improvement

Understand and promote a culture of quality in education

Overall

Evidence

Summarise your responses to identify your current strengths and areas for further development.

Strengths Priority for Development

Current Role

Step-up Role


1. 8 forces for leaders of change.

2. Are you thinking and planning strategically?

3. Fan plan.

4. Impact evaluation model.

5. Introduction to research and research methods.

6. Strategic planning format I

7. Strategic planning format II

1. OBA 2 page Summary

2. Videos:

How to write a vision statement that inspires

Introduction to outcome based accountability

Risk management methods

A) Team Development and Engagement

1. Agenda template

2. Introductory ice breakers

3. Managing conflicts in meetings

4. Running an effective meeting

5. Team charters or ground rules

6. Role of facilitators

7. Useful icebreakers

8. Videos:

Conflict resolution training

How to be a great facilitator

Learn how to manage people

Six steps facilitation

B) Maintaining positive and constructive relationships

1. Conversation starters


2. Courageous conversation tip sheet

3. Dealing with disagreement and conflict

4. Prompt sheet for planning

5. Videos:

Lauren Mackler video

C) Empowering others

1. J&S model

2. J&C coaching as CPD

3. J&S Jeoff petty

A) UNRWA Reports

1. 2013 harmonised results report

2. 2014 harmonised results report

3. 2013 Education reform report

4. 2014 Education reform report

5. MLA 2013 student performance

6. 2010 Universalia report on the Quality of Education

7. UNRWA classroom practices baseline 2014

8. Perceptions of UNRWA‟s Education Programme, 2015

9. Drop out study report

10. Research and Development Unit research briefs

11. Education Reform Strategy

12. Videos:

Using data to guide school improvement

B) Hattie and Dweck info

1. Hattie politics of collaborative expertise

2. Hattie politics of distraction

3. Summary of main ideas

4. Videos:

Carol Dweck video

Hattie 8 mindframes

The power of yet C. Dweck

Why are so many teachers and schools successful

28

handbook for strategic support units heads and coordinators

1. Online activity: read the article about drivers of change “8 Forces for Leaders of Change”

6 Short summary of the article documented in your learning log

2. Links: read Unit 1.2 in LftF and watch the video on moral purpose

6 Additional reading and watch the video

3. Self-reflection/Learning log: reflection on moral purpose

7 Self-reflection documented in learning log

4. Self-reflection on research 8 Self-reflection

5. Self-reflection on research methodology

16 Self-reflection

6. Online activity: check resources on how to plan a research project

16 Short summary of one of the two articles documented in the learning log

7. Resources: Read Bradford University booklet “An Introduction to Research and Research Methods”

17 Additional reading

8. Learning log: keep a record of professional interest or research questions

17 Self-reflection documented in learning log/start planning a research project

9. Links: refer to Unit 5 of SSU Core Module to explore more about research questions


29


10 Self-reflection: reflect on your leadership

17-19

Reflection to be completed in the Core Module (do the reflection and provide evidence on your judgment)

11. Links: read and work through the activities in Unit 1.4 in LftF about setting and sharing a vision

19 Reflection to be completed in the textbook

12. Self-reflection: reflection on strategic planning and thinking

20 Reflection to be completed in the textbook

13. Links: read Unit 1.6 in LftF 24 Additional reading

14. Self-reflection on strategic thinking and planning


30


1. Links: look at tools for decision making in LftF change toolkit especially SWOT Analysis and Prioritization Matrix

26 Evidence of the usage of one decision making tool

2. Online activity: read about good and ethical decisions

30 Read the online information and record the main ideas in the learning log

3. Self-reflection/Learning log: use the personal SWOT tool to discover strengths and weaknesses

32 Self-reflection documented in the learning log

4. Online activity: take the online test to find out more about the dimensions of your personality

33 Document a hard copy of the test results in your portfolio

5. Learning log: ask a colleague to rate your personality using the same test and compare your results

33 Self-reflection and discussion with a colleague

6. Online activity: read about how to manage negative thinking

38 A summary to be documented in the learning log

7.

Self-reflection/Learning log: reflect on your learning and professional performance, record your reflections in your learning log daily (if possible)

38 Regular reflections to be documented in the learning log

8.

Self-reflection/Learning log: record your reflections and proposed actions regarding your body language when communicating with others

41 Self-reflection and proposed actions in the learning log

9. Links: read Unit 2.2 of the LftF about the Emotionally Intelligent Leader


10. Online activity: read about Transactional Analysis

44 Read the online information and record main ideas in the learning log

11. Self-reflection/Learning log: record 44 Self-reflection documented in the

31


your self-reflection on Transactional Analysis

learning log

12. Links: read the following units from LftF: M4: Unit 2; M3: Unit 1; M2: Unit 2


13.

Self-reflection/Learning log: record your reflections on communication skills for reflective leadership considering your successes and areas for improvement


14. Links: read Unit 1 & Unit 5 about research skills in the SSU core module


15. Self-reflection/Learning log: make notes in learning log to help you develop your report writing techniques


32


1. Online activity: watch a short video about creating a vision statement that inspires

50 Watch the video and record main ideas in the learning log

2. Links: read Unit 1.4 in LftF about setting and sharing your vision


3. Online activity: read about what the Agency does and aims to achieve

51 Check the website

4. Links: reflect on the Prioritization Matrix in the LftF change toolkit

56 Read and reflect on the Matrix

5.

Self-reflection/Learning log: make notes about the analysis of your strategic priorities for the development of the work of the Unit


6. Links: Read M4 Units 1, 2, 3 and 4 on the APM process


7. Self-reflection/Learning log: make notes about a successful APM system

58 Self-reflection in textbook

8. Links: Use the SWOT tool from LftF change toolkit


9. Online activity: a video on Risk Management

62 Watch the video and record the main ideas in the learning log

10. Self-reflection/Learning log: read about the benefits of Risk Analysis


11. Online activity: watch the video “Outcomes Bases Accountability (OBA)Turning the Curve”


12. Online activity: watch the video about OBA

67 Watch the video

13. Self-reflection: reflect on the Leaking 68 Self-reflection in the learning log

33


Roof

14. Group activity: work on the “Turning the Curve Report” activity

69 Complete the action plan in textbook – report to be documented in your portfolio

15. Online activity: watch more videos about OBA


16. Self-reflection/Learning log: keep a record of your completed “Turning the Curve reports”

70 Self-reflection on learning log – reports to be documented in your portfolio

34


1. Self-reflection/Learning log: complete the self-assessment on team performance

72

Self-reflection in textbook

2. Links: read M2 Unit 2.4 in LftF about Leading a team


3. Self-reflection/Learning log: read about a successful team and Cog‟s Ladder


4. Online activity: read about types of icebreakers for effective facilitation

79 Document the tips of at least one of the icebreakers in the learning log

5. Online activity: read about the Team Charter that Basma prepared

79 Read and reflect on the Charter

6. Online activity: read about how to become a great facilitator

81 Watch the video and document main ideas in your learning log

7. Learning log: record your ideas on becoming more reflective as a strategic leader and team member


8. Self-reflection/Learning log: reflect on difficult conversations


9. Online activity: watch video about how to handle courageous conversations

84 Watch the video and reflect on the key points

10. Self-reflection/Learning log: write a summary about courageous conversations

84 Record the summary in the learning log

11. Self-reflection/Group activity: discussion about difficult conversations

85 Group discussion – document main reflections in the learning log

12. Resources: read more about the preparation of courageous conversations


35


13. Online activity: read about how to plan a courageous conversation


14. Links: read LftF Unit 4.2 M4 to understand the skills required for coaching and mentoring


15.

Self-reflection/Learning log: read resources and watch the videos from LftF and SSU website to find out more about coaching and mentoring skills

91 Read and watch the videos - keep record of your notes in the learning log

36


1. Self-reflection/Learning log: reflect on your current and future actions regarding school improvement


2. Self-reflection/Learning log: make notes about performance of schools in your Field


3. Online activity/Learning log: read UNRWA reports available on SSU website

99 Read the reports and keep record of the main outcomes in your learning log

4.

Group activity: discuss with colleagues the performance of schools in your Field based on the questions in Case Study p.100

102 Group discussion – document the main outcomes in your learning log

5. Self-reflection/Learning log: answer the questions on school performance


6. Online activity: read research briefings 104 Summary of the briefings to be documented in the learning log (see activity 3)

7.

Links: read M1 Unit 5.1 in LftF about the role of the School Principal in school improvement based on the findings of the McKinsey & Co research


8. Self-reflection/Learning log: reflect on how to improve your role based on your reading UNRWA research briefings

107 Self-reflection to documented in the learning log

9. Self-reflection/Learning log: reflect on the map of delivery and make notes about change and improvement


37


10.

Links: look at the planning tools used in in the Core Module of SSU and M1 Unit 1 & Unit 6 in LftF “Thinking and leading strategically”


11. Learning log: make a detailed list of priorities then analyze to find commonality and overlap

110 Detailed list of priorities document in the learning log

12.

Self-reflection/Learning log: how will you use School Developmental Plans to focus on an improvement project to be undertaken by your Strategic Unit


13.

Online activity: watch a video about successful teachers, compare between Hattie‟s research results with UNRWA‟s research results


14. Online activity: find a list of all influences on student learning Hattie has collected online

114 Read and reflect on the list of influences

15. Group activity: working on interventions and factors that have effect on students learning

114 -

115

Group discussion – evidence to be documented in the textbook

16. Self-reflection/Learning log: reflection on classroom interactions and the impact on student learning


17. Links: read M 1 Unit 1 in LftF about growth and fixed mind sets


18. Online activity: read further articles and watch more videos regarding high impact classroom interventions

116 Additional reading to enhance understanding

38


Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Labor day

2 Attend Introductory Workshop (Official launching)

3 Read Competencies for SSU staff

4 Continue reading Competencies for SSU staff

5 Fill pre-self Evaluation

6

7

8

Fill pre-self Evaluation

9 Start reading Unit 1(SSU) Strategic leadership

10 Online activity P. 6



13 14

15 Read Unit 1.2 of LftF

16

Read Unit 1.2 of LftF

17 Self-reflection /Learning log P. 7

18 Continue reading Unit 1(SSU)

19 Self-reflection P. 8

20 21






27

28

29 Resources/ Read Bradford university booklet P. 17



This month can be changed as per the starting date of your study.

Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

39



1 Learning log activity P. 17

2 Self-reflection PP.17,18,19

3 4

5 Self-reflection PP.17,18,19& Links P. 19

6 Self-reflection PP.17,18,19& Links P. 19

7 Self-reflection PP. 20,21

8 Self-reflection PP. 20,21

9 Continue reading Unit 1 (SSU)

10

11



14 Peer Meeting with SS Unit

15 Read unit 1.6 of LftF


17 18



21 Use the straight line planning tool/LftF



24 25

26 Self-reflection/ Learning log page 24

27 Self-reflection/ Learning log page 24

28 Organizing portfolio papers


30

Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

40



1 2

3 Start reading Unit 2(SSU) Personal leadership

4 Links P. 26

5 Continue reading

Unit 2(SSU)

6 Eid Al-Fitr

7 Eid Al-Fitr

8 9





14 Self-reflection /learning log P. 32

15 16


18 Learning log P.33




22 23


25 Self-reflection/ learning log P. 38


27 Self-reflection/ Learning log P. 41


29 30

31 Links P. 41 read Unit 2.2 / LftF

Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

41



1

Links P. 41 read Unit 2.2/LftF




5 6


8 Links P.45


10 Peer Meeting With SS Unit


12 13

14 Links P. 48




18

19 20

21 Strat reading Unit 3(SSU) Organizational leadership


23

Links Read Unit 1.4 P. 50



26 27



30 Links P.56


Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

http://www.google.jo/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwikoPSdl53PAhULXhQKHewGCSoQjRwIBw&url=http://www.clipartpanda.com/categories/break-clipart&psig=AFQjCNEC5ram1I41xwuY9K8xbsL-lq1Ukw&ust=1474434604151957

42




2 3

4 Links P. 58

5 Links P. 58

6 Links P. 58

7 Links P. 58

8 Self-reflection/ Learning Log P. 58

9 10


12 Eid Al-Adha

13 Eid Al-Adha

14 Links P. 60


16 17

18 Online activity & Self-reflection/ Learning log P. 62





23 24


26 Group activity P.69 (Prepare for the activity)

27 Group

activity P.69 (Discuss with the team)



30 1 OCT

Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

43






5

6 Individual Mid-Point progress review

7 8

9 10 Start reading Unit 4(SSU) People and resource leadership

11 Self-reflection/ Learning Log PP. 72,73



14 15

16 Read Unit 2.4 of the LftF/ First Links P. 75

17 Read Unit 2.4/ LftF First Links P.75

18 Read Case Study P. 75

19 Second Links P.75

20 Self-reflection/ Learning Log PP.76,77,78,79

21 22

23 First online activity P. 79

24 Second online activity P. 79


26 Online activity Page 81 Watch video ”Great facilitator”

27 Online activity & Watch video “Six steps” Learning log P. 81

28 29



Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

44



1 Online activity Page 84 Self-reflection/ Learning log P. 84

2 Self- reflection/ group activity & Resources P. 85

3 Resources Page 85

4 5



8 Links P.87

9 Links P. 87

10 Peer Meeting With SS Unit

11 12






18 19




23

24 25 26

27 Start reading Unit 5 Leadership for school improvement




Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

45




2 3

4 Self-reflection/ Learning Log P.98





9 10


12 Online activity P.99




16 17



20 Read case study PP. 100,101,102

21 Group activity P. 102

22 Group activity P. 102

23 24

25 Christmas

26 Christmas




30 31

Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

46



1 New year


3 Links P. 104

4 Links P.104

5 Read case PP.105,106

6 7



10 Self-reflection/ Learning Log P.108


12 Links P. 109

13 14

15 Links P. 109

16 Links P.109

17 Peer Meeting with SS Unit

18 Learning Log P. 110


20 21

22 Self- reflection/ Learning Log& Online activity P. 112





27 28

29 Links& Online activity P. 116

30 Organizing Portfolio papers

Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

47



1 Organizing Portfolio papers

2 Fill Post self-evaluation

3 4

5 Final workshop with all SS Units

6

Preparation for final discussion

7

Preparation for final discussion

8 Final individual discussion-Learning Log/Portfolio assessment

9 10 11

12

13 14 15 16 17 18

19

20

21 22

23

24 25

26

27

28

* Note: The rest of February should be used for portfolio refinement, preparation for final individual evaluation discussion including the presentation.

Notes:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

48


Documents

strategic support units - unrwa.org · capacity, strategic thinking, and technical competencies of the Strategic Support cadres. The (SSU) programme is built around the concepts of