We envision that achieving the development needed should be customized through recognizing the appropriate role of teachers, the appropriate approach for professional development, and the appropriate way of efficient and sufficient learning.

• Teachers’ role is one factor that guarantees succession and addressing of educational goals. We view teachers’ roles as a relevant and critical factor. We envision that a teacher could play a positive role in shaping the Palestinian educational system. Teachers should take part in decision-making, they should participate in designing innovative projects for educational reform and development, and they should act as curricular developers and designers.
• Professional development plays an essential role in successful education reform. Professional development serves as the bridge between where prospective and experienced educators are now and where they will need to be, to meet the new challenges of guiding all students in achieving to higher standards of learning and development. High quality professional development as envisioned refers to rigorous and relevant content, strategies, and organizational support that insure the preparation and career–long development. We envision that the mission of professional development is to prepare and support educators to help all students achieve to high standards of learning and development. Thereby; it should be planned collaboratively by those who will participate in and facilitate that development. Professional development should be evaluated ultimately on the basis of its impact on teacher effectiveness and student learning and this assessment guides subsequent professional development efforts.
• We envision that the appropriate strategy to achieve the effective and efficient learning is through the student – centered approach, where students are faced by and immersed in their daily problems in their local environment through a case based approach. This approach will help crack the walls of the traditional curriculum and in decreasing the gap between their real life and the traditional disciplinary boundaries. We oppose current hierarchical and authoritarian practices that reduce learning to the passive reception of received facts and truths and that inhibit democratic personality, creativity and critical thinking. Instead, we strive for a dynamic, open classroom that cultivates all the latent talents of students; a classroom in which student learn not just through memorization but through hands-on science experimentation, out- of classroom problem – solving, and dramatization. We envision the traditional disciplinary boundaries themselves dissolving as classes take their abstract textbook knowledge, apply it to concrete local issues, and then subject these issues to interdisciplinary and global perspectives. In the global educational model, students are invited to treat the discipline at hand – say, science or history or geography – as a take – off point to explore the dynamic interconnections between their own lives, their local environment, and global environment, economic, and social developments.
• Change is too often idealized; thought of in self–contained systems and packaged too neatly in a one shot plan. It needs to be dealt with in ways that are much more sensitive to the real world demands of the context of teaching. We envision that educational change is a long–term, continuous process; it is never achieved by short – term plans. That is why our projects seek continuous vision and lasting plans, in order to bring about successful and lasting changes.