After each session, please upload your group’s discussion summary to the relevant column on this Padlet.

✅ Include:

• Key points discussed

• Insights, suggestions, or questions raised

• Group number and your name as the reporter

📌 To upload:

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3. Type or paste your report

🕒 Upload within 10 minutes of the session ending.

Thank you for your collaboration!

After each session, please upload your group’s discussion summary to the relevant column on this Padlet.

✅ Include:

• Key points discussed

• Insights, suggestions, or questions raised

• Group number and your name as the reporter

📌 To upload:

1. Go to the correct theme column

2. Click ➕ to add a post

3. Type or paste your report

🕒 Upload within 10 minutes of the session ending.

Thank you for your collaboration!

After each session, please upload your group’s discussion summary to the relevant column on this Padlet.

✅ Include:

• Key points discussed

• Insights, suggestions, or questions raised

• Group number and your name as the reporter

📌 To upload:

1. Go to the correct theme column

2. Click ➕ to add a post

3. Type or paste your report

🕒 Upload within 10 minutes of the session ending.

Thank you for your collaboration!

Importance of Needs Assessment: Surveys are crucial to understand teacher needs.

Addressing Resistance: Some teachers resist CPD, highlighting the need for feedback and demonstrating value. There could be focus groups with various teachers and students to further understand the root causes.

Essential Elements for Effective CPD: Teacher willingness and internalization are key. Providing options and choice is vital for relevance and engagement. Eclectic approaches and ensuring meaningful choice are important.

Questionnaires, surveys to teachers (anonymous), chit-chats, good relationships with others, at the end of each module feedback surveys

Voluntary CPD is an issue, they don’t prefer to do it. Arranging the mandatory activities when there are no lessons before summer.

2.        Teacher Engagement and Resistance

They don’t want to leave their comfort zone. Negative past experiences.  What is “new” to whom? There are, however, common subjects for everyone such as AI.

Points system with rewards can help.

3.        Management and Resource Constraints

Long-term results don’t satisfy the management in the short run, so they don’t want to spend money on CPD although teachers need it. Within-institution trainings by teachers inside the institution or CPD activities for budget concerns.

Involving teachers in planning would reduce resistance.

4.        Feedback and Evaluation

Sandwich technique, using polite words, peer feedback, and sharing experiences.

5.        Selection and Development of CPDU Coordinators/ Trainers

Self-awareness, sending members to seminars and workshops. Depending on the results of their observations, selecting the appropriate activity for the related teachers.

6.        Sustaining Long-Term Engagement

Post-training evaluation questionnaires or sessions, teacher logs

1. Lack of needs analysis

workloads

time constraints

teacher resistence

no folow up

unrealistic solutions

misalignment between goals and implementations

2. 
   

   workload

   balance between the effort and the salary

   no follow up again

   show the result of the survey

3. 
   

   -no budgets for CPD

   -inadequate teachers for covering classes while joining to conferences

4. 
   

   -appraisals

   -between the management and teachers what we have developed during the term

   • have aclear feedback policy with clear aims to be secured

   • feedback sessions can be done face to face focusing on positive aspects and they should be confidential

     -5.

   • high expectations of PD members

   • personal features, lack of time for development

   • lack of criteria

   • lack of smart goals

     
     

   
   

Reporter: Sinem Bayındır Musaoğlu

There were 5 members in the discussion.

Key points

Some important points in the following topics were shared in the group discussion.

1. Needs Assessment and Planning

2. Teacher Engagement and Resistance

3. Selection and Development of CPDU Coordinators/Trainers

4. Sustaining Long-Term Engagement

Insights, suggestions, or questions

-In some institutions, some PD activities like peer observations, some workshops are compulsory, while in some other institutions, every PD task is voluntary, which promotes motivation and participation among teachers.

We were interested in the question of “How can CPDU coordinators/trainers effectively address defensiveness?”

Including teachers as presenters for the in-house workshops instead of external presenters, they feel like the owners of the process.

Another question focused was “What specific techniques can be used to overcome teacher resistance?”

- Smart goals technique. Following after sessions, to revise the goals.

- Appraisal system for the presenters

- Some awards for the top achievers.

For the essential qualities and training requirements for successful

CPDU coordinators/trainers;

Emotional intelligence, knowledge kept up to date, a qualified teacher with some certificates, and good communication skills.

For sustaining Long-Term Engagement, we agreed on dividing topics into different sessions instead of one-shot sessions in the planning part.

-Receving and giving feedback in the weekly meetings as in forms of both formal and informal means. Gatherings and discussions with both teachers and students as focused-group interviews.

Formal surveys, end of semester/module surveys.

Also, Teachers can give a workshop/training after proposing their idea based on their own interests and needs, or suggesstions.

Observations are also of great help. The more data the better it is.

- Teachers who have other tasks or responsibilities don't have to attend but mostly it is mandatory

At some institutions, there are voluntary sessions delivered by in-service teachers as well. Both participation and delivery are voluntary.

2-Teacher Engagement and Resistance

-Time constraints.

Also, Change. Teachers can't change or dont want to change themselves. They were asked, but they didn't do so, couldn't somehow.

-Motivation. Teachers feel demotivated due to their workload.

-Coordinator as a social contacy, facilitator, and supporter.

-Metaphor practice. Giving teachers cases or examples and ask them how they would act in that situation.

3-Management and Resource Constraints

-Also, beliefs, awareness, perspectives are of great importance.

4-Feedback and Evaluation

-Observation followed by constructive feedback. “Without PD, teacher would be burnout

-Overcome these challenges through practices such as metaphor practice in an interactive and communicative way.

-Providing Constructive feedback not in an administrator moode, but as a supporter, facilitator

-Giving constructive feedback after the observation.

5-Selection and Development of CPDU Coordinators/Trainers

-Being approachable, growing mindset, ongoing close contact.

-They don't have teaching hours and they are provided with academic support for external events.

6-Sustaining Long-Term Engagement

-Letting instructors know that their voice does matter a lot

-Asking teachers to deliver/receive voluntary PD sessions based on their REAL needs, interests, or real problem occured in their own context

-continuity is essential

-the aim of establishing continious learning communities

1. Measuring Impact on Student Learning: 

   • What are the most effective methods and instruments for measuring the impact of CPD activities on student learning outcomes?

   • Informal and formal chats with students, survey results, ss’ academic achievement results, classroom observation

   • How can CPDUs ensure that CPD leads to measurable improvements in teaching quality?

   • Framework, self-assessment, self-reflection

2. Transferring Theory to Practice: 

   • What strategies have proven most successful in bridging the gap between CPD theory and practical classroom application?

   • -informal-formal feedback from teachers

   • How can CPDUs ensure that CPD leads to actionable change?

   • -developmental classroom visits, coordinators’ survey for ts

3. Alignment with Teacher Needs: 

   • How effectively do you think your institution’s current CPD activities align with the actual needs and challenges faced by SFL teachers?

   • -(level/teachers/coordinators) meetings surveys

   • What methods and instruments do you use to identify the impact of CPD activities on teachers’ professional development?

   • -interviews, chats both formal and informal

4. Sustainability and Follow-Up: 

   • How can CPDUs foster a culture of continuous learning and ensure the benefits of CPD are sustained over time, including follow-up and support mechanisms?

   • -ongoing PD culture through voluntary sessions, not being strict

5. Innovation and Adaptability: 

   • How do CPDUs adapt to evolving pedagogical trends, technological advancements (including AI and digital tools), and diverse learning needs in EFL education?

   • -external trainings, benchmarking in other institutions

   • How can SFLs ensure they stay updated on innovations, developments, and current trends?

   • -regular, ongoing meetings with CPDU

   • -catching  up with the other stakeholders such as level coordinators, students, etc. 

6. Collaboration and Networking: 

   • How can CPDUs foster greater collaboration and networking among SFL teachers and SFLs to enhance the collective impact of CPD efforts?

   • -events such as forums, seminars

   • -educational and social activities

Student surveys for satisfaction, learning outcomes and in-class activities, action research with pre-test and post-test design, indirect questions with different factors.

2.        Transferring Theory to Practice

Teacher self-awareness, routine observations to make sure they apply the principles in their classes

3.        Alignment with Teacher Needs

The activities are mostly aligned with the needs of the teachers.

Observations in order to confirm if the methods are used in class.

4.        Sustainability and Follow-Up

Teachers will ask for different trainings each time they are asked for their opinions if they actually adopt the principles of the previous trainings, so the analysis of the results of surveys and feedback received is crucial.

5.        Innovation and Adaptability

CPDUs can choose trending topics to stay up to date. Sharing information after attending seminars etc. CPD coordinators and members must be involved, they should have lessons so that they can stay realistic and be aware of the actual needs of teachers for better student outcomes, have good rapport with their colleagues and the students.

6.        Collaboration and Networking

Informal meetings with teachers from various universities, casual gatherings, happy hours etc. Teachers should love teaching and be motivated to improve themselves so that they are willing to collaborate. You learn to learn by interacting with others, collaborating, and sharing experiences and information. There could be joint projects by two or more universities to share the cost of holding seminars.

• Student surveys before and after modules may not accurately reflect the impact of PD due to students' lack of awareness of teaching techniques and their subjective evaluations.

• Instructor feedback reception is unclear; standardized checklists for teachers to use (e.g., for student-centered feedback) could help.

• It's difficult to know if teachers truly utilize PD benefits; reflections might be superficial without genuine contemplation.

Improving Reflection and Understanding Teacher Context:

• Providing guidance on completing reflection forms and setting clear expectations is crucial.

• Understanding the root causes of challenges teachers face (e.g., workload, teaching hours) is important.

• Administration's role in addressing heavy workload and teaching hours needs consideration.

• Keeping expectations manageable and involving teachers in the process is vital.

Potential Solutions and Strategies:

• Support units, such as material development unit, could help reduce the workload of teachers.

• Defining expected outcomes beforehand can be beneficial.

• Sustainability & Follow-up: Post-lesson observations should include action points and teacher involvement. Follow-up observations focusing on action steps are suggested. Making PD less overwhelming and similar to daily practice is important for sustainability.

• Making PD observations less stressful and not tied to contract renewals could reduce anxiety and improve engagement.

student achievement course

improvement of the teacher will affect the students

motivation surveys

participation grades

TTT can be messured

follow up observations

- using check lists

2. reflection,asking teachers what they have done in class

   -reflective competence,why they did it what ,how and why

   -reflection cycles between PDU members and instructors

   -feedback cycles

   -observing teachers with 2PDU members for 100 teachers is impossible

3. -keeps staying mainstream

   -difficult to personalize according to actual needs

   -diaries

   -observations and reflections

   -using surveys

4. -modeling with instructors

   -what is cpd it needs to be clear

   - good policy

   -support mechanism:creating partnership,collaborative activities

5. -sending the links of online webinars,newsletters to instructors

   • one person can be responsible for informing

   • enthusiasm works

     6. collaboration

        • establishing communities

        • forming groups, SIGS

Reporter: Sinem Bayındır Musaoğlu

There were 5 members in the discussion.

Key points

1. Measuring Impact on Student Learning

2. Transferring Theory to Practice

3. Innovation and Adaptability

4. Collaboration and Networking

Insights, suggestions, or questions

-One of our members came up with this question “Do you have a need aligned with one of the PD activities in your inst.?”

Another member expressed that he met his need with peer observation by announced and unannounced observations by coordinators and managers.

-We discussed on how CPDUs ensures that CPD leads to measurable improvements in teaching quality and we had these results; with follow-up meetings, teacher journals, observation and reflection reports on a specific training, setting teachers a yearly goal to improve and checking the results in teaching quality.

-The strategies in bridging the gap between CPD theory and practical classroom application might be in-house training sessions by teachers in the institution and getting help from an external assessor by providing your own data in your inst.

-It was reported that in some institutions evolving pedagogical trends and technological advancements are adopted via creating AI labs, some pilot studies including some classes using AI, providing teachers alternative ways such as different tools to be used in classes.

-For fostering greater collaboration and networking among SFLteachers and SFLs to enhance the collective impact of CPD efforts, it was suggested that enabling teachers to participate in conferences and creating network with other PD units and foster collaboration.

-       How can interdisciplinary collaborations be effectively integrated into CPD programs? Name specific areas and explain (e.g., Business Administration → Leadership)

Educational psychology to better understand student needs. Leadership, management skills, conflict management, group dynamics, public relations ( especially in the area of communication).

-       What techniques are you using to determine teachers’ backgrounds, beliefs, and teaching styles?

Collecting CVs has been stated as a good idea (where the Instructors also write their skills).

PD should be involved in recruitment.

Surveys can be used to learn more about Instructors.

-       How can PD units create personalized CPD pathways that cater to diverse teaching backgrounds and learning styles?

Grouping Instructors based on their interests and having them do PD (interest groups).

Institutions do not have much experience with personalized CPD pathways.

Creating different orientation programs according their specific needs can help.

Personalized pathways might require more PD members.

1. Alternative CPD Activities and Interdisciplinary Collaborations:

●      What alternative PD activities can be implemented?

-Webinars, vlog, blog.

●      How can interdisciplinary collaborations be effectively integrated into CPD programs? Name specific areas and explain (e.g., Business Administration → Leadership).

-People from different yet related and practical fields such as Psychology can be invited to the institution for webinars, or the co-worker teachers from different fields of MA or PHD or even bachelors’ programs can deliver sessions.

2. Personalized and Flexible CPD:

●      What techniques are you using to determine teachers’ backgrounds, beliefs, and teaching styles?

-Taking a solid record of teachers’ info in the induction

-administrators’ regularly asking for updates of new degrees/certifications/trainings through e-mails

●      How can PD units create personalized CPD pathways that cater to diverse teaching backgrounds and learning styles?

-Resources recommendation, assigning teachers with similar/same background to the same classroom. (pair-teaching/buddying etc.)

●      What role can self-directed professional development play?

-Autonomous teachers.

-collaborator individuals

3. Leveraging Technology and Innovation:

●      How can AI, digital tools, and innovative CPD models (e.g., virtual learning, asynchronous courses) be leveraged to enhance CPD accessibility and effectiveness?

-sessions can be held through different digital tools/platforms in order to catch up the recent technological developments, which is time and paper saving.

4. Evolving Roles and Skills:

●      How will the role of PD coordinators and ELT teachers evolve in the next five years?

-Teachers/coordinators might turn into an AI facilitator.

-instructional designer for the sake of human touch                                                                           

●      What new skills will they need to develop to stay ahead of emerging trends?

-collaborative AI tools.

-machine learning

-AI prompt writer/coder

5. Collaborative and Cross-Institutional Initiatives:

●      How can universities and institutions collaborate to create impactful shared CPD initiatives and leverage social media and online platforms for continuous learning?

–continuous and systematic collaboration of universities

-cumulative sessions of different communities

-a need for a recognition of CPD units by the officials and holding systematic reviews

6. Recognizing and Rewarding CPD Efforts:

●      What strategies can be implemented to recognize and reward teachers' CPD efforts?

-recognition by The council of higher education (YÖK) and make the procedures

-establishing an official agencies/communities/associations for CPD units in Türkiye and improve the quality of education

●      How can institutions create a culture of continuous learning that motivates educators?

-manner is vital.

-instead of only sticking to what is trending, taking the needs/interests/problems of the educators into consideration in a pragmatic way.

Reporter: Sinem Bayındır Musaoğlu

There were 5 members in the discussion.

Key points

Some important points in the following topics were shared in the group discussion.

1. Alternative CPD Activities and Interdisciplinary Collaborations:

2. Personalized and Flexible CPD

3. Leveraging Technology and Innovation:

4. Evolving Roles and Skills

5. Collaborative and Cross-Institutional Initiatives

6. Recognizing and Rewarding CPD Efforts

Insights, suggestions, or questions

-For interdisciplinary collaborations; a bridge between other faculties like psychology and CPD might be built with some seminars and workshops.

- The techniques used to determine teachers’ backgrounds, beliefs, and teaching styles for example; it should be a similar implication for this purpose like needs analysis survey to determine teachers’ learning and teaching styles.

- For the inclusion of AI, digital tools, and innovative CPD models to be leveraged to enhance CPD accessibility and effectiveness , adapting the idea of  Flip classroom and flip courses was suggested.

- For the new skills to develop to stay ahead of emerging trends, it was discussed that Management skills, communication skills were not the new but the essential skills to develop.

 - The strategies can be implemented to recognize and reward teachers' CPD efforts might be an appraisal system with rewards like having less teaching hours, off-days,  stipend for educational, training opportunities like purchasing academic books, or online courses.

- To create a culture of continuous learning that motivates educators, the following activities might be done; reduction of workloads, choosing the teacher of the year, the best material created by lecturers (chosen by director) , some small celebrations like the end of the year party or potluck.

University Key Insights & Practices Suggestions & Issues Raised

Economy University Instruct Micro-credential courses

Sabancı University There are some classes for teacher assisstants, internal conferences

Boğaziçi University Teacher training courses for other faculties

MEF University They offer teacher training cou

Bilgi University Some teachers give workshops to the teachers of the other institutions but this is a personal choice. The institution

University Key Insights & Practices Suggestions & Issues Raised

Economy University Self-directed learning, post observation Google sheets to analyze the data and use it for future training needs

Sabancı University Surveys are shared, data are analysed and them teacher principles are created/SL Perspectives videos onYoutube.

Boğaziçi University They have a goal setting meeting at the beginning of the year

MEF University Self-directed learning, they train their teachers on AI, AI is used as a checker

Bilgi University Teachers choose what they need themselves and also they are asked to present a workshop that they are good at(it does not have to be on ELT. It can be about meditation, mindfulness or hoe to play the drums etc.

2. Personalized and Flexible CPD& 3.Leveraging Technology

4. Evolving Roles and Skilss

Teachers will be facilitators. You can access information anytime anywhere.

Prompt engineering will be one of the most important skills in the future.

AI is used to improve our efficiency and save time, data analysis, feedback, checker, some of the AI models have feedback generator,image creation

Scools do not pay for chatgpt except for MEF. But teachers can buy it with their CPD budget if they want.

5. Collaborative and Cross-Institutional İnitiatives

At Sabanvı University, everything about PD are shared on a website so that all teachers can access it. All their projects are there (allaboutpdsl.wordpress.com)

6. Recognising and Rewarding

Boğaziçi: certificates, thak you e-mails

Economy: thank you cards, certificates

Sabancı: teaching awards on the feedback they get

Bilgi: Thank you cards, certificate and a small gift

• Mentorship is seen as a necessary alternative for guiding teachers.

• Peer-learning and co-learning are anticipated to become more prominent in the future but might not be suitable for every context.

• Cultural differences among teachers influence their approaches and priorities.

Bridging Theory and Practice:

• All instructors should possess theoretical knowledge of learning.

• CPD should focus on practical guidance for implementing this knowledge.

AI in Professional Development:

• Potential Benefits: AI could help teachers become better, potentially by saving time and allowing for self-development with critical evaluation.

• AI in Trainings: While potentially hindering creativity for some, AI could assist with routine tasks like spelling correction.

• Teacher Agency with AI: Teachers can leverage AI for professional growth. However, over-reliance should be avoided, and alternative solutions for situations without technology access are necessary.

• Concerns about AI: There are anxieties regarding AI potentially replacing instructors in the future.

For teacher wellbeing, sports and healthcare professionals can be invited. Vocal training to learn to use your diaphragm, acting classes, meditation classes etc. Also, psychological support is crucial.

2.        Personalized and Flexible CPD

Surveys to find out about them, having good relationships with them so that they feel safe and comfortable talking about themselves and their beliefs openly. Considering the fact that teachers may not be aware of the terminology, PD members can conclude the teaching style depending on the data they collect.

Since teachers would have more autonomy, they would feel more engaged and enthusiastic to further develop themselves.

3.        Leveraging Technology and Innovation

AI- embedded CPD newsletters can be sent to teachers on a regular basis. Self-directed teachers can use the institution’s bots to search for CPD activities themselves, as well.

4.        Evolving Roles and Skills

Whether there will be teachers in the future or not was discussed and we concluded that human touch cannot be replaced. Teachers will be guides, facilitators, moderators etc. PD coordinators will have to have greater command on technology and have digital literacy.

5.        Collaborative and Cross-Institutional Initiatives

Teachers and PD members can come together for formal or informal events to share experiences. Social media platforms can be used to share trending topics so that all parties can keep updated and in touch with one another.

6.        Recognizing and Rewarding CPD Efforts

Point systems can be developed or adopted to keep track of their individual development. Small rewards can be given for encouragement. Sending staff to seminars in other cities could be motivating as well.