school based professional development manual
Transkript
school based professional development manual
MINISTRY OF NATIONAL EDUCATION GENERAL DIRECTORATE OF TEACHER TRAINING SCHOOL BASED PROFESSIONAL DEVELOPMENT MANUAL Ankara, 2007 CONTENTS SECTION I ............................................................................................................................ 1 Aim of this Manual ................................................................................................................ 2 How to Use the SBPD Manual? .............................................................................................. 2 SECTION II ........................................................................................................................... 4 What is School Based Professional Development (SBPD)? .................................................... 5 The New Curriculum and SBPD ............................................................................................. 7 a) Constructivist Learning Theory.......................................................................................7 b) Student-Centred Learning ...............................................................................................7 Teacher Competencies............................................................................................................ 8 The Framework of SBPD ....................................................................................................... 9 Why is SBPD Important for Schools? ................................................................................... 10 How does SBPD Support School Development? .................................................................. 10 Why is SBPD Important for Teachers? ................................................................................. 12 How does SBPD Support Teachers‟ Practices? ..................................................................... 12 Why is SBPD Important for Teachers? ................................................................................. 13 How does SBPD Support Students?...................................................................................... 14 Why is SBPD Important for Parents?.................................................................................... 15 SECTION III........................................................................................................................ 16 The School Based Professional Development Planning Process ............................................ 18 a) Responsibilities of the School Principals in the SBPD Process ......................................19 b) Responsibilities of the Teachers in the SBPD Process ................................................... 20 c) Responsibilities of the SBPD Coordinator..................................................................... 20 d) Responsibilities of the Subject Area Chairmen ............................................................. 21 Individual Professional Development Planning Process ........................................................ 22 Tools to be used in the School Based Professional Development Planning Process ............... 23 Stage 1: Identification of Needs ........................................................................................ 23 SWOT Analysis ............................................................................................................ 26 Stage 2: Identification of Priorities .................................................................................... 28 Stage 3: Identification of Targets to be Reached ............................................................... 30 Stage 4: Identification of the Path to be Taken to Reach Targets (Strategy Development for Professional Development) ............................................................................................... 32 Preparation of the Individual Professional Development Plan ....................................... 38 Individual Professional Development Plan .................................................................... 38 Force Field Analysis ..................................................................................................... 41 Activities Required for Professional Development and Coding System ......................... 42 Stage 5: Monitoring and Evaluation .................................................................................. 45 Preparing the School Based Professional Development Plan ......................................... 52 Practices and Monitoring for Multigrade Teachers ........................................................ 54 SECTION IV ....................................................................................................................... 56 A. Personal and Professional Values-Professional Development ........................................... 59 Mark TWAIN ............................................................................................................... 59 Activity 1: What‟s in my Bag? .......................................................................................... 61 Activity 2: Listening Teams .............................................................................................. 62 B. Knowing the Student........................................................................................................ 67 Activity 1: Talking Circles ................................................................................................ 70 Activity 2: Train Stations .................................................................................................. 72 C. Teaching and Learning Process ........................................................................................ 76 Activity 1: Effective Teaching-Learning Process .............................................................. 78 Activity 2: Classroom Constitution ................................................................................... 80 Activity 3: Around the World in One Day ......................................................................... 82 General Observation Form On Teaching-Learning Process ................................................... 84 D. Monitoring and Evaluation of Learning and Development ............................................... 86 Activity 2: I am here, too .................................................................................................. 90 Activity 3: Project Work – The Animal Kingdom ............................................................. 92 E. School, Family and Society Relationships ........................................................................ 97 Activity 1: Rainbow ..........................................................................................................99 Activity 2: You are Unlimited ......................................................................................... 100 Activity 3: Far and Near ................................................................................................. 102 F. Knowledge of Curriculum and Content .......................................................................... 107 Activity 1: Where Do I Start? ......................................................................................... 109 Activity 2: We Achieved Our Future Like This! ............................................................. 112 ANNEXES ......................................................................................................................... 115 Work Sheets ................................................................................................................... 116 Interview Forms ............................................................................................................. 123 Self-Evaluation Forms .................................................................................................... 126 Student Questionnaires ................................................................................................... 138 Alternative Tools ............................................................................................................ 141 Data Collection Tools ..................................................................................................... 144 SECTION I Aim of the Manual How to Use this Manual Aim of this Manual This Manual provides learning opportunities for the development of the teachers aiming to enhance the quality of education in their schools with School Based Professional Development (SBPD) practice. These studies will both be guiding for the development in areas needed in terms of profession and enable the students to be more efficient and participatory in the learning process and the establishment of an efficacious school-teacherparents cooperation. In this Manual, there is a roadmap in order to cover the learning needs of the students, develop the professional competencies of the teachers and enable the professional development of the teachers within the school context by using the close environment opportunities. Accordingly, teachers are supported in identifying their development targets, preparing an individual professional development plan and monitoring the development regularly by identifying the indicators of success. This Manual is prepared in such a way that all teachers can read it and then choose from recommended activities according to their own professional development needs. This Manual not only assists teacher development but also contributes to the integration of development activities of the schools with individual professional developments of the teachers. How to Use the SBPD Manual? The Manual consists of 4 sections. Section I – Read this section to gain a general understanding of the framework of the School Based Professional Development Manual. Section II – Read this section to gain an understanding about what SBPD means and its importance in terms of the school, teachers, students and parents. At the end of this section, you will be able to form a relationship between the professional development needs and the teacher competencies (Please see the Teachers‟ General Competencies Booklet or the MoNE Teachers’ Professional Generic Competencies Self-Evaluation Form provided in Annex 3). Section III – Read this section to see the steps of the professional development plan identified according to the learning needs, the tools and the examples of implementation. At the end of this section, you will be able to develop your individual professional development plan and decide how, when and where (in the classroom, school or surroundings) you will implement your activities. 2 Section IV – In this section, you can take a look at the recommended activities and forms that have been included to help you in developing your own activities in the scope of the Teachers‟ Generic Competencies. The Manual will continuously be revised in light of the feedback and experiences obtained as a result of the SBPD work that will be conducted. For more information and resources about SBPD from the General Directorate of Teacher Training website (http://oyegm.meb.gov.tr). 3 SECTION II What is School Based Professional Development? The New Curriculum and SBPD Teacher Competencies Framework of SBPD Why is SBPD Important for Schools? How does SBPD Support School Development? Why is SBPD Important for Teachers? How does SBPD Support Teachers’ Practices? Why is SBPD Important for Students? How does SBPD Support Students? Why is SBPD Important for Parents? 4 What is School Based Professional Development (SBPD)? Professional development is composed of processes supporting the development of teachers‟ professional knowledge, skills, values and attitudes inside and outside the school and also providing assistance to teachers in creating efficient learning and teaching environments. The following objectives are expected to be realised by School Based Professional Development: Teachers will plan their professional development on the basis of students‟ learning needs and in line with school development targets. Teachers‟ works at school and their professional development will be in relation with each other. Teachers‟ professional development needs will be covered within the school environment with a view to creating more opportunities to enable efficient utilisation of human and material resources at school. Teaching and education quality for students will be enhanced. Teachers will take more responsibilities for their own development and prepare and implement an individual professional development plan individually or in groups regarding their weak aspects or competency areas they want to develop by making self-evaluation. Teachers will share their experiences and they will be encouraged to support lessexperienced colleagues. Teachers will become more aware of new approaches and knowledge about teaching-learning strategies and they will put these approaches and strategies into practice with the help and support of their colleagues. Schools will make use of teachers‟ experiences and expertise immediately in line with their development plans. Schools will be integrated with the environment depending on the development of school work culture and value system and opportunities of the environment will be widely used in solving school problems. SBPD practices are closely related to the following issues: Teacher competencies reflected in all stages of teachers‟ professional lives, 5 School priorities identified in School Development Plan, Teacher‟s in-service training at work Furthermore, teachers making individual professional action plans with different activities at school are expected to have; professional knowledge and understanding, professional skills and competencies, professional values and personal responsibilities. Efficient teacher features occur depending on the improvement of the teacher in line with general competencies. Professional learning and professional development activities carried out at school attain their goal when they depend on principles identified in teacher competencies and constitute an important part of the school‟s development administration. The practices carried out in SBPD activities should be in direct relation with the development of students‟ learning and these practices should focus on field information, teaching information and skill and information on students. Professional development is an area where teacher cover the learning needs at school level and theory is put into practice with a model developed by itself. Therefore, teachers should be given the appropriate opportunity to reflect their professional knowledge on their practices at school. Teachers are provided with opportunities via SBPD to realise the following issues. Sparing time for self-evaluation and constructing learning Creating learning opportunities with such practices as making Professional development plan and evaluating the learning Developing the skill to detect the learning and development needs of both their colleagues and themselves Developing individual learning and development plan Developing skills of self-evaluation, monitoring and colleague evaluation Developing the skills of guidance, professional discussion and giving feedback Planning long-term carrier development goals 6 It will be beneficial to include all partners acting in the betterment of the student‟s success (school principals, teachers and parents) in SBPD process. A successful professional development will also lead to professional learning communities in our schools. The New Curriculum and SBPD The new curriculum is a guiding, environment-preparing, organising, promoting programme which takes the teacher and the student in the centre and is effective (active) learning focused due to the fact that it is based on constructivist learning theory and it is more interested in how the student learns rather than what the student learns. a) Constructivist Learning Theory According to constructivist approach, students learn with active construction by drawing a link between their previous information and the new information. The information that the students learn is not independent from each other. Information is just like a complex web which is in relation with other information. Teacher and student roles have also changed due to teaching programme developed on the basis of constructivist approach. In previous programmes students mostly obtain information given by the teachers and/or textbooks passively. However, it is aimed to make students reach information and construct it through active participation in the new curriculum in line with its philosophy. If it is aimed to make students understand the world around them with education, then they need to be guided about how to construct meanings in the learning process. In order to do this, learning environments where student can learn effectively (actively) should be provided by the teacher and various teaching and learning methods should be used. b) Student-Centred Learning The new curriculum has a viewpoint based on how students learn. According to this approach, learning is not solely getting information but it also includes a student-centred process where mental process is active. The new curriculum aims to cover the learning needs of all students by determining the students‟ interests, needs and expectations. One of the objectives of SBPD is to make teachers create an understanding that all students can succeed and develop learning environments and strategies centred in individual learning needs. You can realise these objectives by implementing SBPD activities effectively. 7 c) Effective (Active) Learning In active learning process, teacher is the director of the learning environments and assistant and organiser for learning. The teacher should plan such activities aiming to bring high-level thinking skills as critical thinking, problem solving, creativity, analysis, synthesis and evaluation, adjustment to new conditions, inference from the available information etc. Current studies indicate that students having different learning types adopt strategies supporting active learning rather than solely teacher-centred traditional methods and they learn much better in teaching-learning environments structured with new teaching techniques instead of direct explanation or transference. Therefore, it is a necessity for teachers to obtain more information and skills on methods, techniques and strategies supporting active learning. Teacher Competencies Teacher competencies define all information, skills and attitudes that every teacher is required to have. These competencies comprise a part of the education reform regarding the enhancement of the quality of teaching, learning outputs and leadership. These competencies reflect the wish of providing students with high quality education and schools with qualified administration. Teacher competencies are composed of general competencies of teaching profession and specialised field competencies of teaching profession. General Competencies of Teaching Profession were published in Official Gazette of Notifications No. 2590 in November 2006. Studies on Specialised Field Competencies of Teaching Profession are still continuing. In General Competencies of Teaching Profession manual, performance indicators including important information, skills and attitudes required for all teachers working at the school to make them do their jobs better are given. In line with these competencies, SBPD enables that the development expectations of the school and the teacher are clear and explicit. General Competencies of Teaching Profession also comply with the philosophy of the new curriculum. Through teacher competencies; teachers are expected to have sufficient field information, to transfer this information to the students with a constructivist approach in line with the new curriculum perception, have the skills of communicating with students and cooperating with the colleagues as well as administration and organisation, to exchange views effectively with all shareholders, primarily parents. Professional development objective/s can be determined on the basis of teacher competencies that will cover the learning needs occurred as a result of the needs analysis. 8 This situation will help in determination of teachers‟ personal professional development needs and identification of the priorities in school‟s development plan. The Framework of SBPD The generic competencies make up the SBPD framework for the teaching profession. The figure below shows the framework of connections between the areas of competence and professional development. A- Personal and Professional values – Professional Development F- Knowledge of Curriculum and Content B- Knowing the Student THE LEARNING TEACHER E- School, Family and Society Relationships C- Teaching and Learning Process D- Monitoring and Evaluation of Learning and Development Figure 2.1 The Framework for School-Based Professional Development The general competencies of teaching profession are added to the SBPD framework in order to show that each of these competencies is in relation with each other in the development of the teacher and they are not independent from one another. In this framework, when F. Knowledge of Curriculum and Content competence is analysed, relation can be 9 drawn not only with general competencies but also with specialised field competencies. Under these circumstances, the teacher is to take into consideration specialised field competencies as well as general competencies while determining his/her development objectives. Why is SBPD Important for Schools? A well-planned SBPD is highly essential owing to the fact that it ensures teachers to take advantage of education and development opportunities regularly at a certain level. SBPD lies on the basis of school development approaches. Fewer problems are expected to occur in schools where SBPD is effectively implemented. Teachers working in those schools become the director and a part of change and development in their schools. SBPD enables teachers to take a driving role in the process of improvement of the school and development of the successful practices. It also promotes the cooperation between teachers and the development of a sharing culture of studies and professional knowledge as a result. Furthermore, it supports the enhancement and development of the school standards. SBPD falls under the professional responsibility of both the school and the teachers. In this process, teachers can enable their development through different methods. For example, personal researches of the teachers, courses taken due to their needs, current knowledge sharing at school or training activities given by an expert from outside (this expert can be from a university, units of Ministry of National Education or from an another school) are under the scope of SBPD. Research results in some countries implementing SBPD indicate that SBPD model is the most effective method which enables teachers to use research methods based on cooperation and promotes the development of the school as a learning community. In addition to these researches, according to the results of the practices made within the scope of SBPD, being a part of larger learning web and taking part in the cooperators in SBPD process implemented at school have positive effects on the teachers. How does SBPD Support School Development? Professional learning gives teachers the opportunity to take a determinant role in developing practices with a view to covering the needs that will occur as a result of the new curriculum and improving the school. The continuity of this can only be achieved by enabling cooperation between the teachers supporting the development of the school and the uprising standards and also creating a professional knowledge sharing culture. 10 The contribution of the SBPD to the development of the school can be seen in Figure 2.2. SCHOOL Vision Mission Values School Culture SBPD Individual Professional Development SCHOOL DEVELOPMENT Institutional Development SCHOOL BASED DEVELOPMENT Figure 2.2 Contribution of SBPD to School Development As can be seen in Figure 2.2, teachers‟ individual professional development plans and school‟s institutional development plan supports the school development. The principles, values, vision and mission of the school are taken into account in the school development plan. Although all schools are parts of the same system, they have different professional learning needs and development plans due to the differences in their environment conditions and student needs. The development process of the school is a systematic one which aims to enhance the quality of the education and the success of the students by improving the physical and human resources of the school and to achieve continuous and planned development in education. SBPD contributes to the professional development of the teachers at the extent of development of the school‟s human resources. Continuous development on the basis of learning student, learning teacher and learning school perception is aimed to be achieved with SBPD. 11 The contribution of SBPD to the development of the human resources and to the school, students and colleagues can be seen in Figure 2.3. SCHOOL STUDENT SBPD TEACHER COLLEAGUE PARENT Figure 2.3 The relationship between the Teacher’s Professional Development with the School, Students, Colleagues and Parents in the SBPD Process Why is SBPD Important for Teachers? SBPD enables the integration of the school and the environment by making the teachers be responsible for the development of the school and themselves, allocate resource and time for this development, develop materials, share their experiences with their colleagues and use close environment opportunities in the fields of need. Teachers‟ making cooperation, taking learning together as a basis, sharing opinions and taking successful practices as example make great contributions to their professional development. As a result, teachers‟ self-confidence and self-respect are anticipated to increase and also they are expected to feel more valuable and supported in their development. SBPD supports the school culture which includes accumulation, experience, expertise and a democratic style by enriching and developing teachers‟ professional competencies. How does SBPD Support Teachers’ Practices? SBPD practices and learning teacher lie on the basis of school development and transformation. Learning culture depending on the responsibility felt by the teachers in terms of their own learning development influences the level of the school and student performance directly. 12 SBPD practices support teachers; to be willing for professional development, to develop their self-confidence, to enhance their competence, to guide effective learning in accordance with the new curriculum. A SBPD planned and constructed with a participatory approach will provide support to the teachers directed to professional learning opportunities on the following issues. Learning Teacher – Effective SBPD Making planning and evaluation in accordance with the curriculum Enriching creative thinking and practices Determining the learning needs of the students Developing students’ creativity, using evidences in their practices and working with evidences Searching, evaluating and internalising new effective approaches in learning and teaching Directing all opportunities to enable learning from other teachers Collecting, interpreting ad organizing class and student data Developing group activities Developing behaviour management strategies Promoting combining education Being aware of the development in his/her own practices Career development Why is SBPD Important for Teachers? There have been some changes in the role of the student and the teacher due to the developments experienced in teaching-learning perception in educational sciences. The new curriculum based on constructivist approach is focused mostly on „learning‟ instead of „teaching‟. How the student learns is more important than what s/he learns. In order to do this, appropriate learning environments must be prepared by the teacher for the active learning of the student and various teaching and learning methods must be used. 13 According to research results of PISA (Programme for International Student Assessment), TIMMS (Trends in International Mathematics and Science Study), PIRLS (Progress in International Reading Literacy Study) etc. student success and education quality is rather low when compared to the world countries. The most important element of the enhancement of student success is teachers. Realising SBPD practices with a view to determining teacher competencies and making teachers have these competencies will directly support the student success in the above mentioned international examinations. How does SBPD Support Students? SBPD constitutes one the most significant elements of the education reform in enhancing the quality of teaching and learning within the scope of the new curriculum. The quality of learning and teaching and student success largely depend on the quality of the teachers. Teachers should be given opportunities to develop and renew their skills throughout the school year in order to provide the students with qualified education. These opportunities will enable teacher to make great progress in their professions by enhancing their skills, knowledge and understanding in a comprehensive way with the development model developed by themselves in line with SBPD perception. Through professional development practices carried out, student‟s active participation to the lesson, increase in his/her selfconfidence and better evaluation of his/her learning situation will be supported. THE LEARNING TEACHER SBPD THE LEARNING STUDENT Figure 2.4 The Process of Student Development Support in the SBPD 14 Why is SBPD Important for Parents? Effective development of the school and the student can not be achieved by ignoring the parents. Participation of the parents to the education process is essential for the establishment of a positive school culture and the persistency of the activities being carried out. At what level and how this participation is going to be is determined by the plans in advance. These supportive ties formed by the school principal, teachers and the parents in order to enable students‟ learning development are achieved by a successful school-parents cooperation. SBPD activities will be guiding in creating awareness among parents on efforts exerted with a view to developing learning and teaching processes at school and making them bring the contributions needed in this respect. 15 SECTION III The School Based Professional Development Planning Process Individual Professional Development Planning Process 16 Section III is prepared to guide a teacher willing to achieve individual and professional development on the way s/he will follow at the stages of preparing an individual professional development plan which will support his/her development and implementing this plan after learning needs of the student and professional development needs of the teacher are identified. Prior to studies to be carried out on this issue, General Competencies of Teaching Profession should be examined and internalized by the teacher which will increase the efficiency of the studies. In this section, there is a systematic which is consistent in itself concerning the determination of the current professional competence level where assessment and evaluation tools are used by taking scientific research methods as a basis. In this process where development is aimed, individual professional development plan preparation and implementation process is composed of five stages. These stages are given in sequence with tools to be used. The aim of the each tool and how tools in this process will be used are explained within the section. Individual professional development plans prepared by the teachers are compiled by the School principal/SBPD Coordinator and then School Based Professional Development Plan is prepared and this plan is associated with School Development Plan. 17 The School Based Professional Development Planning Process When SBPD process is considered as a system, we can name the elements of this process as planning, implementation, monitoring and evaluation of professional development. SBPD cycle is constructed with a comprehensive and consistent approach. In this approach, SBPD studies are expected to have positive effects on school development and school culture. The cycle of the SBPD process is shown in figure 3.1. 1. Preparation of the individual development plans of the teachers 2. Preparation of the school based professional development plan 4. Evaluation of the SBPD 3. Implementation and monitoring of the Professional Development Plans Figure 3.1 The Cycle of the SBPD Process According to Figure 3.1, the first stage of the cycle of the SBPD process consists of preparation of the individual professional development plans of the teachers. In the second stage, school based professional development plan is prepared in line with the professional development plans of the teachers. The process of implementation and monitoring of 18 development plans falls into the third stage. In the last stage, systematic evaluation of the teachers‟ learning and professional development and monitoring of their practices are given. Evaluation study will contribute to the identification of the following learning needs which will promote professional development. a) Responsibilities of the School Principals in the SBPD Process The school Principal will be responsible for planning, implementing and monitoring of the development of SBPD. Accordingly, he is responsible for the following: the implementation of pilot practice activities by internalizing identified General Competencies of Teaching Profession and School Based Professional Development Manual prepared to develop these competencies, bringing life long learning principle in school culture, the formation of a democratic school culture based on mutual reliability ad selfcontrol, determining and using close environment opportunities in solving problems, examining the teacher‟s individual development plan while observing School Based Professional Development practice activities within the responsibility of being a leader in education, providing support to the teacher during the practice period, guiding the teacher, evaluating the results of the practices, Introducing views and offers in a supportive and constructivist approach regarding the teacher‟s professional development plan to make contribution to the school development at a level of equal partnership, examining teacher‟s individual development file within the framework of the teacher‟s evidences, sharing experiences and guiding in disseminating School Based Professional Development practices throughout the school, sub-province and province. 19 b) Responsibilities of the Teachers in the SBPD Process Teachers in the schools are expected to internalize general competencies and the perception in the School Based Professional Development Manual prepared to further develop these competencies, to take responsibilities for their individual professional development within the framework of the lifelong learning principle, to be responsible not only for their own professional development but also for the development of their colleagues, schools and close environment, to create opportunities in the SBPD process, to make sure that students take the best and the most appropriate education, to review the practices continuously with a reflective approach and develop their knowledge and skills, to develop their teaching methods and techniques but taking into account new findings, opinions, approaches and technologies, to support their colleagues with respect to achieving professional standards at the highest levels, to share their own point of views and experiences with their colleagues, to keep an updated SBPD product file comprising of records of their career developments, personal practices and achievements. c) Responsibilities of the SBPD Coordinator SBPD coordinator is determined by the school principal from among at least two teachers suggested by the teachers‟ committee. In schools where a teachers‟ committee can not be formed or two teachers can not be suggested, this job will be done directly by the school principal or a teacher chosen by s/he. SBPD coordinator is responsible for the effective implementation of SBPD activities in the school and s/he also assists the school principle in collecting and compiling individual professional development plans and then reflecting them in the SBPD plan and School Development Plan. 20 Main responsibilities of the SBPD coordinator are listed below: to support teachers in using close environment and school opportunities. to help the school principal in making up the database of all types of forms and records on SBPD. to enable the recording of all activities relating to SBPD carried out in the school. to coordinate the monitoring of the processes carried out by each branch director. to make the annual review of the developments in the school and inform the teachers about the SBPD plans of the following year. to ask for the opinions of the branch directors on the learning need and professional development need. to report the outputs obtained from the SBPD practices to the school principal. d) Responsibilities of the Subject Area Chairmen The responsibilities of the branch directors on the implementation of SBPD activities in the school are listed below: to support teachers and make suggestions in SBPD activities in the school. to support the developments of the teachers by guiding them. to monitor the short-term and long-term effects of the SBPD activities carried out individually or as a group by teachers in their branch. to monitor short and long term effects on student learning. to review the development needs of the branch teachers. 21 Individual Professional Development Planning Process The stages of the process of professional development plan will guide you in making planning that supports your school based professional development by identifying main competencies, sub-competencies and performance indicators which you have and also need to develop. This activity can be realised either as individual or group work in the schools. The third section of this Manual consists of five stages: Identification of Learning Needs Prioritising of Learning Needs Identification of Targets to be Reached Identification of the Path to be Taken to Reach the Targets (Preparation of Individual Professional Development Plan) Monitoring and Evaluation the Practices of Individual Professional Development Plan Identifying of Needs Identifying Priorisation Meeting of the needs of the learner (student/teacher) Identifying Targets Monitoring and Evaluation Identifying the Path to Follow Figure 3.2 The Process of the Individual Professional Development Plan 22 Tools to be used in the School Based Professional Development Planning Process STAGES TOOLS TO BE USED* Identification of Learning Needs Self-Evaluation, observation, interview, assessing the recorded data, SWOT Prioritisation Matrix Prioritising of Learning Needs Diamond Game (optional) Identification of Targets to be Reached Focus Wheels (optional) Identification of the Path to be Taken to Key Questions Reach the Targets Individual Professional Development Plan Force Field Analysis * You may select the tools according to the needs for the stage you are implementing. The objectives of all stages and explanation and sample tools on the utilisation of tools that will be made use of in all stages are given below. The utilisation of some of the tools is optional. You may select the optional tools according to your needs and environment conditions and opportunities. Alternative tools and their explanations the usages of which are optional are given in Annex 5. Stage 1: Identification of Needs What is Needs Analysis? Needs Analysis identifies the learning needs of the students, to what extent they are met and factors that effects the learning. It is a process which introduces the difference between the current situation and the situation desired to be reached. This process will enable a rational approach to identify the priorities and use the sources correctly. 23 What is the Purpose of Needs Analysis? It aims to make the teacher identify his/her professional development need according to the learning needs of the student. The identification of learner needs while teachers plan their professional development will enable the teacher to determine his/her professional development as learning focused and the content of the students and the parents regarding the school to increase. How is it done? The learning targets of the student Current Performance of the Student ═ Learning Needs of the Students Teacher competencies needed to meet the students learning Current Performance of the Teacher ═ Professional Development Needs of the Teacher Needs Analysis is conducted for two aims, namely student’s learning need and professional development need of the teacher. Each teacher identifies the learning needs of the student by identifying the difference between the learning targets of the students and current learning performance of the student. By this way the teacher will find out the professional development need that will meet the student‟s learning needs. Identification of needs can be conducted by using one or several of the following data collecting methods: observation asking for opinions self-evaluation analysis of the recorded data Students, parents, colleagues and school principals can be asked for their opinions. For asking for opinions, forms in Annex 4 and Section IV can be used and for self-evaluation forms in Annex 3 can be used. 24 Recorded data can be referred in documents such as student success evaluation results, official reports, student files, archive and etc. Each teacher makes SWOT Analysis aimed at his/her professional development need after identifying the learning needs of the students. SWOT Analysis can be carried out either individually or as a group. Groups to be formed are recommended to include maximum 4 persons. 25 SWOT Analysis What is SWOT Analysis? SWOT (Strengths – Weaknesses – Opportunities – Threats) Analysis is a table which enables the teachers to see their strengths and weaknesses in their professional life as a whole and to identify opportunities that will help strengthen his/her weaknesses and threats that s/he will face (Worksheets 1.1). What is the Purpose of SWOT Analysis? In the SWOT Analysis table; „Strengths‟ enable the teacher to see the qualities that will promote his/her professional development as a whole; „Weaknesses‟ enable to identify the fields that s/he wants to develop; „Opportunities‟ enable to determine external factors that will enhance the possibility of success; „Threats (difficulties)‟ enable identify environmental risks that s/he will encounter during individual development. In the SWOT Analysis, Strengths and Weaknesses comprise internal factors and Opportunities and Threats external factors. How to use the SWOT Analysis Table? The teacher/s write the problems and/or learning needs that they have identified as a result of needs analysis on the weaknesses part of the SWOT analysis. Factors supporting the development of are written on the strengths and opportunities part, whereas factors that will be obstructive are written on the threats part via brainstorming technique. 26 SWOT ANALYSIS + - Strengths Weaknesses Opportunities Threats Current Situation Internal Future External The SWOT Analysis sample is given above regarding learning teaching process of a group of teachers who have made needs analysis. * STRENGTHS * WEAKNESSES (Aspects Desired to be Developed) I am experienced in behaviour management. I like making researches. I can use the time efficiently. I can easily communicate with my students. * Strengths that you write in this part will help I have some students who take leave of absence. My students do not like mathematics lesson. I can not acquire the desired results from the activities. My students can not comment. I lack using technological devices. I can not make plans in accordance with individual differences. you in developing your weaknesses. * This part comprises of problems you encounter within the classroom and the current situation of the fields that you need to develop yourself. * OPPORTUNITIES * THREATS I can get in touch with universities. Project activities which can be carried out as alternative evaluation method cost a lot. Parents are indifferent. There is Internet in my school. I have experienced colleagues. * These are external threats that you may * These are external opportunities that you may make use of while developing your weaknesses. 27 encounter while developing your weaknesses. When the table is divided horizontally in the middle, it enables us to see internal factors regarding the current situation in the upper part and external factors that may be made use of or encountered in the future in the lower part. When the table is divided vertically in the middle, it enables us to see as a whole that left part comprises of positive aspects and right part negative ones. Stage 2: Identification of Priorities What is the Prioritisation Matrix? This is a table which enables the listing of weaknesses identified in the SWOT Analysis according to importance and difficulty levels. What is the Purpose of the Prioritisation Matrix? Prioritisation activity make the time and effort be used functionally by enabling focus to remain on the priority learning needs (accessible more easily). How is the Prioritisation Matrix carried out? Weaknesses identified by the teacher/s are listed in the SWOT Analysis table according to importance and difficulty levels. You can use the prioritisation matrix given below or diamond play activity given in Annex 5.1 to identify your priorities. Prioritisation Matrix Most important More important and easily DEGREE of IMPORTANCE handled aspects More important aspects handled with difficulty Aspects of middle importance Less important and easily handled aspects Less important aspects handled with difficulty Least important Easy 28DIFFICULTY DEGREE of Difficult Expressions given on the left top of the table show the learning needs that the teacher will work priority. It is recommended that you should start solving your weaknesses from the most important but also the easily handled ones. A sample of a prioritisation activity carried out by the teacher/s is seen below. You can write down your expressions on post-its while carrying out a prioritisation activity. This will give you the opportunity to move easily on the table while deciding on the degrees of importance and difficulty. DEGREE of IMPORTANCE Most important I can not acquire the desired results from the activities I have some students who take leave of absence My students can not comment I lack using technological devices Least important Easy DEGREE of DIFFICULTY Difficult Prioritisation may be different for each teacher attending the group activity. If your priority is different from the priority of the class then you can identify a target related to your own problem. If your priority is same with the priority of the other members of the group then you will identify your development target as a group. 29 Stage 3: Identification of Targets to be Reached What is identification of target? It is the identification of professional development target/s by the teacher with a view to meeting the student‟s learning needs. Identification of target enables to identify the most effective path to be taken to meet the learning need. How can it be done? Identification of targets is the expression of the place where you would like to be regarding the learning need identified as a result of the prioritisation activity. Analysing the reasons and solutions of the problem will help you in identifying your target with a more analytic approach. For this purpose, you are recommended to use the focus wheels given in Annex 5.2. You have to analyse the general competencies of the teaching profession and identify the competence to which your problem is related for target identification activity. At this stage, the teacher expresses the situation, development and change that he will reach through the solution of the learning need with pictures, images, notes or slogans. The teacher also uses his/her dreams while identifying the target desired to be reached. If you work as a group, it is recommended to visualize your target to enhance the motivation of your group. A sample visualization activity is given below. 30 Which field of the teacher competencies is related to the learning needs that you have identified? See the Teacher Competencies!...................................................................................... 31 Stage 4: Identification of the Path to be Taken to Reach Targets (Strategy Development for Professional Development) Alice: "Would you tell me, please, which way I ought to go from here?" Cheshire Cat: “That depends a good deal on where you want to get to.” Alice: “I don't much care where –” Cheshire Cat: “Then it doesn't matter which way you go.” Alice: "…so long as I get somewhere...” Cheshire Cat: "Oh, you're sure to do that, if you only walk long enough." (Alice in Wonderland) What is Strategy Development? Strategy development is a process where a roadmap is drawn with a view to producing new ideas and developing alternatives on the field that is desired to be developed by such scientific processes as data collecting and analysis. Identification of the path to be taken to reach the target is a very important stage in the planning of professional development. The fact that all activities carried out in this process are scientific-based an identified correctly, plays a significant role in the success of the professional development plan. What is its aim? Strategy development helps solving the problem systematically which is identified in the process of preparing the professional development plan in order to develop the competence. In this process, the teacher identifies the current situation of the problem in the 3rd stage that s/he aims to solve, carries out researches regarding professional development and determines the development activities according to the results of the researches. This process is regarded as a preliminary process prior to individual professional development plan aimed at professional development. How is it carried out? In the process of strategy development, answers are tried to be found for the following key questions. These questions constitute the main stages of the professional development planning process. Where am I now? 32 What should I know? What can I do? Answers that you give to the key questions will help you develop strategies for a solution. KEY QUESTIONS 1. Where Am I? 2. What Should I Know? 3. What Can I Do? 1. Where Am I Now? (Determination of the current situation regarding the identified problems) In the first stage, the teacher evaluates the current practices concerning the problem/professional competencies. In this section, an answer is searched for the question “Where am I now?” The teacher is expected to reach to the information regarding his/her research by collecting data and analysing these data. You can use the tools in the Section 4 or Annexes of this Manual for collecting data or you can adapt and develop these tools according to your school and class environment. Teachers have to spare sufficient time for this stage to collect data that they need (Worksheet 1.3). 33 1. Where am I now? (Determination of the current situation) (Ask yourself what you have done on the field that you aim to develop, what kind of information, skills and attitudes you have in this respect. You can make use of both professional activities that you have carried out up till now and the opinions of the students, parents and colleagues with a view to identifying your current situation regarding the field that you have identified while filling in this section.) Key Question 1 Sources of Data Data Collection Technique and Evaluation Results of the Data Collected Timing Current situation is written about the identified problem (Where am I about...?) Persons whose opinions will be asked for and documents from which data will be collected are stated. Which data collection tools will be used (interview, questionnaire etc.) and timing of the tools are written. Results obtained through data collection tools and practices carried out on the current situation are noted. For example, as seen in the table above, a teacher states that s/he has difficulty in organising learning activities according to different needs. In this respect, the teacher analyse the current situation with a view to answering the question “What am I doing on organising learning activities according to different needs?” Key Question 1 Sources of Data Data Collection Technique and Evaluation Results of the Data Collected Timing What am I doing on organising learning activities according to different needs? (Determination of the Current Situation) Student opinions Parents opinions Colleagues opinions Official Reports of the Branch Social club activities Annual work plans 34 Recorded data will be analysed until ...(date) Parents and student opinions will be identified through interview or questionnaire until ...(date) In the consequence of the questionnaires and interviews, the followings are identified: organisation of different learning activities is limited, especially technological devices are not used in the classroom sufficiently, Extracurricular activities are insufficient, Students want activities which will enable them to be active. 2. What are the Things that I Should Know? In this process; this is a section where information that the teacher is required to have regarding the field to be developed is studied. In this section, an answer is searched to the question “What are the things that I should Know?” In order to find a solution to this question, related sources are examined by scanning the sources, required data collection tools are used and the acquired data is analysed. For example, you can go to the nearest library to collect data on a subject, examine the sources available at the school, and make interviews with the colleagues or an expert from a university or a related institution. At this stage, it is essential that the researches are carried out with utmost care and activities such as questionnaire, interview, observation etc. are recorded. In order to enable healthy results from these works, sufficient time should be allocated to this section (Worksheet 1.4). 2. What are the Things that I Should Know? (Identify the work that needs to be done to collect the necessary information to allow you to target the areas for development.) Key Question 2 Sources of Data Data Collection Technique and Evaluation Results of the Data Collected Timing Target question is written for the problem (What are the things that I should know about...?) Persons whose opinions will be asked and from whom data will be collected, places where research will be carried out and documents are stated for the solution of the problem. 35 Data collection tools (interview, questionnaire etc.) to be used and timing of these tools are written. Results obtained through data collection tools and information needs on the problems or competence are written with subject titles. For example, a teacher carries out a research on what can be done regarding the organisation of learning activities according to different needs in the table below. S/he writes the results obtained from the data on the relate parts of the table. Key Question 2 Sources of Data Data Collection Technique and Timing What should I know to organise learning activities according to different needs? Programme Internet Source books and publications Colleagues The Programme will be examined until.... (date) Source books and related web sites will be examined until....(date) Opinions of the colleagues will be asked for until .................(date) Evaluation Results of the Data Collected The Programme includes ............Activities. .............activities are recommended in the source books and web sites. Colleagues express opinions such as........... 3. What are the Things that I Can Do? (Decision Making) At the 3rd Stage, which data results such as information, opinions etc. obtained at the end of first and second stages to be used within the resources and which activities are to be planned accordingly will be decided. All the information obtained at the previous stages need not to be used. Asking for your shareholders‟ opinions and suggestions (colleagues, school principal, inspector etc.) will enable you to carry out studies in accordance with the needs in the school. At this stage, tasks to take place in the professional development plan will be identified by finding an answer to the question “What can I do?” (Worksheet 1.5). Furthermore, any educational activity that is needed for development (in-service training, course etc) can be identified as a task. The fact that these activities are observable and measurable and can also be turned into evidence will enable convenience in terms of monitoring and evaluation. 36 Key Question III Development Tasks target Tasks related to development target to take place in the question about the problem individual professional development plan are written. is written. (What can I do about.......?) Activities related to professional development target are classified and coded. (See Activities Required for Professional Development and Coding System) The teacher, who has made research on organising learning activities according to different needs, has identified below the tasks s/he will use in the teaching process. Key Question III What kind of learning activities can I organise according to different needs? Tasks Source analysis under the theme of active learning Identification of learning styles of the students Participation to the Creative Drama Seminar Creative Drama Activities (For all themes) Preparation of visual and audio presentation (For all themes) 37 Preparation of the Individual Professional Development Plan The Individual Professional Development Plan is a professional development plan which comprises activities to be implemented in a specific period of time with a view to enable the improvement needed in the identified field. The individual professional development plan will serve as a roadmap for teachers on the way to the desired target. (Worksheet 1.6) Individual Professional Development Plan Name of the School: It indicates the name of the school in which the teacher that prepares the individual professional development plan works. Responsible teacher/teachers: Teacher or the teachers who will carry out the activities in the plan. Generic Competency Areas identified for Development: These are the generic competency areas desired to be developed regarding the problem encountered in the learning process at the end of the 3rd Stage. Subject-Specific Competency Areas identified for Development: These indicate the subject-specific competence of the generic competence which is identified for your development target. Justification: It is the learning need that occurs in the needs analysis. Objective: It indicates the place desired to be reached with a view to meeting the professional development need. Tasks: These are the activities planned to be implemented in the decision (What can I do?) process on the 3rd step of Strategy Development Stage in order to reach to the desired target. Identified tasks will take the final shape in the first interview with the School Principal. Start/End Dates: These are the dates when the teacher starts and ends implementing his/her individual professional development plan. Resources/Resource Persons: These indicate the persons, all kinds of written, visual and technological material that will help the teacher in the implementing process of his/her individual professional development plan. Need-Cost: This comprises the needs related to researches and practices aiming to enable the development of the teacher and cost of the each need. 38 Processes-Time Schedule: This is the identification of the period of time when the tasks identified in the individual professional development plan will be implemented. You can make use of the activity types and codes given in the Activities Required for Professional Development and Coding System while identifying your tasks. Indicators of Success: It is necessary to identify indicators of success in order to make an objective evaluation. This means the writing of performance indicators or other indicators that will be answer to the questions of “What kind of changes do you want to see exactly? How can you know that you have reached to the targets? What kind of information, skill and attitudes will you obtain regarding the competency area in which you want to develop?” A measure is required for success criteria. Measures that can be measured by observable or digital data should be used. The fact that s/he will be regarded successful depending on the progress s/he will make according to the current situation should be stated here. How close s/he came to the target can be observed according to the comparing of the measure identified before the individual professional development plan with the measure obtained at the implementation. For example; The increase of the success from 60% to 80% The increase of the number of students using the school garden from....to...... A 20% increase in the number of students participating in the lesson actively A.......increase in the number of parents participating in the meetings. Monitoring: The progress of the plan should be monitored in regular intervals. Therefore, monitoring questions regarding these tasks are identified and written on this part. The teachers can make use of process time schedule while monitoring the process. Evaluation: Evaluation is the comparing process carried out between the current situation and the situation reached after implementing the development plan. Positive and negative outputs regarding the practice of the teacher will be evaluated at the point that is reached at the end of the individual professional development plan. The contribution of the activities that have been carried out to the teacher, student, colleague, school and the environment should be questioned. Evaluation activities can be carried out either individually or by using different data sources (students, parents, colleagues and/or school principals). 39 INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN Name of School Teacher/s Responsible Generic Competency Areas Identified for Development Subject-Specific Competency Areas Identified for Development Justification Objective Tasks (Tasks for development) Start/End Dates Resources/Resource Persons Needs - Cost Processes – Time Schedule MONTHS CODE TASKS SEPT Indicators of Success Monitoring Evaluation 40 OCT NOV ………. Force Field Analysis What is it? It is an anticipation made before the realisation of the tasks in the individual professional development plan. It is the identification of the obstacles that may be encountered while implementing and forces that will enhance the success. What is the aim of it? It enables the identification of the obstacles and to take into account unexpected delays and problems. Directive forces that will facilitate obtaining positive outputs will enable time and energy to the teacher on the way to success. The teacher(s) identifies the forces that s/he can make use of while realising the tasks identified in his/her individual professional development plan. This gives the opportunity to identify the relieving strategy or see the important force while enabling progress by enhancing supportive/driving forces and reducing restraining/obstructive forces. How is it implemented? The left side of a two-column table indicates negative (restraining) forces and the right side indicates positive (driving) forces. The teacher(s) detects the forces that have the potential of restraining the realisation of the tasks identified in his/her individual professional development plan before starting implementation process. They write these on post-its and put them on the right side of the restraining forces column of the table. S/he puts the forces that have the potential of directing and supporting on the left side of the driving forces of the table. An arrow of a length which reflects the effect of the force is extended to the left for each restraining force. The same thing is done to the right for each directive (driving) force. The length of the arrow shows the power of the activity. FORCE FIELD ANALYSIS Restraining Forces Driving Forces 41 Activities Required for Professional Development and Coding System Learning activities supporting the professional development are included in the teacher‟s individual professional development plan by using different techniques. Furthermore, professional learning which the teacher will reflect on his/her learning-teaching practices will be more effective and lasting. Grouped sample activity types and codings are given below. You can vary these activities and codings according to your development targets. These activities and codings will help in forming the SBPD Plan of the School. Professional development activities are categorised under three groups below. These are; Techniques for Obtaining and Understanding Information Observation and Cooperation Activities Monitoring and Evaluation of the Implementation. TECHNIQUES FOR OBTAINING AND UNDERSTANDING INFORMATION CODE RA (Resource Analysis) LW Learning Web TS Taking Support IHT In-House Training OHTKDE Out-House Training TYPE OF ACTIVITY Reading, Research, Analysis Making up learning groups at school, Professional Learning Groups; Web-Based Learning E-Learning Interview with expert/consultant from state or private institutions, experienced teachers, lecturers etc., inviting them or making cooperation with them. Preparing such activities as seminar etc. School-Based Education, In-service training at school; Teacher meetings; Learning-teaching groups; Sharing professional learning with other colleagues (generalization), Preparation of presentation, seminar, booklet, bulletin etc. In-service training activities outside the school; conference, seminar, sharing meetings National conferences and activities 42 EVIDENCE/RECORD Report, Official Report Preparation of Panels Summary Photograph Report, Official Report Video record Creating a Web site Report, Official Report Photographs Video record ………… Report, Official Report Photographs Video record Preparation of Panels Sample presentation Booklet and bulletin samples ………… Official writings Seminar report Seminar participation certificate OBSERVATION AND COOPERATION ACTIVITIES CODE CO Colleague Observation SV School Visits TYPE OF ACTIVITY Observation of the colleagues from your school, student observation of the colleagues, teacher/classroom exchange Observation of school environment/lesson in other schools Teacher exchange with other schools Sharing of experiences Institutional observation; observations of the school principals and experienced teachers from your school or other schools. Role exchange; work observation; extracurricular new activities; experiences regarding other activities such as social works Cooperation with institutions, local authorities etc. Cooperation with parents, house visits Information activities FCC Family and Community Cooperation Sharing of strong sides with the colleagues CC Colleague Cooperative work; planning and organising joint Cooperation activities (book, newspaper, magazine etc preparation) EVIDENCE/RECORD Data collecting tools (Observation, interview, questionnaire etc.) Observation forms Observation evaluation reports Activity plans, Official approvals taken for activities and social works …………………… Interview reports Official reports …………….. Sharing Notes Reports Magazine, booklet samples ………………. MONITORING AND EVALUATION OF THE IMPLEMENTATION CODE RYOC Reflecting to your own classroom SO Sharing Outputs TYPE OF ACTIVITY Keeping a diary; Keeping learning records Evaluation of the implementation Student opinions Video record from your classroom and colleague observation in order to pose evidences to evaluate the effect of the development later, Strategies to take feedback from students Sharing of achievements and outputs obtained from individual professional development practices with the students, parents, colleagues etc. 43 EVIDENCE/RECORD Diary Learning records valuation report Data collecting tools (Observation, interview, questionnaire etc.) ……………. Photograph, report ……………….. You can evaluate the usefulness of the individual professional development plan that you have prepared by using the control list below. This study will support the successful ending of your individual professional development plan and reduce the difficulties that you may encounter during the implementation to minimum. No. CRITERIA FOR THE INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Individual professional development plan is comprehensible. Individual professional development plan is observable. Individual professional development plan is measurable. Individual professional development plan is rational. Individual professional development plan is justified. Individual professional development plan is affordable. Processes time schedule in the individual professional development plan is functional. Individual professional development plan is planned according to opportunities available in the school. Individual professional development plan is prepared according to opportunities of the close environment. Individual professional development plan supports the teacher‟s professional development. Original works are included in the individual professional development plan. Individual professional development plan supports the school development. Opinions of the other teachers are taken while preparing individual professional development plan. Individual professional development plan is in accordance with the new curriculum. Individual professional development plan facilitates the implementation of the new curriculum. 44 YES NO Stage 5: Monitoring and Evaluation Monitoring The teachers monitor the individual professional development activities and progress carried out in the school throughout the year with the school principal and SBPD coordinator. They can use methods such as in-class observation, interview etc. and other activity records in order to do this. The teachers make necessary changes in their individual professional development plan according to results taken from mid-term evaluation which are discussed during the interviews with the school principal and the coordinator teacher. They determine from whom they can ask for support and how they can take it in their work. This process enables; the development of the perception that the main objective of SBPD works is not to solve the problem but to prevent the occurrence of a problem, to put forward the evidences of success, to monitor the contribution of SBPD to School development, cooperation between teacher, student and colleague and parents development. During the monitoring process, the following methods can be used: Revising the plans Self-evaluation of the teachers Taking into account the work samples Examining the data analysis Student observations Interviews with the students Discussing the aspects of the monitoring process which concern the whole school (drawing links between lessons, student behaviour management etc.) with the related teachers Event analysis Evaluation forms Interviews (group and individual) Questionnaires 45 Monitoring Indicators Through SBPD activities, it is expected to obtain some observable outputs. The following indicators can be used during the monitoring process. On teacher‟s side: Teacher-student relations Colleague Cooperation Being motivated Desire to learn, making a more objective self-evaluation Planning and using various learning activities with larger scale Better field information Continuous and lasting change On student‟s side: Enjoy learning Absenteeism to school Positive attitude towards lessons Participation in School/Class activities Giving better reactions to question-answers Active participation in learning activities Monitoring Meetings The teacher hols three separate meeting with the school principal during the implementation of his/her individual professional development plan. The teacher can also invite one of his/her colleagues whose experiences and knowledge will be useful for the implementation of his/her individual professional development plan to these meetings. In these meetings, it is aimed that the school principal and the teacher will reach an agreement on the individual professional development plan draft and they will work out the individual professional development plan together, 46 activities fulfilled/unfulfilled during the implementation process of the individual professional development plan will be shared and monitored, necessary support will be enabled in line with the close environment resources, a final evaluation regarding all activities will be made at the end of the implementation of the individual professional development plan. By this way, it is intended to achieve a school culture based on continuous learning, development, sharing, determination and mutual reliability. The meeting is held according to the following items of the agenda. The Teacher will share the information on his/her students and class with the school principal (Students individual differences, students requiring learning and special education, Individual Teaching Plans (ITP), parents‟ features etc). Such issues as tasks in the individual professional development plan which is prepared according to competency area being worked, time schedule and evidences to be prepared will be discussed. The teacher will declare his/her expectations about the individual professional development plan. The school principal will declare his/her expectations about the individual professional development plan and make suggestions on it. The next meeting date will be fixed and the content of the next meeting will be discussed with the teacher. 1st Interview form will be filled and the school principal and the teacher will sign it (Annex 2.1). You are expected to join in the 1st Meeting with the individual professional development plan which you have prepared as a draft. 47 2nd Meeting is held according to the following items of the agenda. Works implemented by the teacher who has prepared an individual professional development plan and indicators obtained as a result will be shared Activities to be carried out from now on will be discussed The teacher will explain the unfulfilled works their reasons The school principal and the teacher will discuss the solution suggestions The next meeting date will be fixed and the content of it will be discussed with the teacher 2nd Interview form will be filled and the school principal and the teacher will sign it (Annex 2.2) You are expected to make a mid-term evaluation regarding the fulfilled and unfulfilled activities with the school principal during the 2nd Meeting. 3rd Meeting is held according to the following items of the agenda. The teacher will present the completed works and evidences on these works S/he will explain the reasons lying behind the unfulfilled activities if there is any The teacher will make his/her self-evaluation within the contribution that s/he has made to the school, student, personal development and the environment The school principal will express his/her opinions and suggestions on the work The teacher and the school principal will discuss the following individual professional development plan 3rd Interview form will be filled and the school principal and the teacher will sign it (Annex 2.3) Tasks of the teacher preparing the individual development planed and the school principal during the monitoring process The teacher is responsible for; the implementation of the activities in line with the working schedule, 48 keeping the record of all types of evidences on the works in the professional development plan in the individual and professional development file, realising the meetings planned to be held with the school principal, filling in the official reports regarding the meetings completely and signing them, keeping the official reports regarding the meetings in the individual and professional development file, taking part in all the monitoring meetings with his/her personal development file. In the implementation period of your individual professional development plan, please be sure that you keep the record of the development that you have obtained while reaching to the identified target, you add the necessary documents to your Professional development file, you update the lists of the trainings that you have participated , you observe the effects of the training outputs that you have taken to the in-class practices and you keep the record of the results, you realise the planned monitoring activities (in-class peer monitoring etc.) and keep the record of the results, you keep the record of the issues proposed for the agenda, these will enable to complete the work successfully and to share the acquired experience in a healthy way. The school principal, is responsible to the rank-order register officers in SBPD practices. gives the necessary support to the teacher preparing the individual professional development plan in order to conclude the pilot practice in a healthy way. carries out 1st, 2nd and 3rd meetings with the teachers preparing individual professional development plan in the implementation process. Regarding the meetings the school principal is expected to review the plan prepared by the teacher as a draft according to individual professional development plan criteria before the 1st meeting, 49 to provide the necessary support to the teacher that s/he will need in the implementation process of his/her individual professional development plan during the meeting by taking into account the school and the environment opportunities, to make suggestions on the teacher‟s individual professional development plan in line with the Strategic Plan preparation and School Development Plan according to the related legislation, to prepare a SBPD Plan related to the teachers‟ individual professional development plan with the SBPD coordinator at the end of the 1st Meetings and then link it to the School Development Plan (See Sample Table 3.1 and Table 3.2), to examine the teacher‟s individual professional development plan and previous meeting‟s forms before the 2nd and 3rd Meetings, to make a mid-term evaluation with the teacher on the individual professional development plan during the 2nd Meeting and discussing the support and evidences for the activities, to make the final evaluation by reviewing the evidences and individual development file with the teacher during the 3rd Meeting and to make suggestions regarding the next individual professional development plan. enables that official reports on meetings are filled in completely and signed and they are included in the teacher‟s development file. enables that teachers‟ action plans and official reports of the meetings are archived with a view to enabling information sharing among colleagues. Evaluation Evaluation is carried out in two forms: beginning and effect evaluation. Beginning evaluation is made just after the activity and answers to these questions are searched: Does the activity meet the aims? Has it covered the identified needs of the individual? How was the quality of the learning? 50 Effect evaluation is made after a period of time such as a couple of weeks, one term or one year. In this process; its effects on the teacher‟s learning and practices, its effect on the student‟s learning, its effect on the stuff/colleague/whole school development, benefit-cost and value of the expenses for the activity are evaluated. 51 Preparing the School Based Professional Development Plan Professional development practices constitute a significant part pf the school development. The school principal/coordinator teacher prepares the SBPD plan by using activity codes in accordance with individual professional development plans. Activity codes will help you in seeing the activity plans of the teachers as a whole and making grouping according to tasks. Below is given a process-time schedule sample on the teachers‟ action plans prepared by using activity codes. TABLE 3.1 TEACHERS’ PROCESS-TIME SCHEDULE AREA OF COMPETE NCE A B C D Name of Teacher Ziya Aslan Ayşe Aydın Mehmet Çakır İclal Yılmaz Özer Başar Melike Hepşen Ulgen Şahin Murat Gönül Sept Oct Kİ Nov Feb KIE OA Mar April ÇP ATI Mİ ÇP OZ DA KSY KI ATI KDE E Bahar Çeliktan KI F Asrın Eser KI ÇP MI KDE DA Kİ May KSY KIE OZ MG Kİ Mİ Jan DA Kİ ATI Dec DA KSY KIE ÇP ATI ÇP DA ÇP The school principal and coordinator teacher prepare the SBPD plan by choosing the common ones from the activities in the process-time schedule in line with the school development objectives. While choosing the activities, development areas that the teachers need the most, student learning needs identified according to the school‟s needs analysis, vision and development targets of the school etc. are taken into consideration. If there is no common task among the teachers‟ tasks, the school principal/coordinator teacher may suggest a new task in line with the school development targets by meeting teachers working in the same competency area. 52 TABLE 3.2 SCHOOL BASED PROFESSIONAL DEVELOPMENT PLAN AREA OF DEVELOPMENT PROFESSIONAL Sept Oct Nov Dec Jan Feb Mar April May DEVELOPMENT C. TEACHING & LEARNING PROCESS 1. Training about ”Learning Styles ” 2. Courses for effective use of technology D. MONITORING & EVALUATION OF DEVELOPMENT 1. Giving feedback 2. Establishing a testing and evaluation unit ………………. The school principal reflects the SBPD plan to the school development plan with the coordinator teacher. If the teachers‟ professional developments are not reflected in the school development plan, then an important part of the school development will be incomplete. The school is expected to benefit immediately from the experiences and expertise of the teachers in line with the SBPD Plan and school development plan. Effective use of school‟s human and material resources will enable teachers to meet their professional development needs within the school environment. Linking the works of the teachers at school with their professional developments and thus enhancing the teaching and learning quality for the students will make it possible to integrate the school with the environment depending on the development of school working culture and value system and use the environment opportunities more widely for the solution of the school problems. 53 Practices and Monitoring for Multigrade Teachers In the event that there is more than one teacher in the schools which have consolidated classrooms during the piloting period of SBPD manual, Professional Development Planning process and monitoring of its practices are carried out by the school principal authorised teacher. Monitoring activities to be conducted in schools where there is only one teacher will be carried out in a pilot school identified in SBPD Provincial Working Plan. The School Principal in charge has the responsibility to monitor, support the professional development activities of the consolidated class teacher and also to participate in the necessary meetings. Necessary information that should be in the teacher’s individual and professional development file Vision Professional CV Professional education records Individual Professional Development Plan File Individual Professional Development Plan 1st-2nd-3rd Interview forms Records of the activities in the Individual Professional Development Plan (Written, visual and digital (such as photos, CDs etc.) records of the professional development activities) Scales used in the Individual Professional Development Plan Process (forms, questionnaires etc.) Evaluation report on the Individual Professional Development Plan Anecdotes recorded in the implementation process of the Individual Professional Development Plan. Necessary information that should be in the school principal’s school based professional development file* Individual Professional Development Plans of the Teachers Appointment schedules for 1st-2nd-3rd Meetings 54 Process-time schedule which includes the tasks in the teachers‟ individual professional development plans SBPD Plan * Records of the school principal’s professional development are recommended to be kept in digital media. 55 SECTION IV Activities and Sample Forms 56 This section is prepared with a view to enabling a better understanding of the general competencies of the teaching profession in the implementation process. In addition to definition and scope of each competency area, key concepts are also given regarding those competency areas. Some activity samples are provided for the problems and the solution of these problems which you may encounter in the event that you do not take into account those key concepts in your in-class practices. Furthermore, a range of questions are given with a reflective approach in order to find out to what extent the activities you implemented contribute to the solution of the problem and how you can enrich these practices. Continuity of the learning is essential in reflective learning. In this process, the teacher reviews his/her experiences, considers the possible different practices and decides on the best possible choice. S/he asks the questions of „What? Why? How?‟ The teacher considers how s/he can use his/her experience in enriching the following practices. S/he decides on which method to use. S/he reflects the method in his/her practices. This functioning continues until the problem is solved or learning is achieved at the desired level. 57 Problem Reviewing the Problem Experience/Reflecting 1. REFLECTING CYCLE Evaluating the Results Implementation 3 Producing Alternative Solutions Reviewing/ Establishing Activities Spiral Reflecting 2 1 Figure 4.1Reflecting Cycles This process is usually defined as reflective learning cycle. Because, this is a continuous process without an end. There is not solely one way to develop reflective learning skills; learning continues through reflecting and questioning method. With a holistic approach, learning cycle based on experience supports the development continually. Using the learning cycle based on experience continually always guides the teacher in obtaining performance development and high quality outputs. Each of the activities identified in the teachers‟ individual professional development plan is a learning experience and reflecting cycle. The spiral reflecting composed of these cycles is a process which enables continuous professional development and supports the SBPD. Asking the reflecting questions at the end of the each activity given on the competency areas will help you realise the achievements that you gained at the end of the activity and its importance, acquire a different point of view regarding the activity, reflect the experience you gained on the following activities and develop new activities. Some of the forms given at the end of the activities will help you during the implementation. Furthermore, a source list which will enable you to reach further information While making use of this section, attention must be paid that each activity or sample form is in accordance with the aim. Especially, for what kind of purposes the forms and questionnaires to be filled will be used and how this will contribute to the 58 student’s learning should be considered carefully; one must be sure that the tool to be used complies with the aim. on the learning areas is given at the end of this section. A. Personal and Professional Values-Professional Development “Assuming that we know is the biggest enemy of our learning.” Mark TWAIN KEY CONCEPTS Self-evaluation Life Long Learning (change and development) Participation and cooperation National and universal values Self confidence Personal and professional values- professional development competency area is one the first and the most comprehensive competency areas of general competencies of teaching profession. This competency area is composed of eight sub-competency areas. The main objective of the personal and professional values- professional development competency area is to prevent teachers lagging behind in all areas, primarily science, technology and communication areas which progress rapidly in the world and to transfer the developments to the educational environment. It is highly essential for teachers to make self-evaluation with a view to identifying rationally their strong and weak sides and fields that they want to develop themselves. Teachers being individuals who are open to new information and opinions and also adopt life long learning will play an active role in the development of both themselves and the institutions in which they work. Furthermore, monitoring the legislation related to their job (law, regulation, circular etc.) and making suggestions on the development of the situation lacking to respond to the requirements are among the activities necessary for professional participation. On the other hand, teachers making use of their shareholders‟ (colleague, school principals, field expert etc.) experiences and reflecting their development to the educational environment are the main ideas desired to be stressed in this competency area. Other important points in this competency area includes forming learning lives by taking into account the national and universal values and realising the teachers‟ professional 59 developments in the framework of such concepts as cooperation, friendship, peace with an international approach. A teacher who is not at the expected level of personal and professional valuesprofessional development competency area will probably encounter with the following problems. If the teacher does not make self-evaluation to solve the problems that s/he faces, then s/he will not realise the current opportunities, use his/her competencies and identify the insufficient sides. If the teacher does not have national and universal values, s/he can not make the students know each other and respect to individual differences. S/he will raise students who do not internalize such values as peace, fraternity, friendship, respect to human rights and individual differences. In the event that the teacher does not have self-confidence, a democratic environment where students express themselves and reflect their knowledge may not be able to be established. If the teachers do not attach importance to participation and cooperating before the activities and in the education process, the they can not create richness which will be enabled through these participations in the students‟ lives; s/he will not be able to make use of the other elements that support the education appropriately and restricts the support of the persons and institutions that will participate and make cooperation in this field. Below is given some problems that may be faced in the education process regarding personal and professional values-professional development competency area and sample situations on the solution of these problems. You can identify the similar problems that ma occur in the educational environment and cope up with this problem as a result of the plannings and practices that you may carry out. 60 Activity 1: What’s in my Bag? “Children close their ears to advices but open their eyes to examples.” Peter BURWASH PROBLEM: A group of students in the Engin Teacher‟s classroom says some The given activity is a sample exercise on how the teacher of their friends do not play football with them during the physical deals with national training lesson. Another group expresses angrily that their friends do not and universal sing with them in the break. One of the students tearfully says his friends values within the classroom. make fun of him because of the difference in his speaking. Everyone blames each other. Engin Teacher plans to search for solutions to overcome these problems. ACTIVITY: On the following day, Engin Teacher enters into the class and then starts taking off objects from his bag which belong to him and reflect his personality, a CD and a cassette which is an example to his music taste, a book he read, pictures showing his family and hometown… He says all these things are a symbol that introduces himself. He requested the students to get ready to introduce themselves the next day. In What is in My Bag Activity, each student will choose the activity that introduces himself/herself and by this way s/he will think about himself/herself. As a result students‟ interests, tastes and values that they care for will come out and the difference between them will be identified. Furthermore, this activity will provide the teacher with information on the learning styles of the Additional Questions on Your Practices What kind of activities do you organise in your class to create awareness of individual differences? What kind of activities do you organise for your students to enable them get know themselves and each other? students. At the same time, it will turn into an indicator that they can live a harmonised learning process based on love, respect and cooperation in the consequence that students having different personalities will know and understand each other. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 61 Activity 2: Listening Teams “In nowadays when the mankind comes to the earth with such difficult and complicated problems, there is a serious need for the development of wide and strong thinking.” The given activity is a sample exercise through which the teacher aims to enhance the participation to the lesson, cooperation and to develop a democratic environment. Carl SAGAN PROBLEM: Duygu Teacher observes both in group and individual activities that the students do not participate actively in terms of the period and there is not sufficient cooperation between those who participate. ACTIVITY: Duygu Teacher divides the classroom into four groups according to the students wish. She asks the first group to state which points they agree on regarding the explained subject and the reasons of this, She asks the second group to state which points they oppose regarding the explained subject and the reasons of this, She asks the third group to prepare two questions after the explanation, She asks the fourth group to explain the examples given in the lesson or the implementation activities. After the explanation of the lesson, the teacher gives a period of time to the teams. She asks questions in sequence, shares ideas, asks for opposite and similar opinions, makes examples or carries out practices. Finally, she enables the groups to make evaluation in an equal period of time through speakers chosen within themselves. Duygu Teacher makes the students appreciate the structure of a democratic, determined and reliable environment with the activity she implements while enhancing the students‟ level of awareness and consciousness about the subject. A teacher who carries out group works in line with these values undertakes a task that unites the social and cultural differences and s/he becomes a model for the students. Always bear in mind that “We should be a model for our students not only with our speeches but also with our behaviours. 62 Additional Questions on Your Practices: Do you consider democratic principles while selecting the class president, class representative and distributing the students to the social groups? Do you make your students feel that these activities in the class and the school pose a little model for national and international perception and relations? If what is said contradicts with what is done, then the students will lose their confidence in us.” Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 63 SAMPLE FORMS Colleague Observation Form 1. Shows the students the necessary respect and attention. 2. Enables information communication by taking into account the students‟ individual differences. 3. Supports taking risks, questioning and working scientifically by creating an appropriate learning activity. 4. Puts forward his/her expertise and skills regarding his/her area. 5. Shares knowledge with the other teachers. 6. Exchanges materials with the other teachers. 6. Uses different evaluation strategies in accordance with the learning targets. 7. Carries out student-centred activities through strategies, methods and techniques used during the lesson. 8. Establishes effective relations between the curriculum and long-term plans. 9. Uses the teaching time in accordance with the objective. 10. Uses appropriate language, voice, postures and gestures for the situation and the level of the class in the learning process. 11. Communicates with the families. 12. Uses appropriate techniques to identify student development. 13. Uses information and communication technologies during the learning process. 14. Examines the programmes and reflects them to the plans. 15. Cooperates and works a team with his/her colleagues within the school. 16. Follows popular ideas, opinions, developments and practices in education. 17. Works together with the shareholders to solve the problems with the students, in the class and school. 18. Shares information and experience on the effective use of technology, evaluation strategies and class management with the other teachers. 19. Determines the class rules with the students and submits them to the students in written. 64 Never Sometimes Usually Always The teacher; 20. Cooperates with the branch teachers. 21. Appreciates the efforts and the successes of the other teachers. 22. Makes contact with the related institutions and persons to help the students and their families. 23. Makes use of the opinions of the experienced teachers while solving the problems of the unsuccessful students. 24. Uses the information s/he obtained in order to improve the teaching practices. 25. Identifies the best practices by observing the other teachers and uses new information technologies along with them. 26. Follows the publications, books and Internet sites concerning education. 27. Regards evaluation, learning and implementing what s/he has learned as an “infinitive process”. 28. Evaluates himself/herself in terms of profession and makes great efforts to develop the level of information continually. 29. Serves as a good example in his/her personal and professional life. 30. Cooperates with professional institutions. 65 Never Usually Always As a teacher; Sometimes Self Evaluation Regarding Planning 1. I plan the lessons daily. 2. I make plans according to individual differences and needs of the students. 3. I use the tools, equipment, opportunities and resources effectively. 4. I plan the evaluation of the student‟s learning regularly. I can make a good planning depending on the reasons given below. .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... ...…………………………………………………………………………………………………………. My planning needs to be improved in the fields given below. .................................................................................................................................................................... ...…………………………………………………………………………………………………………. .................................................................................................................................................................... ...…………………………………………………………………………………………………………. Never Usually Always As a teacher; Sometimes Self Evaluation Regarding Students 1. I support my students in developing self-discipline. 2. I support the student‟s creativity, power to discover and individuality. 3. I appreciate the efforts and well-done projects. 4. I am interested in the emotional development of the students. 5. I treat all the students equally and respectfully. I believe that I make better relations with my students through the following ways. .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... I should review my relations with my students regarding the following issues. .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... * The forms used in this section are taken from the study of Performance Management Model At School prepared by Education Research and Development Directorate of Ministry of National Education (EARGED). Study this resource for questionnaire and observation samples. 66 B. Knowing the Student “There can not be a much bigger inequality than treating those people equally who are not actually equal.” KEY CONCEPTS Thomas Jefferson Individual Differences Areas of Development Learning Styles Cooperation of Families and Experts The student comes to the school with inborn features, information and experiences that s/he acquired from the family and the environment. In this sense each individual is different and shows distinctive development features. Under these circumstances; the teacher‟s organising the process with a single approach and limited methods will reduce the student performance and the class success as this will only draw the attention of some of the students. The planning should be made according to student features and with the participation of the students. Obtaining information on the cognitive, sensational, psycho-motor (kinetic) and sociocultural features of the student will help in organising their educational lives and discovering the student‟s strong and weak aspects through learning styles. The teacher should organise some activities to get know the student and respond to the slogan of the student “If you don‟t understand „Me‟, I will not understand „You‟ ”. Problems and results that will occur in the event that the teacher does not have the competence level expected for the competency area to know the student are given below: A teacher who do not pay attention to the individual differences of the students; can not organise education-teaching activities in accordance with the different interests, needs and learning styles of the students, may have difficulty in motivating the students, 67 may have difficulty in enabling the active participation of the students to the lesson, may encounter with problems due to the fact that education is studentcentred, may not be aware that students requiring special education will come into his/her classroom, may have difficulty in taking measures and making regulations for the students requiring special education. A teacher who do not have the knowledge of cognitive, sensational, psycho-motor and socio-cultural features of the student; may have difficulty in arranging education lives in accordance with their development features, may have difficulty in finding out the strong and weak aspects of the students and enabling development their weaknesses by using their strengths, may cause students showing development features at a higher level than their peers to become too prominent or students showing development features at a lower level to get bored, may have difficulty in arranging activities and environment appropriate for the students and influence their social development in a negative way. A teacher who do not have the learning skills of the students and how they learn; may not organise activities that enable the students to discover their skills, may not realise that the teaching techniques s/he uses during the educational activities do not comply with the learning styles of all of the students, may have difficulty in increasing the student performance and the success of the class. A teacher who do not cooperate with the family and experts; may have difficulty in enabling the continuity of the education, may not make the necessary regulations in order to link and generalize the students‟ knowledge, skill, attitude and value acquirements with the social environment, 68 may not take the necessary measures which would enable the students to use and develop their current potentials, may have difficulty in coping up with the problems, situations and behaviours regarding the students, may not take the appropriate measures which would enable the students requiring special education to make use of the education more effectively. Below is given some sample situations regarding the problems that will occur in the education process about the Knowing the Student competency area and their solutions. 69 Activity 1: Talking Circles PROBLEM: A sample activity is given Ayşe Teacher has realised that some of her students are to put forward the students’ interests, tastes, inactive and get bored during the lessons as a result of her values that they care for observations in the classroom. In order to find out solutions to and their different types these problems, Ayşe Teacher asks herself the question of “What of personalities and to initiate an educational kind of activities can I carry out to put forward the students‟ process based on love, interests, tastes, values that they care for and their different types respect and reliability despite of these differences. of personalities and to initiate an educational process based on love, respect and reliability despite of these differences?” and decides to organise an activity. ACTIVITY: The teacher organises an activity as an introduction to the lesson through which the students will realise the features belonging to themselves and their friends and also the teacher will get a general idea on her students. The students in the classroom form two circles one within the other. These circles comprise seven or nine students. The first group makes a circle by turning their backs to each other. The second group stands in front of the first group. The students standing face-to-face asks each other questions such as “What is your favourite lesson?”, “What do you like doing most?”, “What is your favourite feature?” etc. When the reciprocal question-answer process ends, the two circles unite and form a big circle. Then everyone repeats the features of his/her pair. And the teacher also introduces herself. As a result an environment is enabled where the students and the teacher get know each other. The teacher takes the necessary notes by observing the students during the activity. These sincere and warm relations will enable them to know their weaknesses and strengths and to strengthen their personalities. Such activities help the class turn into an educational environment based understanding, tolerance and sharing which is supported by mutual respect and love and also enable it to be far away from tense and worrying situations. Ayşe Teacher who has acquired a general idea on her students through Talking Circles activity decides to organise a different activity to identify individual differences and learning styles bearing in mind that she 70 Additional Questions on Your Practices: Do you plan plays for the objectives identified in educational environments and reflect them to your educational activities? has to know the learning styles and skills of the students first with a view to enabling the active participation of her students to the lesson. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 71 Activity 2: Train Stations A sample activity PROBLEM: through which the Ayşe Teacher has realised that she has difficulty in identifying the teacher will plan the individual differences of her students and organising learning teaching activities by identifying the learning styles and skills of the students while taking into account the environments appropriate for their learning styles. ACTIVITY: She establishes train stations in the place where the activity will be individual differences carried out in order to plan the learning activities in line with the of the students. learning needs of the students. The teacher explains the students what to do at the stations. She also informs the students that they have to visit all the stations. In this activity, Ayşe Teacher deals with the concepts of “Mother and Father”. The development and learning style of the student are continued to be observed by repeating the same activity with different concepts. The teacher explains the tasks to be preformed at all the stations as follows: Tell an anecdote, a story or a memory you know relating to mother or father. Explain how to play a game that you like playing with your mother or father. What kind of a mother or father would you be if you play house? Act your favourite mother or father character from a serial, cartoons or a tale. Sing a song relating to mother or father. Draw what comes into mind on a paper when mother or father is said. Ayşe Teacher watches the students at each station and takes notes of her observations. She notes how they work at the stations, which children find their task easy or difficult, which children prefer completing their tasks alone and which children feel uncomfortable when they are alone. As a consequence of her observations, the teacher finds out that Additional Questions on Your Practices: What kind of other activities can be done for knowing the family and the student, varying the teaching by taking into account the individual differences? If a seventh station was to be established, what would be the activity of it? the students do not show what they know in the same way and thus she decides to reach these students by using different ways and prepare the teaching activities according to these differences. 72 The teacher evaluates the results of her observations and products put forward by the students both individually and as a group and enables the students to evaluate each other. According to researches conducted, teacher-parents relations promote the child in terms of educational activities and enhance the child‟s academic success. It is found out that deliberate and civil relations between the teacher and the parents have positive effects on child‟s understanding the adult model and reflecting these models. Therefore, the teacher shares the evaluation results with the parents and if necessary with experts. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 73 SAMPLE FORMS Learning Style Identification Test Dear students, please read the expressions below and give the answers that suit you best. There is no correct or wrong answer. 1. Everybody can not learn with the same way. Which of the following expressions explain your learning style best? “An applied activity helps me in remembering what I have learned” “I prefer someone who will explain the new information” “I need to see something in written” “If I feel that I can use the information in someway then I will remember it more easily” “I like to have a piece of time to think about the things that I have heard or learned’’ “A variety of drawings, concept maps and pictures helps learning’’ 2. Evaluate yourself as a learner. When..................................................................I learn slowly. When..................................................................I learn fast. When..................................................................I find it easy to learn. When..................................................................I find it difficult to learn. I prefer learning .................................................. In my opinion learning from books is ................. When..................................................................I learn best. When..................................................................I like learning. 3. Consider each of the students in your classroom. Which learning ways would they prefer? Write the names of the students that would prefer one of the followings. Learning by Doing Learning by Reading Learning by Seeing Learning by Listening Learning by Writing 74 Questionnaire for Reasons for Poor Performance Student‟s Name and Surname : Class : Number : Classroom Teacher: Application Date: / / Dear Students, This questionnaire is prepared to find out the reasons of failures in your lessons. Why can not you study, why can not you be successful? Some of the probable answers to these questions are listed below. Put a (X) mark to those you consider important. Explain briefly if you think there are other reasons. Your answers to this questionnaire will be kept secret. Therefore, please answer sincerely. A- Write down the names of the lessons that you fail or can not succeed although you study hard. - ..................... - ..................... - ..................... - ..................... B- 1. ( ) Due to the fact that I am away from my family 2. ( ) Due to discomfort in my family 3. ( ) Due to illnesses in my family 4. ( ) Due to the fact that my siblings disturb me 5. ( ) Due to the fact that I am fed up with my parents saying continuously study 6. ( ) Due to my poor health 7. ( ) Due to my problems that I can not talk to anyone about 8. ( ) Due to the fact that I do not know effective studying methods 9. ( ) Due to my incompetence to specific lessons 10. ( ) Due to the fact that my works are not appreciated 11. ( ) Due to the fact that I don not want to study those lessons that I will obviously fail 12. ( ) Due to the dense population of my class 13. ( ) Due to my carelessness 14. ( ) I can not succeed although I study hard 15. ( ) Due to the fact that we have no teacher for a long period of time 16. ( ) Due to the fact that our teachers teach the lessons in a monotonous way 17. ( ) Due to the fact that more than two exams are given in one day 18. ( ) Due to the fact that difficult lessons overlap in the curriculum 19. ( ) Due to lack of pre-information 20. ( ) Due to the fact that difficult questions are asked in the exams 21. ( ) Due to the fact that I do not usually get the marks that I expect 22. ( ) Due to my dislike to this school 23. ( ) Due to my extracurricular interests 24. ( ) Due to the fact that our house has a heating problem in winter 25. ( ) Due to the fact that I refrain from asking a question to my teacher on the issues that I can not understand 26. ( ) Due to malnutrition 27. ( ) Due to the fact that I work outside in a different job 28. ( ) Due to the fact that I do not have a separate working room 29. ( ) Due to lack of exercises and repetition in some lessons 30. ( ) Due to the fact that I get nervous in the exams 31. ( ) Due to the fact that a lot of visitors come to our house 32. ( ) Due to the fact that our house is far away from the school If there are other reasons apart from these, please write them down. 75 C. Teaching and Learning Process “Teaching is more difficult than learning. A real teacher does not teach other than teaching to learn.” M. Heidegger KEY CONCEPTS Effective learning – management of the learning process Establishing an appropriate learning environment Behaviour management Teaching-Learning Process competency area is very important due to the fact that it comprises the implementation process of the teaching profession. This area includes lesson planning, preparation of the materials, organisation of the learning environment and extracurricular activities, diversifying the education according to individual differences, timing and behaviour management sub-competencies. The main objective of this competency area is to enable the general framework of the competencies that the teachers are required to have in order to plan, implement and manage the teaching-learning process with a learner-based approach. In the event that the teachers do not have the competencies at the required levels, then the following problems may occur. If there an effective teaching-learning process can not be carried out, then problems may occur in in student-based planning of the teaching-learning processes, enabling an effective time management, diversifying the teaching according to the individual features of the students, enabling active learning, students‟ participation to learning lives, the appropriate promotion of the students during the lesson, in finding out how and how much the students learn, 76 providing the students requiring special education with appropriate equipment and making necessary regulations. If an appropriate learning environment can not be arranged, then problems may occur in making the lesson attractive for all students by arranging the learning environment according to individual differences and pre-experiences, using the teaching methods and techniques effectively, enabling the students to participate in the process actively, developing creativity and aesthetic perception in the students by associating the students with the process of material preparation and development, teachers covering the learning needs of the students requiring special education. If the teacher can not develop an effective behaviour management, then s/he may encounter with problems in enhancing the quality of the relations of the students with each other, the teacher, the school principals and the environment, promoting the development of empathy in the student, guiding the development of self-control in the student, identifying and enhancing the expectations regarding the behaviours of the teacher and the students mutually, establishing a positive and effective communication environment, giving correct feedback to the student at the correct time, solving the behavioural problems in the classroom, using the teaching-learning period in an effective way, relations of student-student and teacher- student. Below is given sample situation regarding the problems that may occur in the planning, implementation and management of the teaching-learning process. This sample situation is considered to contribute to developing ideas regarding what to do when you encounter with similar situations. 77 Additional Questions on Practices: Which ones do you think you encounter with most from the problems identified about learning teaching process? To whom do you ask for help and how while solving these problems? Activity 1: Effective Teaching-Learning Process PROBLEM: A sample in which the teacher identifies the individual differences of the student and plans and implements the learning process according to these features. Serkan Teacher has realised that some of the students in his classroom continually have quarrels with their friends, the functioning process of the lesson is disrupted as a result and some of the students are too silent, they refrain from participating in the education process and they do not make friends with the other students around them. In such a situation Serkan Teacher asks himself the following questions: How can I enhance the harmony of the relations between the students? How can I identify the interests, expectations, strengths and weaknesses of the students? How can I determine the learning styles of the students? How can I arrange the learning environment with a view to enabling all the students to participate in the learning process actively? How can I diversify the teaching according to the individual differences of the students? How can I support the participation of the students to the teaching-learning process individually or as a group? How can I support the students to evaluate their own and their friends‟ learning and share the results? ACTIVITY: Serkan Teacher searches for various solution ways to solve this problem and finally decides that the students should know their individual differences first. In this sense, he directs to the students the questions of “What do I know? What Do I want to know?” by using the way of identification of the information that the students have regarding their past experiences. While Serkan Teacher is identifying the pre-learning and experiences of the students by asking them various questions, he tries to learn not only their level of information regarding the content but also their family lives and culture at the same time (For example, How many 78 people are there in your family? What is your mother‟s and father‟s job? How many brothers or sister have you got? What kind of activities do you do with your family? etc). Accordingly, it enables the identification of their interests, expectations, weaknesses and strengths in order to give the teacher and the students the opportunity to know each other. Therefore, the students make interviews regarding activities, tasks etc. that they like and dislike doing most inside and outside the school and then they present these interviews to the classroom. (For example: 1. Your favourite lesson, 2. Your favourite game, 3. Your favourite book, 4. Your favourite activity, 5. Your behaviour that you do not like etc.) The teacher makes observations and carries out questionnaires with a view to identifying the learning styles and intellectual areas of the students. The teacher tries to plan the education process and organise the learning environment according to this information. The teacher and the students identify activities that will enable hem to develop the current situation in line with the students‟ interests and abilities and they select materials appropriate for these activities. While doing this they pay attention to the fact that the activities comply with the learning styles of the students and material is both economical and useful. For example, they choose plastic materials which are popular, affordable and recyclable (x-ray films, plastic bottles, bubbles, beads and buttons, plastic pipes etc.) in line with the task to be performed. The learning-teaching process is performed according to individual features, level of readiness to learn and learning styles Additional Questions on Your Practices: Do you think you give your students sufficient opportunities to enable them to cooperate with you regarding the learning? If your answer is no ten what kind of improvements can you make? of the students. Serkan Teacher continues to ask himself throughout the education process whether the activities he has carried out are sufficient and what further activities can be done. Then he reflects the responses to his practices. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 79 Activity 2: Classroom Constitution PROBLEM: A sample activity regarding the behaviour management of the teacher in the classroom. Canan Teacher complains about student behaviours that disrupt the flow of the lesson and she needs to enhance the behaviour quality of the students towards each other and their teachers. Canan teacher asks herself the following questions while thinking about the reasons that lead to this situation: Are the students not aware of the rights and the responsibilities of both themselves and other persons? How can I make them realise these? What kind of behaviours do the students expect from each other and their teachers? How can I enhance these expectations? Do I take into account the individual differences of the students in class management? Am I able to give the correct feedback at the correct time? How can I guide the students in promoting themselves? Are the students not able to manage their emotions and opinions? How can I guide them in this respect? How can I support the children in gaining self-control? ACTIVITY: In order to solve this problem, Canan Teacher carries out an activity that comprises the establishment of a “Class Constitution” the rules of which are determined together with students. In this activity, a voting is conducted on the choices introduced by the students within the context of the remarks and suggestions of the students with a view to enabling the students to determine their own behaviour rules. Canan Teacher first forms a small voluntary group in the class. This group makes interviews with their friends and asks them such questions as “What are the behaviours that you like or dislike in the class? What kind of behaviours do you expect from your friends?” etc. Canan Teacher gives some examples to direct the students. When the time she gives to these interviews ends, she asks the students to list their findings on the board. 80 Then she put this list and the sanctions to be implemented in case of violation of these rules to the vote. Each student paints his/her hand and comes in front of his/her friends and says “I promise to obey the rules”. Then s/he makes a hand printing on the cardboard and signs it. In this way each student promises to obey the rules. Finally the Constitution is hanged on a visible place in the classroom. The students who obey the rules are frequently motivated Additional Questions on Your Practices: What kind of an activity would you organise in such a situation? Do you think this activity can solve the problem? What kind of other things can be done in this respect? by the teacher and friends throughout the process. If the student violates the rule, s/he repeats the rule three times verbally; if s/he continues to violate the rule, s/he writes the rule three times and apologizes to his/her friends. It is observed that the students are more eager to obey the rules that they have identified. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 81 Activity 3: Around the World in One Day PROBLEM: A sample activity that is established by the teacher together with the students Derya Teacher realises that she has difficulty in including her students into group activities and effective learning process. She decides to organise an activity to make the students use the maps more effectively. ACTIVITY: She asks the students “What kind of a map would you like to make?” A student says “Let‟s make a huge map”. And the other students support the idea. In line with opinions taken, they decide to make a world map on a big canvas. First of all, a draft of the map to be prepared is drawn on a piece of paper. Groups regarding the drawings are made up within the guidance of the teacher. The groups start to draw the map in cooperation. From the beginning of the drawing of the map to the end, the teacher supports the participation of the students by making such expressions as: - Boundaries look like the ones in the draft. - The view of the continents is very nice. - Can we consider the colour of the oceans Additional Questions on Your Practice: differently? After the map is established, the groups organise intercontinental travels and take written and visual information from their friends in those continents. Lastly, the groups plan a game about the map and play How do you think the group activities in the learning process influence the success of the student? What kind of other activities can be organised in the learning process? it. For example: “Tülay, walk on the axis of equator!”, “Ahmet, go to the poles by swimming across the Pacific Ocean!” etc. The students hang the map on a visible place in the school for a specific period of time to enable the rest of the school to see their map. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities 82could be done to solve the problem? SAMPLE FORMS Identifying Teaching Methods Below is given a sample form in order to identify in which lessons/subjects and how often you use the teaching methods and techniques that you use in the teaching-learning process. The methods and the techniques that you use in the class may remain insufficient in terms of meeting the learning needs of the students. Therefore, it is very important to identify the methods and techniques you use and enable method diversity in the teaching-learning process in this sense. Methods and Techniques Used in Learning-Teaching Process How often do you use each method and technique? Methods/Techniques Always Often Rarely Never In which lessons/ subjects do you often use these? Explanation Cooperative learning Problem solving Learning by discovering Project-based learning Sample event analysis Speeches made by resource persons outside from your school Demonstrations and experiments Discussion Acting Games and puzzles Drama Telling a story Exercises Rhymes and songs Question and Answer / Quizzes Project activity Field Tours (Add methods and techniques that you use different from these) Check your answers and identify which teaching methods and techniques you use often and in which lessons/subjects. What kind of other methods and techniques can you use to make the teaching learning process more effective and diverse? 83 General Observation Form On Teaching-Learning Process An observation form is given below to evaluate your activities regarding the teachinglearning process. While doing this activity, invite a friend of yours and ask him/her to fill in this form. Class/ Year………………………………..Subject/ Activity ……………………… Observation date ………………………Name of the Observer…………………………… Aim of the Observation ………………………………Time of the Observation Number of the attendant students…………………………. 1. Planning and preparation (For this, attention must be paid to teaching plan, appropriateness of the objectives, activities and attainments.) 2. Class Management: Class culture and climate, relations between individuals, discipline; management of the activities, timing of the lesson 3. Teaching and learning strategies: the teaching of the lesson, linking with the previous information, clearance of the directives, diversity of the problems, students‟ participation level to the activities, monitoring of the process, quality of the learning outputs 4. Teaching/Learning Environment: displaying of the work, resource utilisation 5. Other remarks: for example, strengths and weaknesses of teaching methods and techniques, measurement and evaluation methods 84 Effectiveness of the Group Works A sample questionnaire is given in the table below which is established to identify the effectiveness of the groups that you formed in the teaching-learning process. Group works are used in situations where tools and materials to be used are sufficient only for a small group, the teacher needs to pay more attention to a special group, the students should be enabled to see different alternatives regarding the work they are doing and to acquire cooperation skills. In group works, groups can be established as different level groups, competence groups, gender groups, friendship groups, behavioural feature groups and etc. according to the objective. A very careful planning should be carried out for effective group work. In this process, each group should be given different tasks and while deciding on how many students there should be in the group and according to what these groups are to be established, attainments desired to be developed and objectives you identified should be taken as basis. Accordingly, it will be more meaningful to carry out some works with a couple and some with a group of four-five students. Activities 1. Record how you organise the groups during a two-week period. Then fill in the questionnaire below. Day/Lesson Grouping Style and Size 2. You can use this questionnaire to identify whether your groups work effectively or not. Yes No The grouping method which I used always serves for an educational aim. My groups are related with the learning needs of my students. I frequently change the structuring of the groups in my class. My students have the opportunity to work in a great number of different groups. My students really work like a group-they not only sit in a group but also work individually. I have adopted a group work order that my students can follow. I provide sufficient opportunity for discussion within the group. Group work activities develop the independent readers. I have established a correct balance between the learning of the whole class and group work. I have established a correct balance between the group work directed by the teacher and the student‟s selection. 3. Prepare a programme to develop the skills in areas for which you have given the answer “No”. (Using the individual professional development plan in section 2.) 85 D. Monitoring and Evaluation of Learning and Development Being able to motivate oneself depends on asking the question “Why should I do this?” Dan Clark KEY CONCEPTS Evaluation of the process Alternative evaluation methods and techniques Main concepts for assessment In the Learning-teaching process, identifying whether the student has acquired the information, skills, attitudes and values desired to be brought in himself/herself is very important due to the fact that it enables to determine whether the learning has been achieved in the student or not and gives the teacher feedback regarding the process. Therefore, evaluation is an inseparable part of learning. According to the basic philosophy of the curriculum which is implemented, it is necessary to evaluate not only the learning product but also the learning process. Exams and tests are not an aim but a means. The aim is to identify to what extent attainments specified for each lesson are gained and how much of the learning is achieved. The teachers can help the students having different learning styles in issues such as what they know and what they should do by varying evaluation activities. Furthermore, through evaluation activities it is aimed to identify the obstacles and problems encountered in this process and determine the solution ways. All kinds of strategies, techniques, tools and approaches which meet this requirement are included in the measurement-evaluation process. Measurement and evaluation system should be organised to monitor all functions of the school and aim the development of the school. Always bear in mind that student success is an indicator of teacher success and the two brings the school success. Therefore, measurement and evaluation activities are required to be carried out with planned and systematic works. If the teachers do not have sufficient information on Monitoring and Evaluation of Learning and Development, then they may encounter with the following problems. In the event that only the product is evaluated but not the process; Difficulties that the students face with during the learning and teaching process can not be identified. 86 The appropriateness of the equipment, methods, techniques and strategies used in the process can not be understood. Problems that may occur in the process can not be determined. Methods enabling the students to participate in the learning actively can not be developed as individual differences are not taken into account. In the event that the teacher does not use alternative measurement and evaluation methods as well as classical measurement and evaluation methods; The teacher may not be sure to what extent the information, skills and attitudes desired to be acquired by the student are lasting and complementary for the student. S/he may not be able to identify whether the evaluation result arises from the evaluation technique or really from the learning process. S/he may not be sure whether the technique implemented for a specific student group is appropriate for a different group or not. S/he may not reach actual information regarding the reasons of why learning is not achieved in the students. If the teacher in the measurement-evaluation process does not possess the basic concepts in this field adequately; S/he may have difficulty in implementing the programme in accordance with its aim. S/he may not be able to reach to sufficient information on the evaluation of the learning-teaching process. S/he may not realise the progress achieved in the learnings of the student. Sample works are given below comprising activities carried out to solve the problems which are likely to be encountered in the education environments regarding the monitoring, measurement and evaluation competency areas of learning and development. These works may guide you in identifying the problems and finding the solutions. 87 Activity 1: Mathematics and … In this section, we PROBLEM: can concretely see various stages and Pınar Teacher wants to draw the attention of the students in the multi-directional quality of the mathematics lesson and promote them regarding the lesson. measurement- Therefore, she knows that a relation must be established between evaluation process mathematics and the life. over a sample example. ACTIVITY: She has decided to organise an activity which enables the active participation and creativity of the students in this sense. Thus, she will have the opportunity to evaluate her students in the process. She writes on the board “mathematics and........” She tells her students that mathematics is a lesson that we use in our daily lives and they will learn it by discovering. She asks the students to put an object in “……..” and make observations around themselves. She says that they will prepare a project by linking this object with the concepts they have learned and present the project in the class. After these presentations, they will evaluate both themselves and their friends by using the evaluation measures they have identified. At the end of the process, she observes that there are examples such as “mathematics-door, mathematics-cake etc.” and the students put forward what they learn about mathematics (angle, fractions, geometric figures etc.) with project work and learn by enjoying themselves. The students decide that these works can be included in their portfolios. Every student has the potential to succeed. It will be a mistake to expect academic success at the same level from each student. Accordingly, evaluating all of them by using the Additional Questions on Your Practices: What do you think about the place of the student product files in the process evaluation? What kind of results do you get from the practices in which the students evaluate themselves? same methods is wrong. Students whose individual differences are taken into account and evaluated within the process will turn into successful students. Measurement and evaluation is a process where the teacher and the student share and there is constant development. In this process, individual features of the students such as intelligence, learning styles etc. should be taken into consideration and situations and homeworks that support the students in turning these into action should be given. 88 In this activity, self-evaluation, peer evaluation, product selection file, original evaluation (applicability of the information in daily life), observation, measurementevaluation means and methods are used. The product selection files are prepared to develop the self-discipline and responsibility awareness of the student, enable the student to acquire self-evaluation skill and monitor the development of the student with its aims. The file content which is prepared all together may consists of homeworks, researches, pictures, photos, CDs, projects etc. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 89 Activity 2: I am here, too PROBLEM: A sample activity is given which aims to identify the students’ readiness to learn and make the planning according to this. Ali Teacher has realised that he can not draw the attention of the students adequately and learning is not achieved completely in everyone although he thinks that he is successful in planning the teaching situations. He decides to organise the learning environment by taking into account the pre-learning and level of readiness to learn. ACTIVITY: Additional Questions on Your Practice: In the Knowledge of Life lesson, Ali Teacher decides to Do you find the preevaluation work necessary? identify the pre-learning of the students on the subject before starting to teach it and organise the lesson teaching plan according t the level of readiness to learn of the students. For this purpose, he prepares and implements a scale which will put forward the strengths and weaknesses of the students regarding that subject. He hands out the forms consisting of two stages and asks them to implement the first stage. The first part is composed of parts as “What do I know?”, “What am I interested in?”, the second stage What do you think we will miss if we do not use appropriate measurement and evaluation techniques? What kind of benefits do we acquire by making plans aimed at measurement and evaluation? includes the parts of “What have I learned?”, “What are my weaknesses?” 1st Stage What do I know? What am I interested in? What have I learned? What are my weaknesses? 2nd Stage Ali Teacher prepares and then implements a teaching plan by taking into consideration the differences in the students‟ level of readiness to learn according to the results of the preevaluation. He gives the students a written examination at the end of this subject. He analyses the development of the students by comparing the pre-evaluation results with this 90 examination. He shares the evaluation results with the students. He hands out the forms again and asks them to fill in the parts of “What have I learned?” and “What are my weaknesses?” By this way, not only the students make their self-evaluation but also the teacher reviews the appropriateness of the teaching plan. The teacher gives the students homeworks with a view to eliminating the weaknesses of the students. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 91 Activity 3: Project Work – The Animal Kingdom PROBLEM: A sample activity is given Learning environments appropriate for the development which aims to include the students in the process actively, direct them to carry out research and level and level of readiness to learn of the students are not organised and as a result sufficient opportunity to monitor and include in the e valuation evaluate the student‟s performance is not provided. Serpil Teacher process. has realised this situation and she plans an activity. ACTIVITY Serpil Teacher makes her students watch a documentary comprising the living conditions of the animals. Then she asks questions to her students about the documentary. She asks the students to identify what the sub-headings can be regarding the living features of the animals. She writes down the sub-headings (wild animals, pets, reptiles, nutrition of the animals, animal sanctuaries, livestock etc.) on cards along with the students and hangs them on the board and then asks the students to select a subject in which they are interested. She says that they are going to make researches on the subjects they have selected and make a presentation on the identified dates. She states that they can decide on the presentation methods themselves and use whichever visual and audio material they want. At the end of the research process, evaluation measures are identified with the students and evaluation forms are delivered to the students before the presentations. The presentations are evaluated by both Serpil Teacher and other students. At the end of the process Serpil Teacher shares the evaluation results with the students. She awards the positive behaviours of the students. She takes their opinions on the lesson teaching method and evaluation results. By this way, the students participate in the process actively, are directed to make research and learn different subjects with different Additional Questions on Your Practices: presentation and material variety. What do you think about project works that you carry out to evaluate the performance and development levels of the students? Serpil Teacher then shares the views that she has taken regarding this project work with the parents and her colleagues. Evaluation means prepared to identify the student success should include not only questions which solely assess information but also questions prepared to direct the Do you think students will feel themselves valuable when measurement and evaluation results are shared with them and student reactions are given importance? students to think and use their pre-learning and enable them to develop their high level 92 thinking skills while comprising problems aimed at real life. Furthermore, measurement and evaluation activities should be planned and implemented which will enable the students integrate what they learn in various lessons with projects and group works. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 93 SAMPLE FORMS Samples of alternative measurement tools that you can use within the class environment are given below. New tools such as student observation forms, product selection file, peer evaluation, group works evaluation, projects and performance homeworks etc. are included in the curriculum. In the developed tools, detailed information and sample forms on these tools are provided separately for each lesson. Peer Evaluation Form regarding the Mathematics Lesson in Primary School 4th Grade In the form below, make your evaluations by taking into account the values between 1 (can not do) and 5 (do excellently). Write the Surnames of the Group Members Here S/he can write a whole number as a rational number. S/he can display the rational numbers on the numerical axis. S/he can calculate the whole number powers of the rational numbers. S/he can write rational numbers with decimal expansion. S/he can extract the square-root of a number. S/he can extract the square-root of a decimal fraction. S/he can extract the square-root of fraction numbers. 94 Evaluation Form of the Teaching Process of How to Read-Write For The First Time In the form below, make your evaluations by taking into account the values between 1 Distinguishing the voice s/he hears Matching the visuals with the voices Reading the voice Writing the voice Making syllables from voices Reading the syllables Writing the syllables Making words from syllables Reading the words Writing the words Matching the words with the visuals Making sentences Reading the sentences Writing sentences Expressing the sentences with the visuals Creating a text Reading the text Expressing oneself in written 95 June May Nisan Mart February January December November October Name, Surname: September (can not do) to 5 (do excellently). Self-Evaluation concerning Testing & Assessment GRADE: CLASS: 1. I use the following measurement and evaluation Usually Occasionally methods: a. Observation form structured for laboratory, workshop and other works b. Project evaluation c. Verbal presentation d. Visual works (posters, graphics) e. Drama f. Verbal exams g. Written exams h. Structured grid ı. Performance homework j. Portfolio (product selection file) k. Group and peer evaluation l. Student self-evaluation m. Concept maps n. Attitude scale o. Observation form p. Control list 2. While giving marks in group works; a. I give the same mark to all group members. b. I give marks separately to each group member. 3. I give marks for both process and products/results. 4. I use the evaluation results for the following purposes: a. To change my teaching method b. To develop new materials c. To teach some subject for a second time d. To perform other works with the slow learners e. To perform additional works with the fast learners 96 Never E. School, Family and Society Relationships KEY CONCEPTS School as a learning and culture centre Family with its changing role and responsibilities Environment and social resources as learning support The teachers are aware of the importance of school, family and society relationships in the education process for a more qualified education understanding. Teachers who encounter various problems to be solved during their professional lives can solve a considerable part of this by using communication, cooperation and creativity skills actively. Within this scope, teachers spare time and make efforts to focus on the solutions that enable listening, showing empathy, expressing oneself, acknowledgement and establishing mutual gains. These efforts also enhance the professional satisfaction and promotion of the teachers. Schools are organisations which help the individuals to internalize not only information but also social values, culture, art and living skills. Families are the closest environments where individuals start taking their first education. Environment and Social resources are not only families who have children at school but everybody and everything that has effects on the quality of the education. The development of the educational environment is possible by the effective usage of these elements. Many researches indicate that the participation of the family in education enhances the success of the student. Schools, teachers, parents can perform various activities in order to develop the quality of the education and the student success. These activities will have great importance in terms of student development, school development and social development. The teachers may encounter with the following problems if they do not have competencies related to professional development area on “School, Family and Society Relationships”. If the teacher can not turn the school into a learning and culture centre; learning environment may remain limited, 97 learning may not be flexible, creative, individual and amusing, professional development may be restricted. If the teachers fails in including the changing role and responsibility of the families into the educational environment; s/he may not get know the family, s/he may not gain the confidence of the families, s/he may not enable the family to monitor the education and development process of the student, s/he may not enable the family to develop positive attitude towards the school, s/he may not enable the continuity of the student, s/he may not enable the promotion regarding teaching and learning, s/he may cause the student not to develop positive behaviours due to the inconsistencies in the house and school environment. If the teacher can not make use of environmental and social resources as learning support; s/he may not enrich the learning lives, s/he may not make the learning meaningful and lasting, s/he may not enable the transfer of learning to daily life, s/he may not support the student development adequately, s/he may not enable the promotion of the student and the family, s/he may not organise the education environment according to individual needs. Sample activities are give below which will give you suggestions for the solution of such problems you may encounter throughout the education process. 98 Activity 1: Rainbow PROBLEM: In this section, a sample activity designed to turn the school into a culture centre is given. Nihan Teacher has realised that the students have difficulty in writing compositions in Turkish lesson and she can not solve this problem with her methods. While searching for different methods and trying to find out the weakness, she observes that the students do not have reading habit. She concludes that most of the families do not have reading habit, either as a result of the interviews she makes with the students and the families. ACTIVITY: She aims at establishing a “reading days project” for the families in the school. She decides to perform an education activity which will serve as a model for the people living in that region by disseminating the project. However, as she has difficulty in reaching the local authorities and making announcements, the participation of the families is low. Nihan Teacher searches for what can be done regarding this project which will turn the school into a culture centre. * Have you ever encountered with such a problem? The teacher decides to take an initiative which will enable the school to turn into a culture centre by including the families and the close environment in the school life in order to enable the school to have a broad view as a learning resource and to enhance its participation in the process. A working group is established consisting of teachers, students and families having similar objectives and this work is included in the school development plan. The working group identifies the cultural needs of the families and the close environment under subject titles by making cooperation with the students and the families. A work programme is prepared by assessing the resources related to the identified subjects, family support and opportunities of the close environment. Planned activities and dates of these activities are 99 Additional Questions on Your Practices: What kind of other problems will you encounter with if you do not turn the school into a culture centre? What can you do in such situations? announced by the school administration and related official institutions. Reading days are organised in the school. The teacher, student, families and other participants are requested to evaluate the performed activity. The acquired data‟s return to the learning process is enabled. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? Activity 2: You are Unlimited A sample activity is given which will serve as an example regarding family support and usage of environment opportunities in the activities to be carried out in the school. PROBLEM: In the first days of the school Selda Teacher meets a family which has the understanding that student‟s all problems should be solved by the school and is away from participation. She decides that it is necessary to explain the families the fact that the families are a part of the school and class in the education of the students and the education process requires continuity also at home. During the meetings, she sees that the families are not aware of the changing role and the responsibilities belonging to themselves. She faces with the problem of how to explain the families that they are an important part of the education. * Have you ever encountered with such a problem? The teacher asks the students to produce a simple project connected to lessons in line with the attainments in the curriculum. She stresses that the project should be produced with the active participation of the families. The teacher invites the families to the school to inform them about the project. She explains them the project development processes. The subject of the project is determined by both the family and the student. The project programme is prepared with the cooperation of the family, student and the teacher. 100 The project is carried out by making work share at home. The students requiring special education are enabled to necessarily participate in the project designing process. The process experienced at home is brought to class environment by the family members and the student through verbal and written project What kind of difficulties will occur in the event that the families can not reflect their changing role and responsibilities to the education environment? What can be done to prevent such situations? evaluation. The Additional Questions on Your Practices: is presented, discussed and reviewed in the class environment with the participation of a family member. The project is displayed I the school and by this way the families see their contributions to the learning process of their children. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 101 Activity 3: Far and Near PROBLEM: A sample activityis given which indicates how environmental opportunities can enrich the education. Olcay Teacher decides to organise a football tournament between the classes upon the request of the students. She thinks that in order to organise such an activity she has to make use of the environment opportunities and support. Therefore, Olcay Teacher searches for what can be done to use the environment opportunities adequately and solve this problem. ACTIVITY: The teacher decides to organise an activity by using the environment opportunities in line with the interests and requests in order to solve this problem along with the students and the families. The teacher holds a meeting with the participation of the students and the families. Environmental opportunities are examined with the families and a link is established between the identified needs and opportunities. A work share is done among the families; the families get in touch with the institutions, organisations or persons within the opportunities. Opportunities acquired as a result of the contacts are included in the learning process. A meeting is held with the participation of the students, the teacher and the families to evaluate the contribution of the performed activity to the learning process. Feedbacks are taken regarding to what extent Additional Questions on Your Practices: Have ever encountered with a similar problem? What was your solution? To what extent will making use of social resources as a learning support facilitate your work? the environmental opportunities enrich the learning. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 102 SAMPLE FORMS Family Questionnaire I. STUDENT Name, Surname: Date and Place of Birth: Height and Weight: Class / No.: Has s/he ever repeated a grade? School s/he has attended so far? II. FAMILY A) MOTHER B) FATHER Name, Surname: Name, Surname: Age: Age: Alive........ or Deceased.......... Alive........ or Deceased.......... Natural? Or Step? Natural? Or Step? Education Level: Education Level: Profession: Profession: Home and Work Numbers: Home and Work Numbers: C) FAMILY Do you won your house? ………………………………………………………………….. How many rooms does your house have? …………………………………………………… Does your child have a study room? …………….………………………………………….. Who else lives in the house besides you and your children? ..………………………………. If the parents are divorced, who does the child live with? …..………………………………. Who takes responsibility for the education of the child? …………………………………… Siblings: Gender …………. Age Which School do they Attend ………. ……………………………………………… ………….. ………. ………………………………………………. Who is the family member that the child most best communicates with? …………………… How is the child‟s relationship with his/her mother? ……………………………………… How is the child‟s relationship with his/her father? ……………………………..………. 103 What kind of measures do you take for your child‟s education and discipline? Which is more prevalent in your attitude, punishment or reward? ……………………………………. Do both parents share the same view on the education and discipline of the child? ………… Do you give responsibilities to the student at home, what kind? ……………………………. What the subjects that the child is most successful? ………………………………………… What are the subjects that the child is least successful? …..…………………………………. What do you think is the reason for this poor performance? ……………………………….. Do you check their homework? …………………………..…………………………………. What do you think are the special interest and talents of your child? ….……………………. Have you guided them towards activities to suit their talents? ………………………………. III. BEHAVIOUR CHARACTERISTICS Does your child have involuntary habits? If yes, please list (nail biting, finger sucking, twitch, etc) ……………………………………………….…………………………………. Please mark the following behaviours you observe: High level dependence of mother ( ) High level dependence of father ( ) Stuttering ( ) Wetting ( ) Lying ( ) Taking the property of others ( ) Bouts of anger ( ) Aggressiveness ( ) Shyness ( ) Jealousy ( ) Sleeplessness ( ) Difficulties in relationships with peers ( ) IV. CONCERNING THE SCHOOL What are the reasons for preferring this school? What are your recommendations for this school? What are your expectations of the guidance services of the school? If there are any issues missing in the questionnaire, or if you wish to add comments, please do so. 104 Questionnaire for Parents Dear Parents; As you all know, your children and our students are our country‟s future. Undoubtedly, our main task is to carry the educational lives of our students to a better level and solve their problems in cooperation all together. With a view to preparing our students to future, certainly you are required to monitor the school status of our children and make cooperation with the school and the teachers. On this occasion, we organise this questionnaire to carry out the necessary works to enable you participate in the parents meetings and to settle the cooperation between you and us on sound grounds. In this questionnaire, first of all the reasons behind why you do not participate in the parents meetings are tried to be understood and learned. As a consequence, necessary work and the solution of this problem are discussed. In order to achieve the objective of this work, you have to read the questions in the questionnaire carefully and then answer them sincerely and appropriately. You are asked to read the questionnaire consisting of twelve items carefully, select from the suggestions given about you the ones that you really agree with and then indicate the items that you agree by putting a mark (x) on the gap in front of the item. Thank you. 1. ( ) I do not come to the parents meetings because always money is collected. 2. ( ) I do not come to the meetings because my child‟s failures are told all the time. 3. ( ) I do not come because teachers show negative behaviours in the parents meetings. 4. ( ) I do not come to the parents meetings due to my child‟s indifference to the school. 5. ( ) I do not come because I do not think parents meetings make any contribution to the education. 6. ( ) I do not participate in the parents meetings because my child does not want me to come to the school. 7. ( ) I do not join the parents meetings because I think that my child should solve his/her problems regarding the school with the school himself/herself. 8. ( ) I do not come to the parents meetings because I am not interested in my child‟s education. 9. ( ) I do not come to the parents meetings because the school administration and the teachers do not show adequate interest. 10. ( ) I do not come to the parents meetings because I do not know why we should do so. 11. ( ) I have difficulty in attending the parents meetings because access to the place where the school is located is difficult. 12. ( ) I do not attend the parents meeting because I do not believe that the education that my child acquires in the school will be useful at the end of the school. 105 Parent Questionnaire Table Name of School: No. of Parents: Questionnaire Items Total 1 2 3 4 5 6 7 8 9 10 11 12 The total of the marked items will be written in the second line (total). For example, if the total of those who mark 1st item is 80, then 80 will be written on the total line. Other items will be filled in this way. Questionnaire forms or data collecting tools relating to School, Family and Society Relationships Competency area can be provided with the support of your school‟s guidance specialist. 106 F. Knowledge of Curriculum and Content No wind will help the ship that does not know where to go... KEY CONCEPTS Listing and advancing of the Programme content Basic principles and values on which the Programme based Drawing a link between teaching programmes Regardless of her/his grade and school, the teacher knows the objectives and the principles of National Education and takes into account these objectives and principles that National Education is based on in the stages of planning, implementation and evaluation of the educational activities. In addition, the teacher is expected to know the approaches and principles of the programmes regarding his/her teaching area and select, organise and use the teaching-learning environments, methods and techniques, lesson equipment according to them. In our country, teaching programmes having been used recently are based on “constructivist approach”. Constructivism is the data collecting of the individual regarding his/her environment as a result of his/her observations, experience or activities and achieving learning through a process in which s/he gives a meaning to these data in his/her mind. The constructioning of the data by the individual is specific to the person. The teacher should use all his/her professional competencies while implementing his/her own teaching programme and monitor the changes in the teaching programme. The teachers should be able to contribute to both student development and programme development process by evaluating the programme in terms of appropriateness to the student needs and their development levels. “A person can not teach a subject what s/he does not know”. This expression shows why content knowledge is important in education. The teacher has to have the competence to guide the student in learning. The teachers should be aware of the connections between different areas. The term “content” means a lot more than information. I comprises of all sides of a subject. Concepts, principles, relationships, values, skills and subjects form the content. 107 Teachers who have a strong field information and professional formation can identify more appropriately what kind of questions and activities will draw the students‟ attention more, what kind of activities should be implemented for students at different levels, how the students can learn better, their learning difficulties and possible mistakes. Also they are more experienced in what kind of an approach to develop for problems encountered in education. The teacher should enable the students to make sense of the information and draw a link between other information and experiences while s/he is guiding them during the learning process. Furthermore, s/he should aims to raising the student as a citizen who produces in the society and knows his/her responsibilities while continuing to learn independently. If the teacher does not have competencies regarding “Programme and Content Information” professional development area then s/he may face with the following difficulties. If programme and content sequences are not taken into account, the students will have difficulty in making sense of what is learned as new information can not be supported by the previous information. Consequently, learning is not fully achieved and development can not be enabled. If basic principles and values on which the programme is based are not taken into consideration, aim to raise individuals who have acquired their national identity, possess national and universal values and comply with the philosophy that the programme is based on will not be achieved. If the teacher does not draw a link between special field programmes inn the learning process and enrich the teaching with different approaches, information can not be used effectively in daily life. Sample works are given below regarding the problems that are likely to be encountered in the education environment about Programme and Content Information and activities to be implemented to solve these problems. These works will guide you in identifying and solving the problems. 108 Activity 1: Where Do I Start? He who does not know what he looking for, will not realise it when he finds it. Confucius PROBLEM: Pre-learnings are prerequisites for realising new learnings. In this sample attention is drawn to the organization of the process by considering pre-learnings. Çiğdem is a Grade 5 teacher. She exchanges views on the attainments of the unit “I am learning my rights” in the Social studies lesson. During the works, she realises that expected learnings are not realised in the students. ACTIVITY: Çiğdem Teacher exchanges views with the students and the branch teachers with a view to identifying the reasons behind this problem. She classifies the reasons behind why effective learning regarding the unit is not achieved by using fishbone technique. While analysing the problem, she finds out that the students have not gained the information and skills to be attained in the “I know myself” unit in the previous class. Students in the class of Çiğdem Teacher have difficulty in performing this learning area due to the fact that some students come to this class by transfer and some students forget what they have learned in previous year. As a consequence, she concludes that effective learning regarding this unit area is not realised in the evaluation works that she carries out students. 109 with her Reasons due to the students Reasons due to the school and classroom Lack of Material Differing readiness levels of students Opening of new schools Lack of preknowledge of students Crowded classrooms No sufficiently knowing the students Not enough knowledge of the curriculum content Lack of communication and motivation Not enough preparation for the unit Problems resulting from the teacher Curriculum not being suited to the local context Short time for the unit To give too much importance to the attainments of the unit than necessary Students not learning the unit at the level that is expected New students arriving in the classroom Lack of development of sufficient material Not enough variety of teaching methods Problems due to the curriculum Çiğdem, a teacher, uses the activity analysis technique to solve the problems that she has identified using the fishbone technique. The factors that are identified as related to the main problems are evaluated according to the “time, problem solving effects, cost effectiveness and applicability”. Each factor is evaluated with a score between 0 and 3. 110 Activity Analysis Solution of Problems that are due to the Teacher, Student, School and the Classroom that affect Effective Learning Time Problem Cost Solving Effectiveness Implementability Total Score Effectivity Reminding the students of the previous information Students adaptation problems (orientation) 3 3 3 3 12 2 2 2 2 8 1 3 2 2 8 1 2 2 2 7 3 3 3 3 12 2 2 2 2 8 1 1 2 1 5 2 2 2 2 8 0 1 2 0 3 3 3 3 3 12 2 3 3 2 10 0 3 0 0 3 Teacher not finding out about the curriculum content Adapting the curriculum to the local context Informing the students of the units in the curriculum Preparation for the unit to be studied Teacher enriching the teaching materials Teacher diversifying the teaching methods Teacher knowing his/her students Teacher communicating effectively Teacher motivating the students Reducing the number of students in the classroom 111 Çiğdem Teacher lists her priorities by scoring the learning obstacles. She starts improving works with the factors which take the highest scores. However, this does not prevent her from carrying out the solution suggestions regarding the other factors simultaneously. She repeats the learning activities by associating the related unit gains in the programme with the new unit gains on which she is studying in order to solve this problem. She draws a link between the students‟ pre-information and new information. She observes that the students realise the Additional Questions on Your Practices: What kind of activities do you perform in order to identify the level of readiness to learn of your students? What type of a plan will you make in the event that preinformation changes from student to student? expected learning. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? Activity 2: We Achieved Our Future Like This! PROBLEM: In the example a sample activity is given which aims to show how national and universal values expected to be possessed by the students can be given. Selma Teacher realises that the students do not attend the ceremony held due to 18th March Commemoration Day of Çanakkale (Gallipoli) Martyrs eagerly and listen to the speeches and poems throughout the ceremony. Selma Teacher feels very for this situation. Because she wants her students to be sensitive individuals having national awareness regarding the historical events. Selma Teacher asks herself the following questions: Why do the students act insensitive during the ceremony? Why are not the students aware of the importance of the national celebrations and commemoration ceremonies? 112 How can I support the development of national emotions of my students? The teacher has to know the basic values and principles which Turkish National Education system is based on and its objectives with a view to raising individuals adopted national and universal values and they should also reflect these on their practices. ACTIVITY: Selma Teacher aims to diversify her lesson in order to solve the problem. Therefore, she asks her students to bring films, CDs and cassettes with documentary content, poems, pictures, posters, maps, news etc. about Çanakkale War. All the materials are gathered in the class environment and attention of the students is drawn to them. The students are asked to divide into two groups towards their wishes according to their interests and skills. The first group is requested to perform “a play which dramatizes the Çanakkale War” and the second group to write “a letter of a soldier who joins the war”. After establishing the groups, the period in which each group will realise their activity is determined by the class. The groups perform their activities within the sequence that they have identified themselves. After the activities, the students display pictures and photos related to the issue and tell dramatic and impressive anecdotes about the war. Answers are tried be found out to such questions as “What is the common feature of the pictures?”, “What would we feel if we lived in that period?”, “What can we do to Additional Questions on Your Practices: preserve those values today?” Consider the different activities that you carry out to develop respect to national values in the students. What kind of other things can be implemented with the participation of the branch teachers? At the end of the activities, a list of books related to Çanakkale War can be formed with the students and these may be recommended to the students. Apart from these activities, travel to Çanakkale may be organised. If there is no possibility to organise travel to Çanakkale on the day of handling the issue then visits can be organised to museums and places where historical artefacts are displayed. Questions to Reflect On Is this activity sufficient to solve the problem situation? What were the attainments at the end of the implementation of the activity? If you were to implement this activity again, what would you do differently? What other kinds of activities could be done to solve the problem? 113 SAMPLE FORMS Student Centred Education A sample form is given below to identify the lessons or subjects where student participation is limited and active. To increase student participation Record your lessons for a week by using the table below. For example; if you think a mathematics subject taught in the mathematics lesson is performed with passive student participation, write down the names of the lesson and subject and then mark the box against the related expression. Subjects Topics Student Participation MultiplyMathematic s Turkish Science Social ing to 2 Question & Tech. Studies decimal suffixes Force and its kinds places Aegean Region Passive (The teacher has the control of the lesson, the student is passive, listening and X X taking notes. The aim of the lesson is not understood.) Relatively non-informed answers (The teacher has the control of the lesson, the student participates when asked, s/he is not encouraged X X to ask or answer questions. The aim of the lesson is understood by the students.) Informed Participation (The students participate in the lesson under the guidance of the teacher. The aim of the X X lesson is understood by the students.) Informed cooperation (The teacher and the students are in cooperation in the management of the lesson. The student is at X X the level of evaluation of the questions and answers. the aim of the lesson is understood.) Source: Adapted from Adey, P., Fairbrother, R., Wiliam, D., Johnson, B. & Jones, C., (1999). 114 ANNEXES Annex 1: Work Sheets Annex 2: Interview Forms Annex 3: Self-Evaluation Forms Annex 4: Student Questionnaires Annex 5: Alternative Tools Annex 6: Data Collection Tools 115 ANNEX-1 Work Sheets Work Sheet 1.1: SWOT Analysis Table STRENGTHS WEAKNESSES OPPORTUNITIES THREATS 116 Work Sheet 1.2: Matrix for Identifying Priorities DEGREE OF IMPORTANCE Most Important Less Important Less Difficult DEGREE OF DIFFICULTY 117 Most Difficult Work Sheet 1.3: Key Question 1 1. Where am I now? Key Question 1 Sources of Data Data Collection Technique and Timing 118 Evaluation Results of the Data Collected Work Sheet 1.4: Key Question 2 2. What are the things I should know? (Identify the work that needs to be done to collect the necessary information to allow you to target the areas for development.) Key Question 2 Sources of Data Data Collection Technique and Timing 119 Evaluation Results of the Data Collected Work Sheet 1.5: Key Question 3 3. What are the things that I can do? Key Question III Tasks 120 Work Sheet 1.6. INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN Name of School Teacher/s Responsible Generic Competency Areas Identified for Development Subject-Specific Competency Areas Identified for Development Justification Objective Tasks (Tasks for development) Start/End Dates Resources/Resource Persons Needs - Cost Processes – Time Schedule MONTHS CODE TASKS SEPT Indicators of Success Monitoring Evaluation 121 OCT NOV ………. Work Sheet 1.7 RESTRAINING and DRIVING FORCES / FORCE FIELD ANALYSIS Restraining Forces Driving Forces 122 ANNEX 2 Interview Forms Annex 2.1: School Based Professional Development, Interview Form I Date: …/…/20.. To be filled in by the teacher before the interview PROVINCE/SUB-PROVINCE: NAME OF SCHOOL: NAME & SURNAME OF TEACHER: YEARS OF SERVICE (OF TEACHER): EDUCATION LEVEL OF THE TEACHER ( ) Diploma ( ) Degree ( ) Post-Graduate Class/Classes: (For example : 5A, 3C) Grade/Grades: (Included in the individual development plan activities) Total No. of Students: (Students included in the activities in the individual development plan) SUBJECT AREA OF THE TEACHER: No. of Female Students: No. of Male Students: Area of Competency: Information about the students and the class (Individual differences of the students, students with special needs, Individualised Education Program, Individualised Teaching Plan, etc.) AGENDA OF THE INTERVIEW (To be filled in together during the meeting) I. Expectations of the Teacher (Expectations regarding the attainments as a result of implementation of the plan and the support that can be provided by the principal) II. Recommendations and Expectations of the School Principal (Recommendations regarding the tasks of the plan and the expectations concerning school development) III. Work and Processes to be Done (Detailed process time schedule) IV. Date and Time of the next meeting: Signature of Teacher Signature of Principal * ANNEX–1 Individual Professional Development Plan Draft * IÇE member attends the interview as an observer. * The teacher may invite a colleague to the meeting if they so wish 123 Annex 2.2: School Based Professional Development, Interview Form II Date: …/…/20.. To be filled in by the teacher before the interview PROVINCE/SUB-PROVINCE: NAME OF SCHOOL: NAME & SURNAME OF TEACHER: YEARS OF SERVICE (OF TEACHER): Area of Competency: AGENDA OF THE INTERVIEW (To be filled in together during the meeting) I-a. Summary of the Work Conducted I-b. Evidence of the Work Conducted (Written, Visual and Other Materials) II. The reasons of any work that was not conducted III. Recommendations for Common Solutions IV. Date and Time of the next meeting: Signature of Teacher Signature of Principal * ANNEX–1 Individual Professional Development Plan Draft * ANNEX-2 Evidence of any work conducted * IÇE member attends the interview as an observer. * The teacher may invite a colleague to the meeting if they so wish 124 Annex 2.3: School Based Professional Development, Interview Form III Date: …/…/20.. To be filled in by the teacher before the interview PROVINCE/SUB-PROVINCE: NAME OF SCHOOL: NAME & SURNAME OF TEACHER: YEARS OF SERVICE (OF TEACHER): Area of Competency: AGENDA OF THE INTERVIEW (To be filled in together during the meeting) I-a. Summary of the Work Conducted I-b. Evidence of the Work Conducted (Written, Visual and Other Materials) II. The reasons of any work that was not conducted III. Evaluation of the Process by the Teacher (Contribution of the teacher to personal development, students and the environment) IV. The Comments and Recommendations of the School Principal (By taking into account the agenda items 1,2 and 3) Signature of Teacher Signature of Principal * ANNEX–1 Individual Professional Development Plan Draft * ANNEX-2 Evidence of any work conducted * IÇE member attends the interview as an observer. * The teacher may invite a colleague to the meeting if they so wish 125 ANNEX 3 Self-Evaluation Forms Annex 3.1 Teacher’s Generic Competencies Self-Evaluation Form Instructions: This section contains the generic and sub-competencies that teachers must acquire. Please mark each sub-competency from 1 (low level competence) to 6 (high level competence) according to your own judgement. A. PERSONAL AND PROFESSIONAL VALUES – PROFESSIONAL DEVELOPMENT A1. Valuing, Understanding and Respecting the Students 1 2 3 4 5 6 A2. Believing that Students can Learn and Achieve 1 2 3 4 5 6 A3.Attaching Importance to National and Global Values 1 2 3 4 5 6 A4. Making Self-Evaluation 1 2 3 4 5 6 A5. Ensuring Personal Development 1 2 3 4 5 6 A6. Following and Making Contribution to Professional Developments 1 2 3 4 5 6 A7. Making Contribution to Improve and Develop the School 1 2 3 4 5 6 A8. Following Professional Laws and Realising Tasks and Responsibilities 1 2 3 4 5 6 B. KNOWING THE STUDENT B1. Knowing the Developmental Characteristics 1 2 3 4 5 6 B2. Considering Interests and Needs 1 2 3 4 5 6 B3. Valuing the Student 1 2 3 4 5 6 B4. Guiding the Student 1 2 3 4 5 6 C. TEACHING AND LEARNING PROCESS C1. Planning the Lesson 1 2 3 4 5 6 C2. Preparation of Materials 1 2 3 4 5 6 C3. Organising Learning Environments 1 2 3 4 5 6 C4. Organising Extra-Curricular Activities 1 2 3 4 5 6 C5. Diversifying Education by Taking into Account the Individual Differences 1 2 3 4 5 6 C6. Time Management 1 2 3 4 5 6 C7. Behaviour Management 1 2 3 4 5 6 D1. Identifying Testing and Assessment Methods and Techniques 1 2 3 4 5 6 D2. Testing Student Learning by Using Different Testing Techniques 1 2 3 4 5 6 D3. Data Analysis and Interpretation, Providing Feedback on Student Learning and Development 1 2 3 4 5 6 D.4 Reviewing the Teaching-Learning Process according to Results 1 2 3 4 5 6 E. SCHOOL, FAMILY AND SOCIETY RELATIONSHIPS E1. Knowing the Environment 1 2 3 4 5 6 E2. Making Use of Environmental Opportunities 1 2 3 4 5 6 E3. Making the School a Cultural Centre 1 2 3 4 5 6 E4. Knowing the Families and Impartiality in Relationships with Families 1 2 3 4 5 6 E5. Ensuring Family Involvement and Cooperation 1 2 3 4 5 6 D. MONITORING AND EVALUATION OF LEARNING AND DEVELOPMENT 126 F. KNOWLEDGE OF CURRICULUM AND CONTENT F1. Objectives and Principals of Turkish National Education 1 2 3 4 5 6 F2. Knowledge of Subject-Specific Curriculum and Practice Skills 1 2 3 4 5 6 F3. Monitoring-Evaluation and Development of Subject-Specific Curriculum 1 2 3 4 5 6 AVERAGE TOTAL SCORE 127 Annex 3.2 A. Personal and Professional Values – Professional Development SelfAssessment Form This section contains the generic and sub-competencies that teachers must acquire. Please mark each performance indicator from 1 (low level competence) to 6 (high level competence) according to your own judgement. A1. Valuing, Understanding and Respecting the Students A1.1.Provides various activities in his/her plan and practices to meet the needs of students. (C1.1, C1.2, C5.1, C5.5, D4.5) 1 2 3 4 5 6 A1.2.Organises the classroom layout in accordance with student characteristics so as to facilitate student learning. (C3.2, C3.3) 1 2 3 4 5 6 A1.3.Takes into account student characteristics while selecting and developing proper materials, sources and activities in order to facilitate learning. (C2.2) 1 2 3 4 5 6 A1.4.Provides opportunity for students to propose different activities and to participate in those activities. 1 2 3 4 5 6 A1.5.Listens to his/her students effectively. 1 2 3 4 5 6 A1.6.Gives importance to student views and products. (B3.5) 1 2 3 4 5 6 A1.7.Shows positive reactions when students give different answer to questions. 1 2 3 4 5 6 A1.8.Shows respect in his/her verbal reactions and behaviours 1 2 3 4 5 6 A1.9.Allows for diversity in accordance with social and cultural characteristics of students in indoor and outdoor activities. (B1.4) 1 2 3 4 5 6 A1.10.Provides opportunities for students to develop relationships based on love and respect 1 2 3 4 5 6 A1.11.Takes into account the needs and possibilities of both the student and the environment when assigning homework and conducting outdoor activities. (B1.3, C4.3) 1 2 3 4 5 6 A1.12.Provides proper environment for students with various special needs by defining learning objectives. 1 2 3 4 5 6 A1.13.Does not behave prejudiced towards students regardless of their backgrounds and socio-economic status 1 2 3 4 5 6 A2.1. Aims at developing positive attitudes of students with regard to learning 1 2 3 4 5 6 A2.2.Aware that students have various learning characteristics. 1 2 3 4 5 6 A2.3.Plans his/her studies and aims at improving knowledge of his/her students while conducting his studies. 1 2 3 4 5 6 A2.4.Makes arrangements for the needs of students by analysing factors which create difficulties for learning. (D4., D4.5) 1 2 3 4 5 6 A2.5.Informs the students on various ways of learning and success. (D3.4) 1 2 3 4 5 6 A2.6.Identifies attainable objectives appropriate for students‟ levels.. 1 2 3 4 5 6 A2.7.Encourages learning efforts of students with different levels.. 1 2 3 4 5 6 A3.1. Plays an active role in the protection and implementation of child rights inside and outside the class. 1 2 3 4 5 6 A3.2. Behaves in accordance with human rights. 1 2 3 4 5 6 A3.3. Does not discriminate against nations, individuals and beliefs. 1 2 3 4 5 6 A3.4. Behaves democratically in indoor and outdoor activities. 1 2 3 4 5 6 A3.5. Supports development of national and universal values of students and constitutes a model for them. 1 2 3 4 5 6 A3.6.Carries out activities to create awareness of students that personal and cultural differences may exist. 1 2 3 4 5 6 AVERAGE TOTAL SCORE A2. Believing that Students can Learn and Achieve AVERAGE TOTAL SCORE A3. Attaching Importance to National and Global Values 128 A3.7.Adopts social and professional moral values in indoor and outdoor activities and behaves accordingly. 1 2 3 4 5 6 A3.8.Knows legal and moral liabilities regarding information and communication technologies and shares 1 this knowledge with his/her students. 2 3 4 5 6 AVERAGE TOTAL SCORE A4. Making Self-Evaluation A4.1.Analyses indoor and outdoor activities with a critical approach and makes self-evaluation. 1 2 3 4 5 6 A4.2.Makes good use of the data obtained through self-evaluation to improve himself/herself and the teaching-learning process. 1 2 3 4 5 6 A4.3.Benefits from opinions of students, parents, teachers and administrators while evaluating his/her own performance. 1 2 3 4 5 6 A4.4.Open to different comments and criticism. 1 2 3 4 5 6 A4.5.First looks inside for the reasons of behavioural and learning problems of students emerging during the teaching-learning process. 1 2 3 4 5 6 A5.1. Aware of his/her personal power and competency. 1 2 3 4 5 6 A5.2. Considers his/her personal care and health important. 1 2 3 4 5 6 A5.3. Behaves consistently and fairly. 1 2 3 4 5 6 A5.4. Fights against difficulties. 1 2 3 4 5 6 A5.5. Knows and uses the ways to cope with stress. 1 2 3 4 5 6 A5.6. Self-confident. 1 2 3 4 5 6 A5.7. Has high-level thinking skills and makes good use of these skills. 1 2 3 4 5 6 A5.8. Knows and uses the strategies regarding time management. 1 2 3 4 5 6 A5.9. Adapts to change and new ideas. 1 2 3 4 5 6 A5.10. Uses clear Turkish in accordance with its rules. 1 2 3 4 5 6 A5.11. Performs his/her profession willingly. 1 2 3 4 5 6 A5.12. Technology literate (has knowledge and skills related to technological concepts and applications). 1 2 3 4 5 6 A5.13. Follows developments in information and communication technologies. 1 2 3 4 5 6 A5.14. Participates in culture and art activities to increase his/her personal and professional sensitivities. 1 2 3 4 5 6 A5.15.Willing to carry out scientific researches. 1 2 3 4 5 6 1 2 3 4 5 6 A6.2. Makes use of information and communication technologies in order to support his/her professional 1 development and increase his/her efficiency. 2 3 4 5 6 A6.3. Attends in-service trainings, meetings and seminars to develop his/her professional knowledge, skills 1 and competencies 2 3 4 5 6 A6.4. Follows publications for his/her professional development. 1 2 3 4 5 6 A6.5. Carries out activity researches to improve the learning-teaching process 1 2 3 4 5 6 A6.6. Participates in the decision-making process in cooperation with teachers‟ organisations. (E2.4) 1 2 3 4 5 6 A6.7. Plans professional development and makes continuous efforts to develop himself/herself accordingly. 1 2 3 4 5 6 A6.8.If necessary cooperates with the professional organisation that s/he is a member to concerning his/her 1 own development plan within the context of professional rules. (E2.4) 2 3 4 5 6 AVERAGE TOTAL SCORE A5. Ensuring Personal Development AVERAGE TOTAL SCORE A6. Following and Making Contribution to Professional Developments A6.1. Aware of the requirements of his/her profession A6.9.Makes use of information and communication technologies (on-line journals, package software, email and etc.) in order to share information. 129 AVERAGE TOTAL SCORE A7. Making Contribution to Improve and Develop the School A7.1. Aware of the importance of school improvement and development 1 2 3 4 5 6 A7.2. Plans and implements activity researches in order to contribute to school development and solve 1 problems of the school. 2 3 4 5 6 A7.3. Plays an active role in school development activities together with his/her students. 1 2 3 4 5 6 A7.4. Cooperates with other educators, non-governmental organisations, local governments and 1 professional organisations. 2 3 4 5 6 A7.5.Takes active part in social, cultural and professional activities at school and leads these activities 1 when necessary. 2 3 4 5 6 A7.6. Supports and participates in school activities. 1 2 3 4 5 6 A7.7. Uses environment facilities in school improvement and development. 1 2 3 4 5 6 1 2 3 4 5 6 A8.2.Follows changes and amendments in the legislation related to his/her tasks, rights and responsibilities 1 and make suggestions. 2 3 4 5 6 A8.3.Knows the laws regulating education and training of the handicapped and acts accordingly. 1 2 3 4 5 6 A8.4.Makes efforts to take precautions stipulated in laws and regulations for the handicapped students. 1 2 3 4 5 6 1 2 3 4 5 6 A7.8. Analyses whether the targets are attained or not to contribute to school improvement and development and also makes contribution to taking necessary precautions. AVERAGE TOTAL SCORE A8 Following Professional Laws and Realising Tasks and Responsibilities A8.1.Knows the legislation related to his/her tasks, rights and responsibilities, and acts accordingly. AVERAGE TOTAL SCORE GENERAL AVERAGE SCORE ( A1+A2+A3+A4+A5+A6+A7+A8) : 8 = 130 Annex 3.3 B. Knowing the Student Self-Assessment Form This section contains the generic and sub-competencies that teachers must acquire. Please mark each performance indicator from 1 (low level competence) to 6 (high level competence) according to your own judgement. B1. Knowing the Developmental Characteristics B1.1. Knows and implements the principles of development and characteristics of development areas. 1 2 3 4 5 6 B1.2. Identifies levels of development and individual differences of students by using techniques such as 1 observation, interview, personal and group projects, scales and etc. (C5.4) 2 3 4 5 6 B1.3. Assigns homework and responsibilities appropriate for the level of development, learning styles, 1 interests and needs of students. (A1.11, C1.8, D2.4) 2 3 4 5 6 B1.4.Uses student data to diversify indoor and outdoor activities. (A1.9) 1 2 3 4 5 6 B1.5.Uses student data to plan, implement and evaluate learning and the teaching process. (C1.2, C3.1) 1 2 3 4 5 6 B1.6.Examines personal development files of students. 1 2 3 4 5 6 B1.7.Inserts necessary information in personal development files of students. 1 2 3 4 5 6 1 2 3 4 5 6 B2.2.Makes changes in the teaching-learning process in accordance with student interests and needs. (C5.4) 1 2 3 4 5 6 B2.3.Provides proper learning environments for students with different experiences, abilities and 1 backgrounds by using information and communication technologies. 2 3 4 5 6 B2.4.Diversifies his/her evaluation methods in accordance with student interests and needs. (D1.3, C.5.7, 1 D2.5) 2 3 4 5 6 AVERAGE TOTAL SCORE B2. Considering Interests and Needs B2.1.Plans the teaching-learning process in accordance with individual differences. (C1.2) AVERAGE TOTAL SCORE B3. Valuing the Student B3.1. Addresses students with their names. (C7.2) 1 2 3 4 5 6 B3.2. Conforms to the principle of confidentiality concerning student records. (E4.8) 1 2 3 4 5 6 B3.3. Creates proper discussion platforms for students. 1 2 3 4 5 6 B3.4. Creates opportunities for students to express themselves. 1 2 3 4 5 6 B3.5.Values ideas and products of students. (A1.6) 1 2 3 4 5 6 B3.6.Constitutes a model for students to value ideas and products of others. 1 2 3 4 5 6 B3.7.Respects values of students. (E4.6) 1 2 3 4 5 6 B3.8.Takes into account the cultural values of students. (E4.2, E4.3) 1 2 3 4 5 6 B4.1. Shares findings s/he has obtained with regard to development characteristics of students with them. 1 (D3.4) 2 3 4 5 6 B4.2. Creates proper environments for students to become aware of and develop their strengths and 1 weaknesses 2 3 4 5 6 B4.3.Cooperates with experts in accordance with student interests and needs. 1 2 3 4 5 6 B4.4.Directs students to experts in accordance with their interests and needs. 1 2 3 4 5 6 B4.5.Shares personal development of the student with his/her family. (E5.2, D3.8) 1 2 3 4 5 6 AVERAGE TOTAL SCORE B4. Guiding the Student AVERAGE TOTAL SCORE GENERAL AVERAGE SCORE ( B1+B2+B3+B4 ) : 4 = 131 Annex 3.4 C. Teaching and Learning process Self-Assessment Form This section contains the generic and sub-competencies that teachers must acquire. Please mark each performance indicator from 1 (low level competence) to 6 (high level competence) according to your own judgement. C1. Planning the Lesson C1.1. Prepares a student-centred lesson plan. (A1.1, D4.5) 1 2 3 4 5 6 C1.2. Considers individual differences in the lesson plan. (A1.1, B1.5, B2.1, D4.5) 1 2 3 4 5 6 C1.3. Identifies objectives and attainments in the lesson plan. 1 2 3 4 5 6 C1.4. Relates the lesson with other subjects and inter-disciplines, and cooperates with other teachers within this regard. 1 2 3 4 5 6 C1.5. Identifies activities for the objectives in the lesson plan. 1 2 3 4 5 6 C1.6. Identifies methods and techniques for the objectives in the lesson plan 1 2 3 4 5 6 C1.7. Identifies sources and materials to be used in the lesson plan. 1 2 3 4 5 6 C1.8. Identifies types of homework to be assigned in the lesson plan. (B1.3) 1 2 3 4 5 6 C1.9. Mentions about how to use information and communication technologies in the lesson plan. 1 2 3 4 5 6 C2. Preparation of Materials C2.1. Prepares work sheets. 1 2 3 4 5 6 C2.2. Takes into account the individual differences while preparing and selecting materials. (A1.3) 1 2 3 4 5 6 C2.3. Makes use of computers and other technological means for preparation of materials. 1 2 3 4 5 6 C2.4. Takes into account student comments while preparing materials in the teaching-learning process. 1 2 3 4 5 6 C2.5. Tries to prepare handy and economical materials. 1 2 3 4 5 6 C2.6. Tries to prepare materials in accordance with the learning content. 1 2 3 4 5 6 C2.7. Benefits from environmental facilities in preparation of materials. (E2.5, E2.2, E1.3) 1 2 3 4 5 6 C2.8. Tries to ensure that the material facilitates presentation of contents.. 1 2 3 4 5 6 C2.9. Has access to technological sources related to teaching-learning (databases, online sources and etc.) 1 and analyses these sources with regard to accuracy and compatibility. 2 3 4 5 6 2 3 4 5 6 C3.2.Organises learning environments according to types of activities (individual, cooperative and etc.). 1 (A1.2) 2 3 4 5 6 C3.3.Provides good physical conditions (temperature, light, sound and etc.) for the learning environment so 1 as to support learning. (A1.2) 2 3 4 5 6 C3.4.Considers principles of use for materials while organising learning environments. 1 2 3 4 5 6 C3.5.Takes precautions to ensure safe use of materials and tools. 1 2 3 4 5 6 C3.6.Ensures maintenance of course materials-tools and keeps them ready-to-use. 1 2 3 4 5 6 C3.7.Takes necessary precautions for cleaning and ventilation of learning environment. 1 2 3 4 5 6 C3.8.Constitutes a model for efficient use of technological sources and teaches how to use them. 1 2 3 4 5 6 C1.10. Identifies monitoring and evaluation activities in the lesson plan. (D1.2, D1.4) AVERAGE TOTAL SCORE C2.10. Contributes to development of creativity and aesthetic understanding of students by providing opportunities for material preparation and development AVERAGE TOTAL SCORE C3. Organising Learning Environments C3.1.Takes into account different past experiences of students while organising learning environments. 1 (B1.5) C3.9.Organises learning environment so as to have a positive influence on aesthetic sensitivity of students. 132 AVERAGE TOTAL SCORE C4. Organising Extra-Curricular Activities C4.1. Prepares plan for extra-curricular activities. (E1.4, E1.5) 1 2 3 4 5 6 C4.2. Makes sure that extra-curricular activities conform to objectives of the course. (E1.4, E1.5) 1 2 3 4 5 6 C4.3. Organises extra-curricular activities considering student characteristics. (A1.11, E1.4, E1.5) 1 2 3 4 5 6 C4.4. Conducts correspondences and talks required to organise extra-curricular activities. (E1.4, E1.5) 1 2 3 4 5 6 C4.5. Provides materials for extra-curricular activities. (E1.4, E1.5) 1 2 3 4 5 6 C4.6. Takes precautions to carry out extra-curricular activities safely. (E1.4, E1.5) 1 2 3 4 5 6 C5.1. Organises learning activities by considering different student needs. (A1.1, D4.5) 1 2 3 4 5 6 C5.2. Keeps records of students to follow up their progress.. 1 2 3 4 5 6 C5.3. Resorts to expert assistance if necessary while diversifying education. (E2.1) 1 2 3 4 5 6 C5.4. Takes into account the individual differences while identifying methods. (B1.2, B2.2, D4.5) 1 2 3 4 5 6 C5.5. Knows legal bases with regard to those with special needs. (A1.1, B1.2, B2.2, D4.5 ) 1 2 3 4 5 6 C5.6. Prepares customised curricula. 1 2 3 4 5 6 C5.7. Diversifies testing and assessment approaches by considering individual differences. (D1.3, B2.4) 1 2 3 4 5 6 C5.8. Uses technologies promoting student centred strategies considering different student needs. 1 2 3 4 5 6 C6.1. Plans time efficient lessons. 1 2 3 4 5 6 C6.2. Uses time efficiently in the teaching-learning process. 1 2 3 4 5 6 C6.3. Guides his/her students in using their time efficiently inside and outside the class. 1 2 3 4 5 6 C7. Behaviour Management C7.1. Provides constructive and explanatory feedbacks to his/her students. (D3.4, D3.7) 1 2 3 4 5 6 C7.2. Addresses students with their names.(B3.1) 1 2 3 4 5 6 C7.3. Highlights achievements of students. 1 2 3 4 5 6 C7.4. Takes into account the individual differences in behaviour management. 1 2 3 4 5 6 C7.5. Creates an environment where students feel safe and comfortable. 1 2 3 4 5 6 C7.6. Determines classroom rules together with students. C7.7. Guides students in managing their emotions and opinions. 1 2 3 4 5 6 C7.8. Provides opportunities for students to learn how to motivate themselves. 1 2 3 4 5 6 C7.9. Guides students in developing self-control skills. 1 2 3 4 5 6 AVERAGE TOTAL SCORE C5. Diversifying Education by Taking into Account the Individual Differences AVERAGE TOTAL SCORE C6. Time Management AVERAGE TOTAL SCORE C7.10. Takes precautions for health and safety considerations in learning environments where materialstools and technology is used. C.7.11. Has interpersonal problem-solving skills and guides students in developing these skills. AVERAGE TOTAL SCORE GENERAL AVERAGE TOTAL SCORE ( C1+C2+C3+C4+C5+C6+C7 ) : 7 = 133 Annex 3.5 D. Monitoring and Evaluation of Learning and Development SelfAssessment Form This section contains the generic and sub-competencies that teachers must acquire. Please mark each performance indicator from 1 (low level competence) to 6 (high level competence) according to your own judgement. D1. Identifying Testing and Assessment Methods and Techniques D1.1. Decides on the aim of testing and assessment 1 2 3 4 5 6 D1.2. Identifies proper testing tools.(C1.10) 1 2 3 4 5 6 1 D1.4. Identifies alternative testing tools for a comprehensive assessment (Portfolios, concept maps, trips, 1 observations, interviews and etc.). D1.5. Plans for testing and assessment.(C1.9) 2 3 4 5 6 2 3 4 5 6 D1.3. Diversifies testing tools. (B2.4, C5.7) AVERAGE TOTAL SCORE D2. Testing Student Learning by Using Different Testing Techniques D2.1. Develops the testing tool. 1 2 3 4 5 6 D2.2. Tests validity and reliability of testing tool. 1 2 3 4 5 6 D2.3. Applies the testing tool. 1 2 3 4 5 6 D2.4. Checks assignments of students (project, homework, etc.).(B1.3) 1 2 3 4 5 6 D2.5. Organises individual testing and assessment activities and uses strategies to involve students in these activities.(B2.4) 1 2 3 4 5 6 D2.6. Tests performance and progress levels of students regularly. 1 2 3 4 5 6 D3.1. Selects and applies the proper statistical technique in data analysis. 1 2 3 4 5 6 D3.2. Analyses data using information and communication technologies. 1 2 3 4 5 6 D3.3. Coverts test results into visual forms such as tables and graphics. 1 2 3 4 5 6 D3.4. Interprets test results and provides feedback to students. (A2.5, B4.1, C7.1) 1 2 3 4 5 6 D3.5. Gives importance to student reactions concerning test results. 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 D3.8. Shares assessment results with parents, administrators and other educators by means of information 1 and communication technologies. (B4.5, E5.2) 2 3 4 5 6 AVERAGE TOTAL SCORE D3. Data Analysis and Interpretation, Providing Feedback on Student Learning and Development D3.6. Rewards achievements and positive behaviours of students. (A2.9) D3.7. Makes constructive comments for negative behaviours.(C7.1) AVERAGE TOTAL SCORE D4. Reviewing the Teaching-Learning Process according to Results D4.1.Reviews objectives. (A2.4) 1 2 3 4 5 6 D4.2.Reviews the learning environment. 1 2 3 4 5 6 D4.3.Reviews testing tools. 1 2 3 4 5 6 D4.4.Reviews teaching strategies, approaches, methods and techniques. 1 2 3 4 5 6 D4.5.Develops alternative materials, strategies and activities when necessary.(A1.1, A2.4, C1.1, C1.2, C5.1, C5.4) 1 2 3 4 5 6 AVERAGE TOTAL SCORE GENERAL AVERAGE TOTAL SCORE ( D1+D2+D3+D4 ) : 4 = 134 Annex 3.6 E. School, Family and Society Relationships Self-Assessment Form This section contains the generic and sub-competencies that teachers must acquire. Please mark each performance indicator from 1 (low level competence) to 6 (high level competence) according to your own judgement. E1. Knowing the Environment E1.1 .Knows his/her environment. 1 2 3 4 5 6 E1.2. Examines and notes down characteristics and needs of his/her environment 1 2 3 4 5 6 E1.3. Reflects environmental characteristics on the lesson plan.(C2.7) 1 2 3 4 5 6 E1.4. Organises environment trips (museums, factories, natural beauties, etc.). (A2.8, C4.1, C4.2, C4.3, C4.4, C4.5, C4.6) 1 2 3 4 5 6 E1.5. Carries out environment trips.(A2.8, C4.1, C4.2, C4.3, C4.4, C4.5, C4.6) 1 2 3 4 5 6 E1.6. Adds different chapters or issues on subject-specific curriculum considering characteristics of his/her 1 environment. 2 3 4 5 6 2 3 4 5 6 E2.2. Uses institutions, organisations and natural environments in the vicinity for educational purposes. 1 (C2.7) 2 3 4 5 6 E2.3. Makes efforts to ensure that graduates make contributions to the school in cooperation with 1 administrators. 2 3 4 5 6 E2.4. Cooperates with non-governmental organisations, leaders of society and education, etc.(A6.6, A6.8) 1 2 3 4 5 6 1 E2.6. Serves in the establishment of school development-administration teams and activities of these teams. 1 2 3 4 5 6 2 3 4 5 6 E1.7. Sensitive to problems of his/her environment. AVERAGE TOTAL SCORE E2. Making Use of Environmental Opportunities E2.1. Invites professionals from fields such as industry, trade, agriculture, etc. within the same environment 1 to lessons related to their professions. (C5.3) E2.5. Enriches the teaching process by using materials unique to his/her environment.(C2.7) AVERAGE TOTAL SCORE E3. Making the School a Cultural Centre E3.1. Organises meetings or seminars in accordance with interests and needs of families and students. 1 2 3 4 5 6 E3.2. Acts as a leader in organising culture and sports activities. 1 2 3 4 5 6 E3.3. Organises programmes to commemorate important persons and events of his/her environment. 1 2 3 4 5 6 E3.4. Supports activities for development of school and its environment. 1 2 3 4 5 6 1 2 3 4 5 6 E4.2. Pays home visits within professional limits to get to know socio-economic and cultural characteristics 1 of families and to observe working environment of the student.(B3.8) 2 3 4 5 6 E4.3. Collects and notes down information about socio-economic and cultural characteristics of 1 families.(B3.8) 2 3 4 5 6 E4.4. Organises activities for maintenance of socio-cultural values. 1 2 3 4 5 6 E4.5. Shares clear and correct information with families. 1 2 3 4 5 6 E4.6. Respects different values and beliefs of families.(B3.7) 1 2 3 4 5 6 E4.7. Treats equal to families with different socio-economic and cultural characteristics. 1 2 3 4 5 6 E4.8. Keeps private family and student information secret.(B3.2) 1 2 3 4 5 6 E4.9. Does not reflect negative experiences with families on the teaching and learning process 1 2 3 4 5 6 AVERAGE TOTAL SCORE E4. Knowing the Families and Impartiality in Relationships with Families E4.1. Organises individual parent meetings or meetings in groups to know the families AVERAGE TOTAL SCORE 135 E5. Ensuring Family Involvement and Cooperation E5.1. Includes families into school and class activities. 1 2 3 4 5 6 E5.2. Performs written/verbal communication with families by means of continuous exchange of 1 information about student progress. (B4.5, D3.8) 2 3 4 5 6 E5.3. Identifies mutual expectations by talking to families. 1 2 3 4 5 6 E5.4. Reflects mutual expectations identified together with families on his/her practices. 1 2 3 4 5 6 E5.5. Sensitive to problems that families are going through. 1 2 3 4 5 6 E5.6. Guides families by providing information and guidance for solving problems of students in the 1 learning process. 2 3 4 5 6 E5.7. Informs families about their legal rights and responsibilities with regard to education, and informs 1 them of recent developments. 2 3 4 5 6 E5.8. Tries to be with families and students by making use of educational opportunities inside and outside 1 the school. 2 3 4 5 6 AVERAGE TOTAL SCORE GENERAL AVERAGE TOTAL SCORE ( E1+E2+E3+E4+E5 ) : 5 = 136 Annex 3.7 F. Knowledge of Curriculum and Content Self-Assessment Form This section contains the generic and sub-competencies that teachers must acquire. Please mark each performance indicator from 1 (low level competence) to 6 (high level competence) according to your own judgement. F1. Objectives and Principals of Turkish National Education F1.1. Knows fundamental values and principles that Turkish National Education System is based on 1 2 3 4 5 6 F.1.2. Takes Ataturk‟s principles and revolutions, and Ataturk nationalism as is stated in the Constitution as 1 a reference in preparation and implementation of any curriculum and training activity. 2 3 4 5 6 F1.3. Believes in the necessity and importance of conducting education-training activities in line with the targets and principles of Turkish National Education. F1.4. Reflects the targets and principles of Turkish National Education on his/her plan and practices. F1.5. Manages the teaching-learning process in accordance with the targets and principles of Turkish National Education. AVERAGE TOTAL SCORE F2. Knowledge of Subject-Specific Curriculum and Practice Skills F2.1. Reflects the objective, principle and approach of the subject-specific curriculum on his/her plan. 1 2 3 4 5 6 F2.2. Implements principles and approaches of the subject-specific curriculum. 1 2 3 4 5 6 F2.3. Provides students with ways to learn required in the subject-specific field. 1 2 3 4 5 6 F2.4. Arranges the content gradually in an order according to subject characteristics. 1 2 3 4 5 6 F2.5. Organises the teaching process by considering distribution of subject-specific knowledge according to 1 classes and levels. 2 3 4 5 6 F2.6. Makes efforts to acquire different knowledge and skills required by the subject-specific curriculum. 1 2 3 4 5 6 F3.1.Follows changes in the subject-specific curriculum. 1 2 3 4 5 6 F3.2.Contributes to development process for the subject-specific curriculum through identified needs and suggestions. 1 2 3 4 5 6 F3.3.Identifies and explains the importance of acquired knowledge within the subject-specific curriculum. 1 2 3 4 5 6 F3.4.Relates knowledge acquired within the scope of subject-specific curriculum with other curricula. 1 2 3 4 5 6 F3.5.Explains the contribution of knowledge acquired within the scope of subject-specific curriculum to student learning and development. 1 2 3 4 5 6 F3.6.Justifies knowledge acquired within the scope of subject-specific curriculum in terms of conformity to student needs. 1 2 3 4 5 6 F3.7.Identifies issues that students have difficulty in understanding within the scope of subject-specific curriculum. 1 2 3 4 5 6 F3.8.Evaluates teaching materials (course book, workbook, teacher‟s book, encyclopaedia, journal, etc.) prepared within the scope of subject-specific curriculum in terms of principles of content arrangement. 1 2 3 4 5 6 F3.9.Evaluates content of teaching materials (course book, workbook, teacher‟s book, encyclopaedia, journal, etc.) prepared within the scope of subject-specific curriculum in line with the progress and innovations in the field. 1 2 3 4 5 6 F3.10. Evaluates content of teaching materials (course book, workbook, teacher‟s book, encyclopaedia, journal, etc.) prepared within the scope of subject-specific curriculum in terms of scientific accuracy. 1 2 3 4 5 6 AVERAGE TOTAL SCORE F3. Monitoring-Evaluation and Development of Subject-Specific Curriculum AVERAGE TOTAL SCORE GENERAL AVERAGE TOTAL SCORE ( F1+F2+F3 ) : 3 = 137 ANNEX 4 Student Questionnaires Annex 4.1: Grade 2 Student Questionnaire Instructions: When your teacher reads out the statements, colour in the shape that reflects how you feel. Teacher: School Year: 1. My teacher listens to me. 2. When I need the help of my teacher, s/he helps me. 3. My teacher shows me how to do new things. 4. I know what I have to do in the classroom. 5. I can do the things that I am supposed to do (tasks) in the classroom. 6. I am learning new things in my classroom. 7. I feel safe in my classroom. COMMENTS: 138 Annex 4.2: Grade 3-5 Student Questionnaire Instructions: Follow the statements as your teacher reads them out. Mark the response that best reflects your feelings. Teacher: School Year: YES SOMETIMES NO 1. My teacher listens to me. □ □ □ 2. When I need the help of my teacher, s/he helps me. □ □ □ 3. I can do my studies/tasks in the classroom. (I can work in my classroom) □ □ □ 4. I feel safe in this classroom. □ □ □ 5. My teacher uses many (a variety) of methods to teach. □ □ □ 6. My teacher explains how I can use the things that I learn outside the classroom. □ □ □ 7. If I have done something wrong, my teacher explains where I have gone wrong. □ □ □ COMMENTS: 139 Annex 4.3: Grade 6-8 Student Questionnaire This questionnaire will allow your teacher to formulate ideas on how further she can help to develop this class. Instructions: DO NOT WRITE YOUR NAME ON THIS QUESTIONNAIRE. Write down your teacher’s name, the school year and your grade level. If you do not agree, mark 1 on the questionnaire. If you are undecided, then mark 2. If you agree with the statement, then mark 3. If you have any comments to make, write them at the bottom of the page. I Agree Class: I am undecided School Year: I Disagree Teacher: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 8. encourages all the students to learn. 1 2 3 9. uses different activities. 1 2 3 10. communicates with me in a way that I can understand. 1 2 3 11. manages the lesson well; the flow of the lesson is not disrupted. 1 2 3 12. respects all students. 1 2 3 13. allocates sufficient time for learning. 1 2 3 14. clearly explains the semester homework (such as projects). 1 2 3 15. has high expectations of us. 1 2 3 16. helps me to reach the high expectations that she expects. 1 2 3 17. communicates honestly and in a friendly manner with me. 1 2 3 In this class, my teacher……………….. 1. gives clear and precise information. 2. is honest with everyone. 3. is helpful outside of the lesson. 4. clearly explains the attainments for each lesson. 5. gives grades to my work in good time. When assessing our work, s/he gives our score/grades in a short time so we don’t have to wait a long time. 6. makes connections to other lessons/subjects and real life in our lessons. 7. allows and respects different ideas and thoughts. COMMENTS: 140 ANNEX 5 Alternative Tools Annex 5.1 The Diamond Game What is the Diamond Game? Diamond Game is a prioritisation activity which is composed of arranging the problems according to importance. What is the Purpose of the Game? It enables the identification of development areas that you need and arrangement of these development areas according to importance sequence in line with the problems encountered in the learning environment. It enables the arrangement of weaknesses in the SWOT analysis according to importance sequence. Diamond Game will help you in selecting weaknesses that you consider developing in the SWOT analysis. How to Play the Diamond Game? Eleven problems experienced in educational environment are identified. While identifying these, you can make use of weaknesses in the SWOT analysis or competences that you examine. The least important two of these eleven expressions are removed. Each participant in the group arranges the remaining 9 expressions according to their own importance sequence while the most priority expression is put at the top. In order to make the game more amusing and enable visual richness the stage is given a diamond shape. The fact that the priorities of the each teacher are different from each other is an indicator that planning to be carried out for development will individualize during the process. X X X X X X X X X Note: At the end of the 1st stage, the teacher will have identified the area in which they wish to further develop within the 6 main generic competency areas. 141 Annex 5.2: Focus Wheels What are Focus Wheels? Focus wheels are a two-stage tool which helps finding solution ways to eliminate the problem of priority and reasons behind it. What is the Purpose of the Focus Wheels? It enables the analysis of the reasons lying behind the problem; it also enables focusing on the problem and looking to the problem from an analytic perspective via brainstorming. How are the Focus Wheels Used? At the first stage, among the problems that you consider solving, a simple and the most accessible one or expression, the solution which is priority according to you, is put in the centre of the wheel. After you have identified the problem, write the reasons which lead to the problem around the centre. The number of the reasons may increase or decrease according to the problem. In the figure, there are assumed to be four reasons and the wheel is divided into four accordingly. REASON REASON PROBLEM REASON REASON At the second stage, one of the reasons identified around the 1st focus wheel is selected and written in the centre of the 2nd focus wheel. While selecting the reason, attention must be 142 paid that the one which will be the most effective in solving the problem, helps eliminating the problem and also facilitates the solutions of the other reasons is selected. It helps suggesting as many solutions as possible by making brainstorming for the problem, the reasons of which are identified in the first wheel. The most probable reason which will remove the problem is put in the centre. Solution suggestions related to this reason are written around the centre. The number of the solutions may increase or decrease according to the number of reasons. The suggested solutions will guide you in identifying strategies while reaching to the target. The reason that you have selected to solve may enable to remove the other reasons and thus the problem. In the event that the problem is not fully eliminated at the end of the implementation of your individual professional development plan, it is recommended to make new development plans for the other reasons. SOLUTION SOLUTION SOLUTION PROBLEM SOLUTION One of the functions of the focus wheels in the process is enabling the continuity of the education cycle in the school as a result of the engagement of the solution wheels with each other which are made by each teacher for the experienced problems. 143 ANNEX 6 Data Collection Tools Data which is collected by judgements are not always reliable or valid. The effective use of the data collection tools depends of systematic implementation. All the methods which have been identified in this section have been designed in a way to develop our data collection skills. You should make as much use as possible from the available sources of data at your school. Activity: Information resources in your school How many of the following information resources do you have in your school? Put a mark next to the available ones. Add an additional information resource that you may reach. 1. Written or recorded documents 2. Observation Records (Student administrative records, grade Students records, student observation folders, etc) Teachers Minutes of meetings or interviews Classroom Official letters Lesson Student work (Portfolios, projects, etc.) Extra-curricular activities Test/exam results … Teacher‟s annual/daily plans … 3. Visual data 4. People whose Comments to Receive Drawings Students Photographs School Staff School neighbourhood Families Footage Visitors You may use the current questionnaires, checklists or observation/interview tools to gather information or you may develop other tools. 144 6.1 Questionnaires A questionnaire is a data collection tool which is developed for the aim of receiving comments about a certain matter, to identify a perception or to establish a baseline situation. Activity (i) Develop a questionnaire that can provide valuable information to identify the source of a problem you are faced with. …………………….. ............................................................................................. (ii) Administer the questionnaire you have developed. ……………………………………………………………………………………………… Your job will made easier if you make the questionnaire simple, clear and easy to administer. Below is an example of a questionnaire developed to collect data to solve the problems experienced concerning testing and assessment by the teacher. An analysis example for Designing an Exam for the End of Unit Assessment Form for the end of unit assessment exam: 1- Does it cover all the attainments learned throughout the unit? 2- Does it include different kinds of question types? 3- It is worded clearly? 4- Does it include various different exam techniques? 5- Does it include multiple choice questions? 6- Does it include True/False questions? 7- Does it contain short answer questions? 8- Does it contain open ended questions? 9- Does it take into account the individual differences? 145 Yes No In order to make the questionnaires simple, understandable and implementable, limit the subject that you want to analyse. use questions which will give clear answers such as “Yes/No” to identify the data on the current situation. use open-ended questions if you want to learn the remarks and opinions of the persons. use clear expressions; keep away from long sentences and directive questions. do not use two different question expression in a single sentence. take into account the emotional effects of the questions. Issues to be aware of: The participants of the practice may not want to answer the questions if their names are requested to be written on the paper. Decide when and how to carry out the questionnaire. Give brief explanations on how to answer the questions in the questionnaire. Identify your style to evaluate the questionnaire. Share the results with the related persons. 6.2 Check Lists In the check lists questions are directed as in the questionnaire. However, answers determine the degree of approval or disapproval of an expression. A sample check list is given below regarding the usage of the current resources in the teaching and learning process: 1 – I totally disagree; 2 – I disagree; 3– I am uncertain; 4- I agree ; 5– I totally agree; In our school,: 1 2 3 1. Students are aware of all of the current resources. x 2. There is a positive relationship with the environment. x 3. Different resources around the school are also used. x 4. Our students make use of various resources for active learning. 5. Student works are displayed. 4 x x 146 5 Activity Prepare a check list in your school with a view to taking the opinions of the parents about their children‟s participation to the learning and school activities. 6.3 Interviews In some situations and conditions, interview method is needed to be used to acquire the necessary information. You may want to make interviews with your colleagues, students or their families to get detailed information. Using recorder or various record schedules will facilitate your work. Issues to be aware of: 1. Give information to the person with whom you will make interview about the time, place and content of the interview. 2. Prepare a list of questions in logical order which explain the aim of the interview. By this way the person with whom the interview is made may have clear information about the subjects. 3. Record what is said. Read the main points to the person with whom the interview is made. By this way the person will have the possibility to approve and disapprove your notes. 4. Do not misuse the interview results and tell this to the person with whom the interview is made. 5. Do not be inconsistent, start with questions for which everybody can produce ideas. Possible problems: The person with whom the interview is to be made will be reluctant due to the possibility of being excluded by the school principal, teachers and other students. The teachers will feel that the ideas of the students or their families pose a threat against their own authorities. The families may not want to deal with “school problems”. 147 Activity 1. Make interviews with a couple of students showing positive and negative behaviours. Ask the students the following questions. • Which subject do you think is difficult? Why? • What kind of activities do you like more? Why? • Which activities do you find more difficult? Why? • Which one do you prefer: Individual or group work? Why? • How much time do you spare for your lessons outside the school? 2. Findings • Compare the results that you have taken from your students. 3. Which result do you get? 1.How can you use these results for promoting the student and differentiating your techniques etc.? 6.4 Observation Most of the teachers continually observe what happens in their classrooms. Observation can be used to collect information that will help solve the problem, to compare the information or to evaluate the success of a new learning method. For example, the teacher can observe his/her colleague‟s teaching methods or how s/he implements the methods and techniques for evaluating the learning process within the class. In addition, you can evaluate your students according to their participation to class activities or the quality of the works that they have produced. Activity Construct an observation process in order to help teachers understand the followings better. (a) Reasons behind why the students show negative behaviours in the class, (b) Ways to make students work in groups. 148 6.5 Analysis and Interpretation of the Findings Bringing together and analysing the information acquired throughout the data collecting process while establishing the Individual Professional Development Plan will give a systematic approach in your work. This work should not include complicated analysis methods. An analysis example for Designing an Exam for the End of Unit Assessment Form for the end of unit assessment exam: Yes 1- Does it cover all the attainments learned throughout the unit? X 2- Does it include different kinds of question types? 3- It is worded clearly? No X X 4- Does it include various different exam techniques? X 5- Does it include multiple choice questions? X 6- Does it include True/False questions? X 7- Does it contain short answer questions? X 8- Does it contain open ended questions? X 9- Does it take into account the individual differences? Activity How do you interpret the findings? What type of questions do you see in the answers given? Which test techniques are not used? What should be done by making use of the information to be acquired at the end of this questionnaire in order to develop measurement techniques? 149 X