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 ynalkesen@gmail.com

Zeynep Gönenç Afyon zeynep.g.afyon@hotmail.com

Donald Staub staubdonald2@yahoo.com

https://sflquality.wordpress.com/