Activities and Professional Development

At Altınbaş University, Continuing Professional Development (CPD)  Unit serves both teachers and the teaching institution respectively as follows.

  1.     Teacher Development

We define Continuing Professional Development  as a lifelong process that helps teachers and administrators  meet the challenges of their work and achieve their goals, as well as those of their teaching institution. In this respect CPD mainly promotes the idea of ‘reflective practice’ – the importance of reflecting upon what you are doing as an essential part of the development process. At every stage of career there are opportunities to further develop skills, knowledge and prospects, hence here at AU CPD Unit activities are planned to be based on the principle that the effective teacher is the developing teacher.

  1.     Teachers’ Performance Appraisal System (TPA)

 CPD Unit also supports the institution implementing  teacher performance appraisal (TPA) system for new and experienced teachers, and provides performance data to Human Resources department based on the Teachers’ Performance Appraisal Framework. School Director, Head of Modern Languages Department, Level Coordinators, CPD Unit Coordinator and teachers all play key roles in the performance appraisal process.

The Teachers’ Performance Appraisal Framework (The TPFA)

It is an appraisal system which provides a framework in which both teachers and administrators are engaged for assessing teachers’ practices in a way that meets their professional learning needs.

It mainly helps

• promote teacher development;

• provide meaningful appraisals of teachers’ performance that encourage professional learning and growth;

• identify opportunities for additional support where required; and

• provide a measure of accountability to the Human Resources regarding pay raise and promotion.

As CPD Unit  we conduct the following activities together with our teachers within the TPFA.

  •          INSET Sessions – They are designed in line with the needs of teachers. Need analysis and surveys are conducted annually to determine the immediate areas of teaching/learning issues. Upon thorough analysis and feedback from the teachers, CPD Unit designs or arranges training sessions.
  •          Lesson observations

These observations are performed by the CPD Unit Coordinator in two ways.

        notified – This is performed once a term, preferably in Fall term. The teacher is notified of the date and time of the lesson to be observed. In the pre-observation conference the lesson plan is discussed by CPDU Coordinator and the teacher beforehand, and aspects of lesson delivery to be observed and given feedback on are determined mutually. The observer keeps lesson notes during observation and delivers them to the teacher. Following the observation the teacher fills in the lesson evaluation form, and a timely post-observation conference is held between the observer and the teacher to discuss the strong and weak areas of lesson delivery. Hence, the teacher is guided to take action to improve teaching skills.

      unnotified – This is performed once a term, preferably in Spring term. The teacher is not notified of the date and time of the lesson to be observed. The observer is given a brief outline of the lesson plan right before the lesson starts, and which aspect/s of lesson delivery to be observed and given feedback on is stated by the teacher. The observer keeps lesson notes during observation and delivers them to the teacher. Following the observation the teacher fills in the lesson evaluation form, and a timely post-observation conference is held between the observer and the teacher to discuss the strong and weak areas of lesson delivery. Hence, the teacher is guided to take action to improve teaching skills.

  •          Peer observations

             Being observed and getting feedback from a trusted colleague can give you a fresh

             perspective on your teaching and help you identify areas you would like to develop.

             Therefore Peer Observations are compulsary to be performed twice a year namely

             one in Fall term, the other in Spring term. Teachers follow Peer Observation 

             Guidelines and procedure to conduct the observations.


  •          Reflective Teaching and Learning and Writing a Reflection Paper

Teachers are encouraged to tape certain lessons for self-assessment through a video recorder.

By watching the recorded videos, teachers can take notes and give themselves feedback on what they did right and what they can do to improve. They conclude the process by writing a minimum of 400 word reflection on their teaching practice.


  •          Conference Participation as Attendee or Presenter

Participating in conferences enables teachers to meet and talk with other teachers and learn from sessions given by experts. When teachers are experienced and confident enough, giving a presentation is a way to share their experience with other teachers and is a great professional development activity for them.


  •          Reflection Papers

It is compulsary for teachers to write a minimum of 400 word reflection on their teaching practices  per term.


  •          Research

       Small-scale classroom action research can help teachers find out more about classroom processes and so develop their professional understanding and skills.


  •          Training

         At certain stages of  career, taking a training course can help teachers make significant  

         progress in their teaching.

  •          Workshops

Many organisations and institutions offer free workshops for teachers both online and face to face. They are a good way to stimulate everyday teaching with new classroom ideas and reflection on practice.

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.