ABU SOFL Professional Development Unit

Purpose

The Professional Development Unit of Antalya Bilim University’s Preparatory Program is dedicated to inspiring and empowering educators to excel in their roles, enhancing overall teaching quality, and fostering student learning. We aim to standardize and strengthen the school culture by promoting a continuous cycle of learning, collaboration, and innovation.  By creating opportunities for professional growth, we aim to enhance teaching excellence, help teachers improve their teaching skilss, raise the overall quality of education, and ensure that all students have equitable access to impactful and high-quality learning opportunities.

Mission

Our mission is to create a dynamic and collaborative environment where teachers can continuously develop their skills and knowledge and adapt to the evolving demands of education. Through organizing high-quality training programs, fostering peer collaboration, facilitating mentoring opportunities, and implementing reflective practices like classroom observations and feedback cycles, we support teachers in achieving their full potential. By aligning professional development efforts with the institution’s overall goals, we aim to create a prospering community of educators who who are empowered to lead, innovate, and inspire.

Vision

We envision a professional learning community where every educator feels valued, empowered, and prepared to contribute to an inclusive and forward-thinking educational environment. Through commitment to excellence, innovation, and equity, we aim to set a benchmark for professional development that enhance teaching quality, fosters lifelong learning, and positively impacts both educators and students alike.

Philosophy

The Professional Development Unit operates on the belief that teaching is a journey of lifelong learning. Our philosophy is built on the following principles:

1. Continuous Improvement
   Professional growth is a continuous process that benefits both teachers and students.
2. Collaboration and Shared Expertise
   Teachers improve most effectively in an environment that promotes collaboration, shared knowledge, and peer learning.
3. Equity in Opportunities
   All teachers should have equal access to professional development resources and opportunities, reflecting the principles of fairness and inclusion.
4. Constructive Feedback
   Constructive feedback is essential for self-reflection and growth, helping teachers identify their strengths and areas for improvement.
5. Alignment with Institutional Goals
   Professional development activities align with the broader objectives of the Preparatory Program, ensuring coherence and relevance.
6. Focus on Students
   The ultimate goal of professional development is to enhance student learning and ensure equitable opportunities for success.

Professional Development Policy

1. Professional Development Activities
   • Organize ELT conferences to expose teachers to the latest trends, methodologies, and research in language teaching.
   • Conduct induction programs to orient new teachers and help them integrate seamlessly into the school culture.
   • Facilitate training sessions on innovative teaching techniques, classroom management, and student engagement strategies.
   • Offer tutoring and mentoring opportunities to provide personalized guidance and support for teachers at all stages of their careers.
2. Classroom Observations
   • Observations are conducted regularly for developmental purposes, with a focus on supporting teachers rather than evaluation alone.
   • Observations are guided by clear, fair, and practical academic performance criteria.
3. Feedback Cycle
   • Teachers receive detailed, constructive feedback after observations, highlighting their strengths and areas for improvement.
   • A structured feedback cycle ensures opportunities for reflection, discussion, and follow-up, enabling continuous growth.
4. Self-Reflection
   • Teachers are encouraged to reflect on their own teaching practices, guided by feedback from observations and peer evaluations.
5. Peer Observations
   • Peer observation programs enable teachers to learn from one another, exchange ideas, and adopt best practices.
   • This collaborative approach promotes innovation and strengthens teaching across the program.
6. Supportive Atmosphere
   • The unit fosters a positive and constructive environment where teachers feel supported in their professional journey.
   • Opportunities for open dialogue and collaboration are encouraged to build trust and mutual respect.

7. Standardization and Equity
   • Professional development initiatives are designed to standardize teaching practices and align them with institutional goals.
   • Efforts are made to ensure all teachers have access to the same opportunities for growth and improvement.
8. Impact on Students
   • All professional development activities are designed with the ultimate goal of enhancing student learning outcomes and ensuring equal opportunities for success.

SOFL Professional Development Forms: 

Click for the lesson plan form-1

Click for the lesson plan form-2

Click for the peer observation checklist

Click for the peer observation form

Click for the running commentary form

Click for the academic performance form