school based professional development manual

Transkript

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?
for Teachers?
Teachers’ Practices?
for Students?
Students?
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
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)
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
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
Video record
Creating a Web site
Photographs
Video record
…………
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 valuesprofessional 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 valuesprofessional 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
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.”
activity?
differently?
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
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.
activity?
differently?
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
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.
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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.
activity?
differently?
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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
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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
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.
activity?
differently?
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
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.
activity?
differently?
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
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?
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.
activity?
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
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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
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.
activity?
differently?
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:
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.
activity?
differently?
91
Activity 3: Project Work – The Animal Kingdom
PROBLEM:
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
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.
activity?
differently?
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
Your Practices:
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.
activity?
differently?
Activity 2: You are Unlimited
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
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.
activity?
differently?
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.
activity?
differently?
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
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.
activity?
differently?
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
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.
activity?
differently?
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
Data Collected
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
the Data Collected
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
Subject-Specific
Competency Areas
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..
NAME OF SCHOOL:
Area of Competency:
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:
* ANNEX-2 Evidence of any work conducted
124
Annex 2.3: School Based Professional Development, Interview Form III
Date: …/…/20..
NAME OF SCHOOL:
Area of Competency:
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)
* ANNEX-2 Evidence of any work conducted
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
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
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
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
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

school based professional development manual

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