Information Package / Course Catalogue
| Course Code | : EY539 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
The School-Based Professional Development course aims to examine, theoretically and practically, the sustainable professional development of both teachers and school administrators in the context of the schools where they work, and the ways of providing and monitoring this.
Overview of the phenomenon of professional development and its place within the scope of educational administration, contemporary educational supervision and professional development, adult principal and teacher, national and international professional development practices, school-based professional development, professional learning communities, teaching circles, book review groups, lesson study, critical peer groups, peer coaching and mentoring, action research and teacher portfolio, the role of the school principal in professional development.
| 1. | To be able to explain the place of professional development in educational management |
| 2. | To be able to discuss school-based professional development approaches |
| 3. | To be able to analyze the effects of school-based professional development |
| 4. | To be able to compare national and international professional development practices |
| 5. | To be able to discuss the professional development ways of the school principal |
| 6. | To be able to discuss the professional development ways of the teacher |
| 7. | To be able to analyze the roles of the school principal in professional development |
| 1. | Hargreaves, E., & Rolls, L. (Eds.). (2021). Reimagining Professional Development in Schools. Routledge. |
| 2. | Markholt, A., Michelson, J., & Fink, S. (2018). Leading for professional learning: What successful principals do to support teaching practice. John Wiley & Sons. |
| 3. | Bubb, S., & Earley, P. (2007). Leading & managing continuing professional development: Developing people, developing schools. Sage. |
| 4. | McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement (Vol. 45). Teachers College Press. |
| 5. | McLaughlin, C. (Ed.). (2013). Teachers Learning: Professional development and education. Cambridge University Press. |
| 6. | Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Corwin Press. |
| 7. | Sullivan, S. ve Glanz, J. (2015). Supervision That Improves Teaching and Learning: Strategies and Techniques. (Çev. Ed. A. Ünal). Ankara: Anı Yayıncılık |
| 8. | OECD (2020). TALIS 2018 Results (Volume II): Teachers and school leaders as valued professionals, TALIS, OECD Publishing, Paris. DOI: https://doi. org/10.1787/19cf08df-en. |
| 9. | OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris. https://doi.org/10.1787/1d0bc92a-en. |
| 10. | Glickman, C. D., Gordon, S. P. ve Ross-Gordon, J. M. (2009). The basic guide to supervision and instructional leadership. USA: Pearson Education, Inc |
| 11. | Darling-Hammond, L., Hyler, M. E. ve Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. |
| 12. | Gataveckas, H. (2002). Job-embedded Professional Development: Focusing on the School-based Book Study (Doctoral dissertation, Brock University, Faculty of Education). |
| 13. | Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A. ve Smith, M. (2005). Creating and sustaining effective professional learning communities. Bristol: University of Bristol, Departament of Education and Skills. |
| 14. | Stoll, L., Bolam, R., McMahon, A., Thomas, S., Wallace, M., Greenwood, A. ve Hawkey, K. (2006). Professional Learning Communities: Source materials for school leaders and other leaders of professional learning-Booklet 4 (Broadening the learning community: Key messages). Nottingham: National Collage for School Leadership. |
| 15. | Carr, J. F., Herman, N. ve Harris, D. E. (2005). Creating dynamic schools through mentoring, coaching, and collaboration. Viriginia: ASCD. |
| 16. | Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. |
| 17. | Menter, I. (2014). Developing outstanding practice in school-based teacher education. Critical publishing. |
| 18. | MEB. (2010). School based professional development manuel. Ankara: MEB |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 5 | 3 | 112 |
| Midterm Examination | 1 | 5 | 3 | 8 |
| Final Examination | 1 | 5 | 3 | 8 |
| TOTAL WORKLOAD (hours) | 128 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | |
OÇ-1 | 3 | 3 | 4 | 4 | 4 | |||
OÇ-2 | 3 | 3 | 4 | 4 | 4 | |||
OÇ-3 | 3 | 3 | 4 | 4 | 4 | |||
OÇ-4 | 3 | 3 | 4 | 4 | 4 | |||
OÇ-5 | 3 | 3 | 4 | 4 | 4 | |||
OÇ-6 | 3 | 3 | 4 | 4 | 4 | |||
OÇ-7 | 3 | 3 | 4 | 4 | 4 | |||