Designing, Implementing and Evaluating a Continuous ... · Evaluating a Continuous Professional...
Transcript of Designing, Implementing and Evaluating a Continuous ... · Evaluating a Continuous Professional...
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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
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Outline
1. Institutional Profile
2. Design of CPD Unit
3. Implementation
4. Assessment
5. Analysis & Implications
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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
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Accreditation & Creation of CPD Unit
Fall 2014
Quality Office Continuous Professional
Development (CPD Unit)
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Design Constructivist Model
Reflection
Collaboration
Teacher needs & beliefs
(Hammond and McLaughlin, 1995)
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Design Needs Analyses and Framework
Needs Analysis Survey for the Staff
Needs Analysis Survey for the Administration
Focus Group Discussions
Cambridge Teaching Framework
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Design Formalization
CPD Policy
CPD Manual
CPD Web Site
CPD Log
Short / Long-Term Goals
https://sflquality.wordpress.com/
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1. Individual Learning Plan (ILP) Pilot
2. Peer Observation Pilot
3. Nano Conference
4. Focus Group Discussion
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Accreditation standard
Students lacking self-autonomy
12 volunteer teachers
5 Classes
3 different levels
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6 volunteer teachers
One observation in one semester
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«...I’d like to have short, to the point and 15 minute sessions...»
15 minutes - 3 topics
Topics based on the Framework & Needs Analyses
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Needs analysis (Hear Your Voices)
Autonomy
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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
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• 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
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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/