5.11 Questions for the
dean, program heads, faculty staff, and
students
1
Do students have sufficient opportunity to practise the skills they will
need as beginning teachers?
2
Are there parts of the program that are regularly difficult to staff
with qualified faculty members?
3
Are faculty members active in taking advantage of professional
development opportunities? Are
there some kinds of faculty development which these programs are particularly
successful in? Are there areas
where you think they need to improve?
4
Are the students in these programs well qualified when they enter the
university? Do they have the
academic background they need to be successful?
Are they motivated to become good teachers?
5
Please explain how these programs were matched up with the partner
schools.
6
How well has the partner school arrangement developed to date?
Why has it been as successful as it has been?
What has kept it from being more successful?
7
Raise questions about any facilities problems suggested in the
self-evaluation. If facilities are
not satisfactory in some way, ask about plans to remedy the situation and
attempt to learn how definite and immediate the plans are.
8
Does the library support these programs? Do you have a sense about how well the education faculty is
supported compared with other programs in the university?
9
Are there ways in which the library is particularly helpful to these
programs – or ways in which you wish it would be more helpful?
10
Explain
what working groups and commissions are active in the faculty this year. How were the representatives chosen? How is their work progressing?
Are the staff in the
programs under review generally available to participate?
11
Is
there a mission statement for the faculty overall or for the programs in this
faculty? If so,
please describe its meaning and explain how it was developed and
approved. If not, have you or the
faculty considered developing such a document?
Do you see the programs under review as distinctive in any way or having
any special purpose or quality it might be useful to articulate?
12
I
reviewed the documents section on your quality assurance system.
(Ask about any pieces you thought might be there but were missing to see
if they are available.) Please talk
a little about what you think is working particularly well and what needs to be
improved. (Examples have to do with
feedback about the curriculum, staff appointments, staff support, and assessment
and review of students.)
1
Do students have sufficient opportunity to practise the skills they need
as beginning teachers?
2
Are there parts of the program that are regularly difficult to staff
with qualified faculty members?
3
How are new faculty members informed of professional development
opportunities?
4
How do you make the assignments for staff to support their professional
development?
5
Are the students in this program well qualified when they enter the
university? Do they have the
academic background they need to be successful?
Are they motivated to become good teachers?
6
How well has the partner school arrangement developed to date?
Were you involved in setting up the arrangements with the partner
schools? If so, how?
If not, why not?
7
Why has the partner school arrangement been as successful as it has been
to date? What has kept it from
being more successful?
8
Are you pleased with the quality of teaching and the availability of
mentors for your students in your partner schools? Why or why not?
9
Do your students get good supervision in the partner schools?
From the mentors? From the faculty staff?
10
Raise
questions about any facilities problems suggested in the self-evaluation. If facilities are not satisfactory in some way, ask
about plans to remedy the situation and attempt to learn how definite and
immediate the plans are.
11
Does
the library support your program? Do
faculty in this program regularly request book and materials to be ordered?
If yes, are they ordered? If not, why not?
12
Explain
what working groups and commissions are active in the faculty this year. How were the representatives from your program chosen?
How is their work progressing?
Are the staff in your program generally available to participate?
Do you generally feel your program can make its voice heard in important
groups?
13
Is
there a mission statement for the faculty staff in this program?
If so, please describe its meaning and explain how it was developed and
approved? If not, have you
considered developing such a document? Do
you see the programs being reviewed as distinctive in any way or having any
special purpose or quality it might be useful to articulate?
14 I reviewed the documents section on your quality assurance system. (Ask about any pieces you thought might be there but were missing to see if they are available.) Please talk a little about what you think is working particularly well and what needs to be improved. (Examples have to do with feedback about the curriculum, hiring and support of faculty, and assessment and review of students.)
C
Questions for faculty staff
1
Do students have sufficient opportunity to practise the skills they need
as beginning teachers?
2
What methods are used to assess student performance? (Examples: exams,
tests, papers, demonstrations, case studies, oral reports, presentations, lesson
plans, development of classroom material). (Ask if this is not clear from the documents)
3
Do you see any major areas of overlap in the curriculum?
Are there any significant gaps?
4
Are you ever asked to teach courses for which you don’t feel
adequately prepared?
5
Can you talk a little about your own research or professional
development? What are you
working on this year? Or what did you work on last year?
What kind of support did the university provide?
6
Are the students in these programs well-qualified when they enter the
university? Do they have the
academic background they need to be successful?
Are they motivated to become good teachers?
7
What is your involvement with partner schools?
Were you involved in setting up the arrangements with partner schools?
How? What would you like
your involvement to be in the next 3 to 5 years?
Will the faculty management support that?
8
Talk to me about the classrooms in which you teach and any other special
facilities you use for teaching. Are
they satisfactory in terms of lighting, sound, temperature, ventilation?
Can you vary your teaching methods in the classrooms?
Are the rooms big enough for the number of students you have?
Can you use the technology you would like to use in those classrooms?
9
Does the library support your area?
Do you regularly request books or materials to be ordered?
If yes, are they ordered? If you do not request books or materials, why
not?
10 Do
you use any special facilities in your work, such as laboratories or art
studios? If so, are they reasonably
up to date? Safe? Available? Do you have support staff who help run and maintain
them?
11
Are
computers sufficiently available to faculty staff in this program?
How old are your machines? Can
you get new software when you need it? What
happens when there is a problem? Who
helps you?
12
What
working groups and commissions are active in the faculty this year. How were the representatives from your program chosen?
Are you on any of the groups?
Are the staff in your program generally available to participate?
Do you generally feel your program can make its voice heard on important
groups? Do you find that
participating is a generally beneficial use of your time?
Does it make a difference?
13
What
do you see as special or distinctive about your program?
Is that recorded in a mission statement or comparable document?
Do you think other staff share your point of view about what is special
about your program?
1
Do you have sufficient opportunity to practise the skills you will need
as a beginning teacher?
2
Do you get enough feedback from the academic staff along the way?
Do you feel you know how well you are progressing?
Is the feedback useful in helping you improve?
3
Are the academic staff knowledgeable about the courses they are
teaching? Do you feel you are
learning from experts in the field?
4
Are the students in this program well qualified when they enter the
university? Do they have the
academic background they need to be successful?
Are they motivated to become good teachers?
5
Are staff available to give you guidance and advice about your academic
program? In general?
About becoming a teacher?
6
Ask about the time the students have been in school.
7
Talk to me about the classrooms where you take classes from this program
and any other special facilities you use. Are they satisfactory in terms of lighting, temperature,
ventilation? Can you see and
hear well enough in the rooms? Are
the rooms big enough for the number of students?
Can you work in small groups in the classes?
8
How often do you have assignments in your education classes which
require you to use materials from the library? Give me some examples from the last two or three
education classes you took? How did
you use the library? Could
you find what you needed? Were
there enough books and journals? Are
the materials new enough to be useful? Is
there enough material available in Turkish/English?
Is the library open enough hours? Are
the librarians helpful?
9
Can you get access to the Internet when
you need it? Do you find Internet
resources for assignments in education? How can you tell good Internet resources
from poor ones?
10 Do
you have an opportunity to give feedback on the staff who teach you about their
teaching? How does that work?
Do you think that feedback is used?
11 If you have a complaint
about something in your program, is there a way for you to make it known?
Who would you go to? Do you
know anyone who has done that? What
happened?