Barriers in Implementing a Professional Development Program: A Lebanese Example

Targeted professional development is crucial to the continuous improvement of the school and the personal and professional growth of each of its learners. A comprehensive evaluation plan (ongoing, informal, formal, formative, and summative) should be inclusive of everyone (Board of Trustees, principal, administrators, teachers, staff members, workers, students, and parents). Most schools around the Middle East, except possibly the Gulf countries, have had problems in the last few years fully implementing their plans for professional development. Lebanon has suffered the most due to the political instability, the economic crisis, and the direct or indirect involvement in the different conflicts and wars in the Middle East. This chapter explores how LWiS-Adma International School has managed to implement a professional development plan and overcome most of the barriers.