Dr. Donald Staub

Biography

 Donald Staub is an Assistant Professor and the Director of the School of Foreign Languages at Izmir   University of Economics. He is an inspector for Eaquals and the Commission on English Program   Accreditation (CEA). He also serves on the leadership team of DEDAK, the Turkish language program   accrediting scheme. He is also a co-coordinator of TESOL-Turkey LAMSIG. His research focuses on   quality assurance in language instruction, student retention, and micro-credentials and digital badges, with   recent book chapters on quality assurance in EFL and EAP programs. His edited volume Quality  Assurance   and Accreditation in Foreign Language Education (Springer) was published in 2019.

Abstract

The significance of accreditation and standardisation in foreign language teaching at universities

Standardization and accreditation are opposite sides of the same coin. Sort of. While you can have standardization without accreditation, you really cannot receive accreditation without a significant level of standardization.  This is why, for any foreign language teaching program focused on quality practices, the primary aim should be standardization. Accreditation logically follows.  In other words, the foreign language program should resist accreditation ambitions until systems and structures have been established and initiated with the end goal in mind of standardization. Don’t let the tail wag the dog. If one needs to ask what those systems and structures are, for a quality organization, they need look no further than the actual standards themselves that accrediting schemes have identified as key indicators of standardization in a foreign language program. This talk will drill into these systems and structures comprising a quality organization, providing concrete illustrations of best practices. 

Özge Coşkun Aysal

Biography

Özge Coşkun Aysal is the Assistant Director of the School of Foreign Languages at Izmir University of Economics. She is a PhD Candidate in Educational Administration. She is a founding member of the TESOL Türkiye LAMSIG Executive Board and currently serves as a co-coordinator of the SIG.  She is also a founding member of the TESOL Türkiye Executive Board. She is also a trained reviewer for DEDAK, Turkey’s language program accrediting body. Her primary research interests are Educational Leadership and Administration, Psychological Safety, Quality Assurance and Accreditation, Inclusive Leadership and Learning Organizations.

Didem Mutçalıoğlu

Biography

Didem Mutçalıoğlu is the director of the English Language Programs at İstanbul Bilgi University and is one of the founding members as well as the current chair of the Association for Language Education, Evaluation and Accreditation (DEDAK). She is currently serving as a commissioner for the Commission on English Language Program Accreditation (CEA). She led the CEA self-study process twice, which first resulted in a 5-year initial accreditation and then a 10-year re-accreditation decision. She also led the EAQUALS accreditation process for the Undergraduate Academic English Program at İstanbul Bilgi University, which resulted in the accreditation and then the re-accreditation of the program. In addition to these, she is the WSCUC (WASC Senior College and University Commission) Accreditation Liaison Officer and has led İstanbul Bilgi University’s institutional accreditation efforts with WSCUC, which resulted in a 6-year institutional accreditation decision, the first international institutional accreditation received by a higher education institution in Turkey. She holds a BA and MA degree in English Language Teaching. She completed the WSCUC Assessment Leadership Academy, which is a one-year program concerning the Assessment of Program Learning Outcomes and Program Review in the context of higher education. She has participated in CEA reviewer and advanced reviewer trainings, and serves as a volunteer peer reviewer for CEA. She is currently working towards her doctorate in higher education at the University of Liverpool.

Abstract

Quality has become one of the major areas of focus of educational institutions and programs due to a variety of policies, definitions, and schemes to assure and maintain quality and to respond to changing demands. For language programs, the concept of quality is usually referred to as the desired condition in educational and general services provided for students, and mostly involves meeting standards developed by quality schemes and accreditation agencies as proof of quality. This call for quality has caused and increased demand for institutions and language programs to apply to accreditation agencies for their quality to be verified and recognized. Thus, this journey towards quality, whether it be through an accreditation agency or not, involves a cultural and institutional change process towards becoming a learning organization and building the necessary systems. This change is a very considered and rewarding, but not always an easy and fast one. This presentation aims at discussing the possible challenges of a quality and accreditation journey and some possible ways on how to overcome these challenges. The presentation will involve data and examples from accreditation agencies and English programs, and will also share implemented solutions by some of these programs.

Dr. Reza Vahdani-Sanavi

Biography

 I am currently teaching English as a Foreign Language at ASBU as an assistant professor. After getting my   PhD in   ELT, the major courses that I taught at the MA level were Advanced Writing, Advanced   Measurement and   Evaluation, and Research Methods. I am a certified teacher trainer by British Council   from 2013, TESOL    

 International 2020. I am also a Trinity College London Cert. TESOL trainer and course director. I run some   professional development workshops and courses as a freelancer for Oxford University Press mostly on Assessment.

Abstract

The objective of the Testing and Assessment session is to provide an overview of the key elements that schools must consider when establishing a Testing and Assessment Unit. The session will cover various areas, such as the stages involved in test development, the adoption or adaptation of measurement tools, test assembly, and delivery. Additionally, the session will touch upon the topics of marking, grading, and reporting results, as well as the routine monitoring required by the Testing & Assessment Unit.

Dr. Tom Godfrey

Biography

 Tom is the Director of International Training Institute (ITI) a teacher training centre providing   internationally   recognized pre-service and in-service teacher training. He has over 30 years experience of   leadership and       management having run a range of educational institutions since establishing his first   language school in Istanbul   in  1989. He completed an MA TEFL at Reading University and Ed.D at Exeter   University, UK. Tom recently   completed an MA in Applied Theatre at Exeter University focusing on how   Applied Theatre can inform Teacher   Education. He is founder of Speech Bubbles Theatre which performs   to raise money to support education and   children in Turkey. Additionally, Tom is producing a documentary   film about the experiences of training to be an ELT teacher.

Abstract

Educational Leadership and Management

This session aims to present both theoretical background and practical ideas on educational management. Participants are introduced to some leadership and management models which may be applied in their contexts which aim at institutional development and establishing a culture of learning.  It also aims to discuss practical issues regarding educational leadership and management, such as enhancing communication, cooperation and collaboration, stakeholder involvement in decision making, empowerment, team building and managing conflict. 

Jackie Halsall

Biography

 Jackie Halsall is a freelance teacher and teacher trainer based in Turkey. She has worked in both   Turkey and the UK, and in both countries has worked with teachers from all over the world, over the   last few years in Turkey, Jordan, Palestine, Kazakhstan, as well as working on CELTA and DELTA   courses. She also worked for many years as a director of studies, and designed the curriculum for the   school and syllabuses for a range of English language and teacher training courses.

Abstract

Curriculum and Materials Development

In this session, we think about the key points to be considered when planning a curriculum for an English Language course, such as how to decide what the learners really need, using this to determine the content and materials, what approach to take and what kind of curriculum we need, how to evaluate the success of the curriculum as an ongoing process. Some theory and terminology is discussed, but this will be largely a hands-on interactive session to help participants get involved in the planning and improvement of their own curricula.

Sinem Atamsoy Koşar

Biography

 Sinem Atamsoy Koşar has been a teacher for about 30 years and a learning consultant for managers,   teachers,  students and parents for about 10 years. She is one of the senior teachers at Ege University,   School   of Foreign Languages. She has an extensive experience of language teaching, training language   teachers and   managers, coaching students and testing. Sinem previously worked as a director of   studies,  a head of English   department, a test writer and a translator. Sinem is a fulltime teacher and a   teacher educator. She is the   current Vice Head and the Continuous Professional Development Unit   Coordinator of the School of Foreign   Languages, Ege University. She is one of the founding members   and the executive board members of TESOL   Turkey, 'İngiliz Dili Öğretimi ve Mesleki Gelişim Derneği'   She has had a short experience as the SIG (Special   Interest Group) Representative. She is now the president of TESOL Turkey (2022-2023). Her particular   interest is in lifelong learning, and educational management and her mission is to accompany others in their teaching, learning and management journeys in order to further develop their skills. Sinem has joined many international certificate/diploma programs on teacher-training, trainer-training, testing, management development, coaching and personal effectiveness, presentation techniques, brain-based learning, Enneagram and numerology. She has also attended both national and international conferences as a presenter.

Abstract

 ‘’Improving School Quality through Effective PD Activities for All’’

Do you think professional development (PD) activities for educators should be a ‘must’ to drive meaningful change in your schools? Should they be top-down or bottom-up? Does your institution have a ‘learning culture’? If so, did this happen within a short time? Do you think we need to tailor PD activities to individual learning styles and preferences? This presentation will focus on the importance of effective PD activities in improving school quality. It will explore various strategies for designing and implementing PD activities that are engaging and ongoing, and that support the professional growth of all teachers. The presentation will also discuss the role of leadership in creating a culture of continuous learning, and the importance of aligning PD activities with the needs and goals of the school, the teachers and its students. Participants will leave the session with a better understanding of how to plan, deliver, and evaluate PD activities that contribute to the overall improvement of school quality.