School of Foreign Languages

Within the framework of the PDCA cycle and the “continuous development - learning organization” principle, the School of Foreign Languages carries out improvement activities in the following areas: 

Quality and Accreditation

• Establishment of Quality Committee (04.10.2018)
  

• Completion of Internal Evaluation Report (IER – October 2018)
  

Decisions taken within the framework of improvement efforts:

• Task allocation to the members of the newly created Quality Committee; workflows, determining the frequency of meetings, and archiving of the minutes,
  

• Updating the website and getting it ready for visits
  

• Sharing this report with internal and external stakeholders
  

• Review and update of our upper level management evaluation system
  

• It has been decided to create process writing that previously remained unidentified and update the flow charts. In this context, an improvement action plan is prepared and implemented.
  

• Completion of the English Preparatory School Internal Assessment Report (EPS-IAR - November 2018)
  

• Accreditation Obtained (Pearson Assured - September 2017)
  

• Successful completion of the accreditation audit (Pearson Assured - October 2018)
  

Continuous Development

• Restructuring
  

• Continuous Professional Development Unit (CPDU)
  

The existing Continuous Professional Development Unit (CPDU) has been restructured in Academic Year 2018-2019 by the Decisions No. 2018-40 and 2018-51 of the Administrative Board of School of Foreign Languages (SOFL), separately for the Modern Languages Department (MLD) and the Basic English Department (BED).

Performance Assessment and Supervising System (PASS)

The Performance Evaluation System has been revised and restructured. In this context, professional responsibilities and professional development activities have been redefined and re-determined with the following key performance indicators, measuring instruments have been created. Education and professional development processes are ensured through the following curriculum criteria.

Performance Evaluation System

Instructional Design and Transfer of Knowledge

Continuous Professional Development Unit

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

1. Professional Development:

We define ‘Continuous Professional Development’ as a long-term process during which our instructors and administrators reach their goals and cope with​ professional challenges. In this respect, we keep a “reflective approach” towards each action we take in terms of continuous development. Considering the fact that we are given opportunities that would help us develop our skills, our knowledge, and our perspective in every step of our career, all activities offered by ‘Altınbaş University Continuous Professional Development Unit’ are planned on the basis of this particular approach.

2. Performance Assessment Supervising System:

Our Performance Assessment System is based on 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:

• Contribute to professional development.
  

• Offer a meaningful assessment system that supports professional learning and development.
  

• Provide professional aid and support to our instructors when needed.
  

• Help provide accountability criteria to ‘Human Resources Department’ 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. These trainings are determined through the identification of needs analyses and questionnaires which are conducted annually in field of Teaching/Learning. CPD unit determines its educational studies within the scope of feedbacks and analyses provided by instructors.

Lesson Observations

Teaching practices are observed and given feedback to by the CPD Unit Coordinators; lesson observations are conducted twice per academic year.

Announced Observation

Announced observation is administered once a year in the fall semester. The date and time of the observation are notified 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 about. During the observation, the CPD Unit coordinator holds observation notes and delivers them to the instructor at the end of the class. 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 meet to discuss the lesson. Detailed feedback on the strengths and weaknesses of the observed instructor is provided to the instructor, and an action plan is offered for areas to be developed.

Unannounced Observation

Unannounced observation is administered once a year in the spring term. The date and time of the observation are not notified to the instructor 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 about. During the lesson observation, the CPD Unit coordinator holds observation notes and delivers them to the instructor at the end of the class. 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 meet to discuss the course. Detailed feedback on the strengths and weaknesses of the observed instructor is provided 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 per term. Peer-Observation, give & receive feedback and a Self-Evaluation Form based on the feedback helps to review professional skills in terms of benefitting 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 must comprise a minimum of 400 words.

Research

Small-scale research intended for teaching practices 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 instructional skills in classroom practices.

Workshops

Many institutions offer free workshops for instructors, both online and face-to-face. Instructors benefit from such opportunities in terms of discovering new ideas and practices related to professional practices.​

• ​Our educational programmes are continuously improved within the framework of the PDCA cycle as follows: