Activities and Professional Development

As the CPD Unit, we are contributing to the development of both our instructors and our institution.

Professional Development:

We define ‘Continuous Professional Development’ as a long-term process in terms of our instructors and administrators to reach their goals and to cope with professional challenges. In this respect, since we have adopted a “reflective approach”, we approach our actions as in terms of continuous development with a reflective perspective. In every step of our career, since we have got potentials related to the development of our skill, knowledge, and point of view, all the activities we offer as ‘Altınbaş University Continuous Professional Development’ are planned regarding this point of view.

Performance Assessment Supervising System:

Our Performance Assessment System is in a framework where both our administrators and instructors take part in evaluating the performance of our instructors and focus on their professional learning needs.

Our Performance Assessment System helps:

  •         to contribute to professional development.
  •         to offer a meaningful assessment system that supports professional learning and development.
  •         to provide professional aid and support to our instructors when needed.
  •         to help provide accountability criterion to the ‘Human Resources Unit’ regarding salary raises and promotions.

As the CPD Unit, we conduct the following activities within the scope of Performance Evaluation Criteria.

  •         In-service Training – The needs of instructors are designed to take place internally through their professional needs. They are specified via needs analyses and questionnaires which are done annually in the fields of Teaching/Learning. CPD unit determines its educational studies within the scope of feedbacks and analyses coming from instructors.


  •         Lesson Observations

Teaching implementations are observed and given feedback to by the CPD Unit Coordinators; it is done twice during an academic year.

  •         Notified Observation

It is implemented once a year in the fall semester. The date and time of the lesson are announced to the instructor in advance. The instructor and the CPD Unit coordinator discuss the plan of the lesson to be followed and the areas to be given feedback. During the observation, the CPD Unit coordinator holds observation notes and delivers them to the instructor at the end of the lesson. Immediately after the lesson, the instructor fills out the Post-Observation Form and sends it to the CPD Unit coordinator. Soon after the observation, the instructor and the CPD Unit coordinator come together to discuss the lesson. Detailed feedback on strengths and weaknesses is given to the instructor, and an action plan is offered for areas to be developed.

  •         Unnotified Observation

It is implemented once a year in the spring term. The date and time of the lessons are not announced in advance. Before the lesson, the instructor and the CPD Unit Coordinator briefly discuss the plan of the lesson to be followed and the areas to be given feedback. During the lesson observation, the CPD Unit coordinator holds observation notes and delivers them to the instructor at the end of the lesson. Immediately after the lesson, the instructor fills out the Post-Observation Form and sends it to the coordinator. Soon after the observation, the instructor and the CPD Unit coordinator come together to discuss the course. Detailed feedback on strengths and weaknesses is given to the instructor, and an action plan is offered for areas to be developed.

  •         Peer Observation

Instructors observe a colleague's lesson and give feedback once in a term. Peer-Observation, give & receive feedback and a Self-Evaluation Form based on the feedback helps to review professional skills to benefit from a different perspective.

  •         Self-Evaluation Forms In Teaching And Learning

The instructors record their lessons in order to evaluate their performance in the classroom and make decisions about the areas to be developed and fill out a self-evaluation form of at least 400 words.

  •         Participation In Conferences And Making Presentations

Instructors who participate in the conferences given by the experts in their fields can meet colleagues from other institutions and share their professional experiences. As instructors gain professional experience, they can share their in-class practices with other colleagues with presentations and gain significant learning outcomes in terms of continuing professional development.

  •         Self-Evaluation Forms

Instructors carry out an evaluation study by using a self-monitoring method with the focus of one lesson. At the end of the semester, they can make more conscious professional development plans by filling out a Self-Evaluation Form covering the whole term. Each Self-Evaluation paper is written with a minimum of 400 words.

  •         Research

Small-scale research studies for in-class applications help instructors learn more about the lesson processes, thus they develop their professional understanding and skills.

  •         Education And Development

Participating in a professional training course(s)/studies at certain stages of their careers makes important contributions to the development of the skills of instructors in classroom practices.

  •         Workshops

Many institutions offer free workshops for instructors, both online and face-to-face. Such opportunities are benefited by instructors in terms of learning new ideas and practices related to professional practices.

19.12.2017    İMRAN ÖZCAN


It may not be that easy to decide when and if to correct students’ mistakes and how to deal with it. As every teacher knows, over-correcting students can be very de-motivating. So, the question is: "Correct or not to correct?". In this workshop, Imran Özcan touches on some cases where it is appropriate / inappropriate to correct them and he shares certain feedback techniques with the colleagues.




Building better teams, leading the members of your team and achieving the best in your field can be quitechallenging in today’s multicultural, multilingual job settings. Deniz Emrah Baykal shared the key information and guidance for building better teams & teamwork through a presentation based on his latest Erasmus+ Staff Training Programexperience, Barcelona – Spain.(17-22 July, 2017)


08.01.2018 - POLINA ANTONOVA


       In any language communication is impossible without knowing the culture hidden within that language. This might be obvious but not enough time is dedicated to presenting different culture during the foreign language lessons. 

Polina Antonova has told about Russia’s and other post Soviet countries’ experience of teaching Linguoculturology on a foreign language lesson.






Teaching/learning Italian Language and Culture to teachers is away to widen our language and cultural knowledge, and to understand the students’ difficulties and achievements. How to learn in a pleasant environmental class and how to involve the learners deeply in the process is extremely important, as well as how to manage the class and keep the attention constantly. To discover our cultures and behavior from the languages in confrontation is really interesting and worth.



18.12.2017 - RECEP EMÜL


A teacher’s life cannot be imagined without the use of a computer in such a highly digitalized age. As such, using computer in a quick and effective way has become very important as well. For this purpose, Recep Emül delivered a presentation that highlighted some key points for using navigation and Microsoft Office Suite shortcuts. In addition, a brief introduction of Edublogs (, a free and powerful blogging service for educational purposes, was also delivered during the same session.






The aim of this workshop is to  cover the main principles of language teaching  and have the participants  walk through the basics of lesson preparation. Then Birgül Eyiakkan draws their attention to how to put those plans into practice in the classroom while considering essentials such as aims, sub aims, learner profile and needs, timing and use of learning materials as well as small scale assessment for learning.


 In a nutshell, lesson plan is a journey. We need to know where we are going and how we are going. While planning this journey, we should anticipate concerns, issues, problems and we need to be prepared to tackle them.




In this workshop, Birgül Eyiakkan facilitates discussions regarding the lesson plans prepared by the participants based on the principles they have mastered earlier. The plans are discussed and amendments are suggested when necessary.



In this interactive workshop Birgül Eyiakkan brings up that the most common teacher behaviors contributing to the development of rapport with students such as showing a sense of humor; availability before, after, or outside of class; encouraging class discussion; showing interest in them, knowing students' names; sharing personal insights and experiences with the class; relating course material in everyday terms and examples; and understanding that students occasionally have problems arise that inadvertently hinder their progress in their courses. Also sample cases demonstrating the most common positive effects of rapport on students’ academic behavior are to increase their enjoyment of the teacher and subject matter; to motivate them to come to class more often, and to pay more attention in class. The session concludes that rapport and empathy hand in hand seem to facilitate both student motivation for learning and their enjoyment of the course, and enhances student receptivity to what is being taught. Eyiakkan also discusses and presents tips as to what to avoid in terms of communication skills.


01.11.2017  SEDEN DEMİRAĞ



There are many things going on in a class in a lesson hour and it’s the teacher’s responsibility to use many techniques as to manage a class really well. In this workshop, Seden Demirağ touches on those techniques to better our classroom environment and to engage our students for more communicative lessons, which is our approach as an English-medium university.



The purpose of this training is to enable the teacher to analyze the data obtained about the performances of the pupils through the design and implementation of measurement and evaluation tools, supporting and encouraging learning and supporting learning by giving the pupils timely feedback on their performances.

JANUARY 20TH, 2017

The purpose of this training is to  demonstrate that dealing with such texts can be

pain or pleasure, depending on how the teacher approaches them and what she asks her students to do. A practical look at techniques to develop effective reading skills with long and/or academic texts always proves to be effective on developing understanding and increasing students’ participation.

JANUARY 20TH, 2017

The purpose of this training is to draw attention to our approach to reducing language mistakes that students make while using basic language skills. Instead of grammar rules that are not taught in a context, the grammar exercises presented by the learners themselves and their immediate surroundings will be more meaningful and productive.

MARCH 3RD, 2017

The aim of this workshop is to introduce and implement internet applications which are an effective tool for learning to teachers. These practices, which are integrated into the courses, increase the interest of the learners and provide effective participation.

MARCH 10TH, 2017

The purpose of this training is to ensure that the assessment tools used in the assessment of learning outcomes can be effectively used to make healthy performance assessments. In the measurement of reading skills, it is important to select texts, design questions so that they can demonstrate high-level thinking skills, and to use the data obtained at the end of the examination to fulfill the validity and reliability criteria.

MARCH 17TH, 2017 


The purpose of this training is to use the time required for mastery learning by reassessing the learning materials used during teaching of expository essay writing, to question the fulfillment of the basic requirements for the presentation, application and feedback steps and to rearrange the learning materials accordingly.

MARCH 17TH, 2017

The aim of this training is to discuss the basic elements of the lesson planning which is effective for effective learning and to present a course plan which shows the changes in line with the contents of the course through a group work.

MARCH 24TH, 2017 

The purpose of this training is to use the time required for mastery learning by reassessing the learning materials used during teaching of reaction essay writing, to question the fulfillment of the basic requirements for the presentation, application and feedback steps and to rearrange the learning materials accordingly.

21.12.2017     SEDEN DEMİRAĞ


In this workshop, Seden Demirağ shares with the teachers a video in which different roles of students are given to teaches and the teachers are asked to pretend like they are the students. The video aims to give the audience an idea of a teacher who can not manage the class properly and thus the consequences such a class may face. The teachers are asked to spot some problems in the video and then those problems are addressed one by one for ‘repair’ issues.



MARCH 24TH, 2017

The purpose of this training is to show the importance of an effective lesson plan in teaching reaction essays, to identify the elements that should be in a lesson plan with a group work to be done by teachers, and to allow each group to share their plan with their colleagues and receive feedback.



DECEMBER, 27TH  2016 

The purpose of this training is to share and discuss activities that support the learners' participation in learning strategies, which motivates the student to take part in the center. The learning responsibility should be co-ordinated by the teacher and the student, and the learning environment should be designed to develop and involve the student in this environment.

DECEMBER 27TH, 2016 

The purpose of this training is to acquire the literacy skills of the students by determining the words, conceptual information and text review studies that should be done in advance in order to read and evaluate the academic texts.

OCTOBER 10TH,2016 / OCTOBER 12TH, 2016

The training aims to emphasize why and when lesson planning is a crucial part of teaching. It was discussed throughout the training that writing a lesson plan is not only useful for the instructors but also for our learners. Different lesson plans are shared with the teachers and in order  for the teacher trainers to easily follow the lessons being observed and in order to be standard in this process, a common lesson plan model is agreed.


OCTOBER 22ND, 2016 / OCTOBER 24TH,2016

In this workshop, the ways to deal with a problematic class is discussed. We all agree that managing a class is infact not easy and there are many different approaches to it. There is a discussion about the views on how ‘the tasks we assign to our learners’ and ‘the interaction types’ are related to each other  We then focus on how the ‘Teacher Language in the Classroom’ should be and how ‘Giving Instructions’ boosts the learning environment in the classroom. 


As part of our CPD,  a workshop on “Teaching Grammar” is given for the instructors,  where they have the purpose of underlining  the steps of teaching Grammar: presentation, practise, performance. As the workshop presenter, Ünal Süeroğlu tries to explain what kinds of techniques should be used to introduce a grammar structure to the students, and with what types of exercises  the students can practise it in the classs. Moreover, an emphasis is put on encouraging students to produce a written or spoken text by using these structures they learn; in other words integrate it into his general linguistic repertoire and use it in real world settings. For this purpose, a hands-on workshop is conducted.


The presentation focuses on the questions "Why don't our students listen to us? What can we do to become more efficient as lecturers?" The purpose in doing this presentation is to help the teachers realize and correct the mistakes they make while teaching in class especially while giving instructions.


The aim of the training by Tony Gurr is to raise awareness. In order for our lessons to be more engaging and motivating , we all agree that the textbooks and the materials we use in class need some adaptation according to our learners’ needs and interests. This will also increase the effectiveness of the lessons  and avoid monotonous flow. Our lessons will be more student-centered if the materials are adapted. In the workshop, Tony shares really practical ideas & activities to be taken to class. 


This workshop is held for all levels separately. (A1,A2,B1,B2) The aim is to focus on how to develop our students’ writing habits. The training starts  by analyzing our students’ exam papers from different levels. (their names were kept anonymous). The ways to help them not to repeat those mistakes again are discussed. Some different ‘Errror Correction Techniques’ are shared with the teachers. It is decided that we should not directly correct students’ mistakes but that we should train them on how to learn from their own mistakes. We as teachers should always consider  the ways to improve their ‘Critical Thinking Skills’. The training creates an opportunity to refresh ourselves on the fact that ‘writing’ is a process which needs to be built up step by step from short paragraphs to longer essays.




Being well aware of the fact that most of our students can not really understand what they read and can not write as well as they want because of the lack of vocabulary, the aim of this training is to put emphasis on how important ‘Vocabulary Teaching’ is. Many different ‘Vocabulary Teaching Techniques’ are shared with the instructors along with some practical ideas / activities to be taken to class. As a result of the class visits and observations, it is noticed that students have some pronunciation problems. Therefore, some ‘Drilling Vocabulary Techniques’ are integrated into this training. Those techniques/activities are different from the traditional ones as they are built on engaging and motivating our learners to really ‘learn’ vocabulary rather than just ‘memorise’ it.  Moreover, some training on how to train our learners on ‘Guessing Meaning from Context’ is shared with the instructors.

MARCH 7TH, 2017

In this training, how we as teachers can develop our students’ reading habits is discussed. Different approaches to how a student can read a long text in a short time by fully understanding it are shared among the instructors. Other skills such as finding the main idea, guessing the meaning of a word from context are also touched on. We also have a look at an ideal reading lesson flow. The workshop aims to share not only theoretical but also practical ideas to teach an effective reading lesson.