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INTEREDU™ Methodology

Being wholly committed to honoring its promises and fulfilling its mission, KPTE followed two main methodologies across all its projects and initiatives, includingINTEREDU™, namely, the building and implementation methodologies that will be discussed in detail below.

Part One- INTEREDU™ BUILDING METHODOLOGY

This is divided into two main sections:

First: Design Methodology INTEREDU™

KPTE considers education as professional, specialized and guided practices, and the work involved in increasing expectation in terms of achievement requires to raise the level of preparation; thus, INTEREDU™ is designed to achieve lifelong education with a significant impact, provide state-of-the-art educational curricula based on recent research in educational training, and develop activities focusing on the localized needs and duties of Saudi educators in increasing their employability in international schools.

The INTEREDU™ design methodology is based on the following principles:

1. INTEREDU™ is designed based on Arrowad Model of Educational Competencies. This model is developed in line with local and international standards and competencies in education professions at all levels and in all disciplines.
2. Quality control standards and benchmarks were designed and delivered to the implementing partners at the beginning of the program's development and in line with national development plans associated with human resources development issues and labor market plans.
3. The design of the training programs is based on backward-design principles that focus on the educator’s deep understanding of declarative knowledge, procedural knowledge, big ideas, essential questions, desired outcomes, multi-level assessment strategies (based on learning-oriented assessment and tangible outcomes), and design of training activities.
4. KPTE has designed a unique literacy-based training (LBT) model for mastering the required skills, especially for international schools where English is the main language of communication and instruction.
5. Training activities are designed based on state-of-the-art education research findings, adult learning principles and values, cognitive coaching principles, the experimental learning model, and cooperative learning principles.
Second: Quality Control Methodology INTEREDU™

In line with the quality assurance process, KPTE ensures control over quality by using four criteria:

• Applying Arrowad methodology to the development of initiatives and training programs
• Recruiting a multidisciplinary team of consultants to develop work and ensure its quality
• Designing INTEREDU™’s quality standards and indicators in line with those applied by its counterparts in local and international education
• Applying various refereeing & review levels and the control and monitoring of all outcomes through ongoing Refereeing.

Part two- INTEREDU™ Implementation Methodology

This is divided into two main parts:

First- This is divided into two main strands INTEREDU™

The training methodology is based on the diversification of knowledge and resources, knowledge acquisition methods, gradual releasing in performing tasks, and specialization depth.

INTEREDU™ training programs are designed in a way that; It starts with fundamental theoretical training, followed by advanced training, and finally to the level of specialization, before moving on to practical application in the field, which is supervised by experienced trainers and teachers (described in details in the training levels section later).

Second- INTEREDU™ Assessment Methodology

All INTEREDU™ training programs contain multiple assessment tools from different sources, providing both quantitative and qualitative data. This process aims to ensure quality, data collection and analysis in accordance with the triangulation approach for gaining reliable and valid data to serve improvement and development of the training outcomes.

This methodology is based on the following principles:

1. Assessment time: Pre, formative and summative assessment.
2. Multi sources: Assessment sources vary whether it is a self assessment or objective assessment, including trainees themselves, training tasks’ outcomes, developers, trainers, observation tools for trainers, an evaluation commission during the practical application stage, and trainees’ Portfolios.
3. Data type:
a) This refers to the scores gained by trainees in declarative knowledge tests. It includes pre- and post-assessment data analysis and comparison of scores, another statistical tests, and the quantitative analysis of final test scores and results of checklists, especially observation tools for measuring the effectiveness of the classroom environment.
b) Rubrics have been developed for the performance of formative and summative training tasks. In addition, continuous and cumulative assessment is conducted for monitoring development and progress in the trainee’s Portfolio.

Training Levels

Training programs for the first phase of INTEREDU™ - primary kindergarten teachers - consist of 45 training programs divided into three levels; combined with a practical application in schools, supervised and monitored by the scientific INTEREDU™ training team as illustrated below :

1 Fundamental Educational Qualification Level (FEQ); targeting basic educational competencies which is a prerequisite for the next level, with a continues practical application as an assistant educator.
2 Advanced Educational Qualification Level (AEQ); providing recent and research-based educational competencies, with a continues practical application as a co-educator.
3 Specialized Qualification Level (SQ); providing competencies according to educators professions, with a continues practical application as a main educator.