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Action Plan

First, I believe when the details of the scheme were put out, the full ramifications of COVID and the
restrictions it imposes on travel. This researcher proposes that as long as travel is perceived as a
challenge, any ‘spending time at other institution’ would be done virtually.
This research will use an emergent research design. The design is divided into three phases. Phase 1
is an exploratory phase of data collection. Data will be used to design a training module/course
(online and/or in person) during phase II. The effectiveness of implementation of skills and
knowledge will be evaluated during phase III. (See Figure 1) This will be explained briefly here. The
action plan secrion will expand on roles, responsibilities and time frames.
Phase 1 (1 year)
Based on informal discussions with ministry officials and community members in both
Lebanon and New Zealand to identify schools who seem to have successfully managed in
addressing the current crisis (be it economic, political or due to the pandemic). A short list of
schools will be identified. Schools leaders1 in Lebanon and concurrently with those in New
School leaders here will be left loose to allow for variations in definitions in the two countries: Lebanon and
New Zealand and possibilities of presence of crisis management teams
Zealand will be invited to complete a survey that seeks to understand their preparation for
crises, their perception of effectiveness of managing and leading during a crisis (what went
well and what did not go so well) and their professional needs. The surveys will be
administered in both English and Arabic to address a wider population of school leaders.
The surveys will be used to develop a focus interview protocol. Groups of four school
leaders will be formed (two from New Zealand and two from Lebanon). The interview would
be conducted online. The facilitator needs to be bilingual (English and Arabic). On the one
hand, a small group of multiple nationalities will benefit the research in allowing for both
contextual and comparative understanding of leadership strategies (Morgan, 1996; Rubin &
Rubin, 2005).
The data derived will be used in addition to lessons learned from the literature to develop a
one-week intensive training module titled “Leading schools during conflict and/or crises”.
This will be designed to be delivered in both English and Arabic.
Phase II (1 year)
After the delivery of the course, school leaders in both Lebanon and New Zealand will be
invited to complete a survey requesting information of their school demographics and if
they would implement what they have learned during the training module. Those who
would be implementing what they have learned would be invited to participate in a phase III
of the study. Eight school leaders will be selected randomly; four of which would be school
leaders in Lebanon (two would be private, and two public) and four equivalent in New
Zealand. The researchers will collaborate with the school leaders to devise data collection
methods to help understand how implementation of an innovation or a new skill learned
have helped inform their practice in improving teaching and learning during a crisis.
Phase III (1 year)
This will involve a collaboration between the researchers and the schools identified from
phase two. While one year is too short a time to measure an effect of an intervention, but it
will be useful to evaluate the effectiveness of the training programme through collaborating
with the schools in identifying ways to evaluate the lessons learned and needs for