Queen Rania Teacher Academy designed and conducted a research study to explore the skills acquired by students in Jordan through distance learning during the global COVID-19 pandemic. The emphasis of the questionnaire was on the core skills and competencies required to meet the evolving needs of learners and to prepare them for the future job market. Questionnaire aimed to deepen our understanding of how distance learning developed students’ skills, what skills are considered essential and need to be integrated in education to prepare students for the future.

The Schools Network Research Study impact evaluation report presents the results of a three-year evaluation which studied the Schools Network Program offered by the Queen Rania Teacher Academy and its contribution to improving the quality of education in Jordanian schools. The study also examined the impact of the program on teaching practices in the four subjects of Arabic, English, Mathematics, and Science, instructional leadership practices, and student learning outcomes in the four subjects in the study schools.

This report presents the evaluation results of the quality, effectiveness, and impact of the (Innovation in Education) Program delivered by Queen Rania Teacher Academy in 2020. The results show high satisfaction of program quality and positive impact in participants’ knowledge and practices.

This publication was a written collaboration between QRTA and the Harvard Graduate School of Education Middle East Professional Learning Initiative (MEPLI) as part of the Professional Education Programs. This book was written to analyze the complex dilemmas educators face, evaluate the roles of educators and educational leaders, and envision how these roles will evolve in the future.

This report presents the evaluation results of the QRTA online learning experience. The evaluation aimed at measuring the quality of this experience, how satisfied QRTA beneficiaries were with this experience. In addition, the evaluation provides to a set of recommendations for improvement based on evaluation findings.

This document highlights the general policies of teachers that are guided by the Arab League Educational, Cultural and Scientific Organization (ALECSO) and the Arab countries, taking into account the differences in their educational conditions. It also represents a frame of reference for the educational policy of the Arab teacher

This paper explains the aim of a project to prepare professional standards for the teachers in the arab countries, including knowledge, skills, performance, culture and ethics of the profession, to guide the Arab countries according to their circumstances and needs, when selecting and preparing teachers before service, and assist the teacher in self-evaluation, in order to improve the teaching profession

This study sought to analyze teachers' policies and practices, identify their weaknesses, and make appropriate recommendations to modify these policies in order to improve teacher performance and student learningin jordan

This study aims to reveal the reality of teacher preparation policies and professional development programs in the Arab countries.The study shows the reality of the Arab teacher and the training programs received before and during the service. It also clarifies arab teachers conditions, salaries, promotion and retirement, and internal and external difficulties facing the ministries of education in the Arab countries, with a conclusion on the recommendations

This summative evaluation reports aims to highlight the findings achieved by the program "Cultivating Inclusive & Supportive Learning Environments", phase II in public schools and to show the degree of effective contribution of the events and activities that have been implemented in obtaining a quality education in a safe and comprehensive learning environment for Jordanian and Syrian refugee students and raising awareness of inclusion among school community members as well as creating better relationships between schools and surrounding community