Evidence

Questions for assessors to ask

Self-evaluation

1        Does the self-evaluation report show that staff are concerned about improving teaching and learning?

2        Does the management structure reflect an emphasis on teaching and learning?

3        Does the quality assurance system reflect an emphasis on the effectiveness of teaching?

4        Does the quality assurance system reflect an emphasis on       assuring student learning?

5        Have staff developed programs to improve teaching?

Documents

    Faculty CVs

1        Are staff qualified to teach the courses they are assigned?

2        Do staff CVs reflect professional development related to teaching and learning?

    Faculty schedules

1        Are any staff teaching more than 18 hours per week?

2        How many students do staff teach? 

3        Are any staff responsible for more than 20 students working in schools?

4        How many students are staff advising?   Are any staff advising more than 75 students?

    Class syllabuses

1        Do syllabuses follow the required format? (or, if not, does the documentation show that all  the required information is available to students at the beginning of the semester)

2        Are syllabuses distributed to students at the beginning of the semester?

3        Are there sufficient readings for the course?

4        Are the readings central to the purposes of the course and are they up to date?

5        Does the course syllabus reflect the material in the YÖK curriculum?

6        Are the objectives of the course clearly stated?

7        Are students assigned work which is challenging?

8        Are there many opportunities for practice and feedback in the course?

9        Are there satisfactory opportunities for practice and feedback during work in schools?

10    Do students plan and teach individual lessons in teaching practice?

11    Do students design unit plans and projects in teaching practice?

  Tests and examinations

1        Is the material in tests and examinations consistent with the objectives of the class?

2        Are students asked for higher order thinking in the tests and quizzes?  Are they asked to apply, analyse, and evaluate information as well as recall it?

3        Are the grades assigned appropriate for the level of student learning?  (Pay particular attention to the level of minimal pass.  Is it high enough to produce well qualified teachers?)

Student assignments

1        Are assignments appropriate to the objectives of the course?

2        Are students required to use learning resources such as the library and the Internet?

3        Does student work show progression through the curriculum?  That is, is the work of second year students more advanced than the work of first year students, etc.?

4        Do students have sufficient opportunity to practise teaching skills during their work in schools with children?

5        Does the work of students at the end of their fourth year reflect the competencies required of beginning teachers?

6        Does the work of students reflect solid knowledge of the subject matter?

7        Does the work of students reflect solid knowledge of learners and the developmental stage of particular age groups?

8        Are the grades assigned appropriate to the level of student achievement?  (Pay particular attention to the level of minimal pass.)

Feedback to students

1        Are students given adequate feedback on their examination performance?

2        Are students given detailed feedback on their written work?  Are they given suggestions for improvement as well as criticisms and indications of strength?

3        Are students given feedback on their simulation work, such as micro-teaching?

4        Are students given regular and effective feedback on their work in schools?

5        Are students given opportunities to practise important skills?

Faculty staff (group meetings)

Be sure to follow up on any questions remaining from the documents.  Below are additional questions faculty staff in group meetings.

1        What teaching and learning issues are program staff trying to improve?

2        How are students who have trouble in a particular area given extra help?

3        What skills of beginning teachers are particularly challenging for students to learn? How are they dealing with the issue?

Faculty staff (individual meetings)

1        If there are staff who are teaching more than 18 hours per week, meet with 2-3 of them individually. Discuss their teaching assignments and the amount of time they have to grade student work and give individual attention to students.

2        Meet with one or more staff who supervise student work in schools:  review student work, with particular attention to how they define minimal pass.

Program head

1        How is teaching reviewed and supported in the program?

2        How does the program deal with unsatisfactory or marginally satisfactory teaching?

3        How do special circumstances affect the quality of teaching and learning?  Special circumstances may include:

·       second shift programs

·       lack of satisfactory facilities or equipment

·       high number of students given the size of the staff

·       few staff with titles, compared with number of staff without

Class visits on campus

1        Does the teaching observed of the faculty staff reflect an appropriate balance between teacher-oriented and student-oriented activities?

2        Does the teaching reflect good teaching methods?

3        Is there appropriate use of technology?

4        Is the class activity reflective of what is presented in the course syllabus?

Students

1        Are the staff good teachers?  Do students see different teaching methods used?

2        Do staff know when students are having trouble understanding the material or developing a skill? Is extra help available?

3        Is class time used productively?  Do classes begin on time, meet throughout the semester, and use the time in class to promote student learning?

4        Do students get useful feedback on their tests and examinations?  On their written assignments?

5        Do students get useful feedback on their work in schools?

6        When students work on difficult skills, are there many opportunities for practice?

7        When students have problems with their assignments or work in school, can they go to staff who will help them?

8        Do fourth year students feel well prepared to become teachers?

Research assistants

Find out how research assistants work with student teachers and focus your questions on that.  Below are sample questions.

Some research assistants may be relatively new graduates of the teacher education program.  If so, get their views about the program.  They will also be able to observe how the program is changing.

1        Are student teachers serious about their work in teacher preparation?

2        Are students given useful feedback about their work?

3        Do students have many opportunities to practice important skills?

4        Can students get help with difficult material and complex skills?

Ask research assistants if their own research is related to education or work in schools.  Do they get appropriate help and feedback from the faculty staff.

Partner schools

1        Are student teachers properly oriented and prepared for their work in schools?

2        Are they prompt and diligent in their work?

3        Are the university staff and mentors sufficiently available for feedback to students?

4        Are student teachers generally able to carry out the assignments they are given with an appropriate level of skill?

5        Are they given many opportunities to practice important skills?

Dean

Follow up on questions raised by other documentation as well as asking specific questions:

1        How does the management structure promote attention to quality in teaching?

2        How does the management structure promote attention to student learning outcomes?

3        What do you consider the principal issues from feedback (for example, from surveys of graduates) in improving teaching and learning?

4        Discuss special circumstances which may affect teaching and learning, such as:

·       second shift programs

·       lack of satisfactory facilities or equipment

·       a very high number of students given the number of staff

·       few staff with titles, compared to the number without titles.