Introduction
The Muğla Sıtkı Koçman University School of Foreign Languages is committed to fostering a culture of continuous professional development for its academic staff. This policy outlines the roles, responsibilities, and operational framework of the Continuous Professional Development (CPD) Unit in supporting the growth and enhancement of SFL instructors.
Purpose
This policy aims to:
- Define scope and objectives of the SFL's CPD program.
- Establish the structure and function of the CPD Unit.
- Outline the responsibilities of the CPD Unit in planning, organizing, and reporting on professional development activities.
- Ensure alignment of CPD activities with the SFL's strategic goals and the needs of its instructors.
Scope
This policy applies to all academic staff members (instructors) within the SFL, including full-time, part-time, and temporary employees.
Guiding Principles
The CPD Unit's activities are guided by the following principles:
- Needs-Driven: CPD initiatives are based on a thorough analysis of instructor needs and aligned with SFL priorities.
- Data-Informed: Feedback from surveys, observations, and performance reviews informs the design and evaluation of CPD programs.
- Collaborative: The CPD Unit works in collaboration with instructors and administration to ensure relevant and effective professional development opportunities.
- Resourceful: The CPD Unit identifies and secures necessary resources to support professional development activities.
- Impactful: CPD programs are designed to have a measurable impact on instructor skills, teaching practices, and student learning outcomes.
Responsibilities of the CPD Unit
The CPD Unit is responsible for the following activities:
Needs Analysis
- Conducting regular needs assessments to identify the professional development needs of instructors.
- Utilizing various methods, including surveys, interviews, and focus groups, to gather feedback from instructors.
- Analyzing data from observations and professional development reviews to inform CPD planning.
Planning and Organization
- Developing a comprehensive CPD plan that aligns with the SFL's strategic goals and addresses identified instructor needs.
- Designing and organizing a range of professional development activities, including workshops, training sessions, presentations, and mentoring programs.
- Preparing all necessary documentation for each CPD activity.
- Planning and coordinating classroom observations across the SFL.
- Planning and supporting the administration in conducting performance reviews.
Resource Management
- Identifying the resources required to support CPD activities, including materials, equipment, and personnel.
- Requesting and managing the allocation of resources for CPD programs.
- Developing and maintaining a database of relevant professional development resources.
Support Systems
- Designing and implementing support systems for instructors, such as mentoring programs, peer observation groups, and online resource platforms.
- Providing individual consultations and support to instructors regarding their professional development.
Reporting and Evaluation
- Regularly reporting to the SFL administration on CPD activities, participation rates, and evaluation results.
- Providing suggestions and recommendations for improving the CPD program based on data analysis and feedback.
- Evaluating the impact of CPD initiatives on instructor skills and teaching practices.
Unit Operations
- Holding regular unit meetings to discuss CPD planning, implementation, and evaluation.
- Maintaining accurate records of all CPD activities and related data.
Collaboration and Communication
The CPD Unit will:
- Collaborate closely with the SFL administration and staff to ensure effective communication and alignment of CPD activities.
- Communicate regularly with instructors about upcoming CPD opportunities and available resources.
- Establish partnerships with other institutions or organizations to expand access to professional development opportunities.
Professional Development of CPD Unit Staff
The SFL recognizes that the effectiveness of the CPD Unit depends on the expertise and ongoing development of its staff. Therefore, the CPD Unit staff will be provided with opportunities for professional growth in areas relevant to their roles, including:
Training and Development:
CPD Unit staff will have access to training programs, workshops, and conferences focused on areas such as:
- Adult learning principles and instructional design
- Needs assessment and data analysis
- Curriculum development and evaluation
- Facilitation and presentation skills
- Mentoring and coaching techniques
- Online learning technologies and platforms
- Project management and administration
Higher education trends and best practices
Mentorship and Peer Learning: The CPD Unit staff will be encouraged to participate in mentorship programs or peer learning groups to share knowledge and expertise.
Research and Scholarship: CPD Unit staff will be supported in conducting research or engaging in scholarly activities related to professional development in higher education.
Professional development Review and Feedback: Regular PDRs will include feedback on professional development goals and progress.
Resource Access: The SFL will provide access to relevant resources, such as books, journals, online platforms, and professional organizations, to support the ongoing learning of CPD Unit staff.
Observations
This policy aims to outline the various types of observations carried out within the School of Foreign Languages and identify the individuals responsible for conducting them. Every instructor will undergo two administrative, two developmental, and two peer observations each academic year. The SFL implements four types of observations: Developmental, Administrative, Quality, and Peer. Under the category of Developmental Observations are:
Those carried out by CPD Staff – these are conducted by notification (i.e., CPD Staff notifies instructor)
Those carried out by administration and instructors.
Quality Observations are carried out without notification.
Developmental Observations
The aim of the notified observations for developmental purposes is to offer instructors valuable feedback and assistance to refine their teaching methods and improve student learning outcomes. These observations are carried out by CPD Staff and are designed to be a collaborative and ongoing process.
Observation Process
CPD Staff informs the instructor ahead of time, and together they determine the focus of the observation.
Once the observation time is confirmed, the instructor will be asked to prepare a lesson plan, highlighting key stages and the lesson objectives.
After the observation, a follow-up meeting will take place where written feedback will be provided. This allows the instructor to seek clarification, ask questions, or offer additional information if needed. It also provides the observers with updates on any actions taken following the observations and offers an opportunity to address any concerns or queries raised by the instructor.
Any feedback, responses, or actions resulting from the notified observations should be documented for future reference. This documentation can serve to track the instructor’s progress.
Peer observation
These observations allow instructors to evaluate each other’s lessons in a constructive way. Instructors are required to observe their colleagues’ lessons at least twice to complete a cycle. Instructors are supposed to complete two cycles in one academic year. Each peer observation consists of three meetings: pre-observation, observation, and post observation.
Observation Process
The observer and observee decide on a focus before the observation at the pre-observation meeting.
At the post observation meeting, a peer observation is followed by a self-reflection task completed by the observer. At this meeting, the instructors share and discuss the reflections. Action points (areas to improve) are assigned as professional development plans. Observes decide on a professional development plan to work on the areas they need to improve.
To complete the cycle, a following observation takes place. After the observation, the instructors meet again and share and discuss their reflections.
Self- Reflection
Self-reflection is an effective tool for enhancing teaching, as it enables instructors to reflect on their own practices, recognize areas for improvement, and make thoughtful adjustments to increase their effectiveness in the classroom.
Self-Reflection Process
After the observed lesson by a peer (another instructor), the instructor assesses his/her own lesson in terms of lesson focus, lesson success, plan adherence, likes/dislikes, strengths/weaknesses, adjustments for future lessons and key takeaways.
Administrative Observations
The purpose of Administrative Observations is to ensure the quality of instruction across the SFL. These observations aim to assess whether teaching and learning are occurring as intended. They involve evaluating both the physical and academic aspects of the classroom environment. They are not intended for formal evaluation or instructor assessment. After each observation, feedback will be provided within 48 hours.
Observation Process
Observers will visit classrooms during regular teaching hours without prior notice to the instructor.
The observation rubric will be shared with the instructors
Observations may last up to 15 minutes, depending on the circumstances.
During the observation, the observer will take notes on various elements, such as classroom setup, instructional materials, student participation, and teacher-student rapport.
Following the observation, the administrator will schedule a feedback session with the instructor. During this meeting, both parties will reflect on and assess the lesson in relation to the goals of the observation.
Additional follow-up observations may be arranged to evaluate progress and provide further feedback.
Quality Assurance Observations
The SFL is committed to maintaining high-quality instruction and a positive learning environment. To ensure this, the SFL utilizes a system of unannounced Quality Assurance Observations.
Quality Assurance Observations serve the following purposes:
- Monitor the consistency and quality of instruction across the SFL.
- Assess the classroom learning environment, including physical and academic aspects.
- Identify areas of strength and potential areas for improvement in teaching practices and classroom management.
- Gather data to inform decisions related to resource allocation, professional development initiatives, and curriculum development.
- Ensure alignment of teaching practices with SFL policies and procedures.
Observation Process
Quality Assurance Observations will be conducted as follows:
Unannounced Visits: Administrative staff will conduct unannounced classroom visits during regular teaching hours.
Observation Focus: Observations will focus on various aspects of the classroom environment and teaching practices, including:
Classroom management and organization
Use of instructional materials and technology
Student engagement and participation
Teacher-student interaction and rapport
Adherence to SFL policies and procedures (e.g., attendance, assessment)
Safety and accessibility of the learning environment
Observation Rubric: Observers will use a standardized observation rubric to ensure consistency and objectivity in their assessments. The rubric will be shared with instructors in advance.
Data Collection: Observers will take notes and collect relevant data during the observation, focusing on the elements outlined in the rubric.
Feedback (Optional): While not the primary focus, if significant issues are observed, administrators may provide brief, informal feedback to the instructor immediately following the observation. Formal feedback sessions are not typically scheduled after Quality Assurance Observations, as the primary purpose is data collection and monitoring.
Data Analysis and Reporting: The data collected from Quality Assurance Observations will be aggregated and analyzed by the CPD. Regular reports will be generated summarizing key findings and trends. These reports will be used to inform decision-making and continuous improvement efforts within the SFL.
Distinction from Administrative Observations
It is important to distinguish Quality Assurance Observations from Administrative Observations. Administrative Observations are designed to provide feedback to individual instructors for their professional growth. Quality Assurance Observations, on the other hand, are focused on gathering data to monitor the overall quality of instruction and learning environment within the SFL. They are not intended for individual instructor evaluation or performance assessment.
Professional Development Reviews
The SFL is committed to supporting instructors' professional growth through a structured review process. Professional development reviews are designed to provide instructors with constructive feedback, summarize their overall performance, identify strengths and areas for improvement, and collaboratively develop action plans for future growth.
Purpose
Professional development reviews serve the following purposes:
Provide instructors with regular feedback on their teaching practices, classroom management, and professional contributions.
Recognize and celebrate instructors' strengths and accomplishments.
Identify areas where instructors can further develop their skills and knowledge.
Facilitate collaborative goal setting and action planning for professional growth.
Document professional development activities and progress over time.
Process
The professional development review process will adhere to the following steps:
Self-Reflection: Prior to the formal review meeting, instructors will complete a self-reflection form, assessing their performance in key areas, identifying their strengths and challenges, and reflecting on their professional goals.
Review Meeting: A formal meeting will be held between the instructor and their reviewer (e.g., director or designated administrator). The meeting will be scheduled in advance to allow for preparation.
Feedback and Discussion: The reviewer will provide constructive feedback to the instructor, drawing upon various sources such as classroom observations, student feedback (if available), and the instructor's self-reflection. Open discussion and dialogue are encouraged.
Action Plan Development: Collaboratively, the instructor and reviewer will develop a professional development action plan. This plan will include:
SMART Goals: Specific, Measurable, Achievable, Relevant, and Time-bound goals for professional growth.
Action Steps: Concrete steps the instructor will take to achieve their goals.
Timeline: A realistic timeline for completing action steps and achieving goals.
Instructor Comments: A space for the instructor to provide their input and feedback on the review and action plan.
Reviewer Conclusion: A summary and concluding statement by the reviewer, reflecting the overall performance and professional growth trajectory of the instructor.
Documentation and Signatures: The completed review form, including the action plan, will be documented and signed by both the instructor and the reviewer.
Archiving: Signed review documents will be archived securely by the Administration.
Follow-Up
The reviewer will follow up with the instructor periodically to discuss progress on the action plan and provide ongoing support.
Confidentiality and Privacy
All observations, reviews, and feedback will be handled with strict confidentiality. The details of the observation process, including any notes or feedback provided, will not be shared beyond relevant administrative personnel unless required by university policy or law.
Policy Review
This policy will be reviewed and updated annually or as needed to ensure its continued relevance and effectiveness.