designing, implementing and evaluating a continuous ... · evaluating a continuous professional...
TRANSCRIPT
Designing, Implementing and Evaluating a Continuous Professional Development Programme: Meeting the Diverse Needs of an EFL Staff
Yeşim Nalkesen Zeynep Gönenç Afyon Donald Staub
Işık University May, 2015
Outline
1. Institutional Profile
2. Design of CPD Unit
3. Implementation
4. Assessment
5. Analysis & Implications
Institutional Profile
350 Students / 38 Instructors
Teachers’ years of experience Teachers’ Qualifications
Workload: 18 hours / 4 days a week
1-10 10-20 20
15 13 10
BA in ELT 8
MA in ELT 5
ELT Diplomas & Certificates 25
BA in other fields 30
MA in other fields 20
Accreditation & Creation of CPD Unit
Fall 2014
Quality Office Continuous Professional
Development (CPD Unit)
Design Constructivist Model
Reflection
Collaboration
Teacher needs & beliefs
(Hammond and McLaughlin, 1995)
Design Needs Analyses and Framework
Needs Analysis Survey for the Staff
Needs Analysis Survey for the Administration
Focus Group Discussions
Cambridge Teaching Framework
Design Formalization
CPD Policy
CPD Manual
CPD Web Site
CPD Log
Short / Long-Term Goals
https://sflquality.wordpress.com/
1. Individual Learning Plan (ILP) Pilot
2. Peer Observation Pilot
3. Nano Conference
4. Focus Group Discussion
Accreditation standard
Students lacking self-autonomy
12 volunteer teachers
5 Classes
3 different levels
6 volunteer teachers
One observation in one semester
«...I’d like to have short, to the point and 15 minute sessions...»
15 minutes - 3 topics
Topics based on the Framework & Needs Analyses
Needs analysis (Hear Your Voices)
Autonomy
ILP pilot • Formative & Summative evaluation sessions held • Consensus: Ineffective • Most stopped after 1st meeting • Time: with teacher & frequency
Learner Autonomy focus groups • ILP . . . Portfolio • FYE
Peer Observation pilot • Evaluated for efficiency • From Did to How
• Accreditation - without that process, we are not here • DIAD – Design Implement Assess Decide • Method of delivery • Culture (change) • Structure • Assessment - as guide, not afterthought • Resources • Student learning • Communication • Perseverance • Leadership (distributed) - without which, we don't exist; without which we can't get any buy-in
Designing, Implementing and Evaluating a Continuous Professional Development Programme: Meeting the Diverse Needs of an EFL Staff
Yeşim Nalkesen [email protected]
Zeynep Gönenç Afyon [email protected]
Donald Staub [email protected]
https://sflquality.wordpress.com/