els staff handbook 2019 2020

ELS Staff Handbook

2019—2020

V.2 ELS TEDU SPRING 2019/2020

2

Contents

1 About Us .......................................................................................................................................... 4

1.1 Our History ............................................................................................................................... 4

1.2 Our Mission .............................................................................................................................. 4

1.3 Our Aims .................................................................................................................................. 5

1.4 Our Expectations ...................................................................................................................... 5

1.5 Our Organization and Responsibilities ...................................................................................... 6

1.5.1 ELS Job Descriptions .......................................................................................................... 6

2 Our Policies .................................................................................................................................... 10

2.1 Curriculum Policy .................................................................................................................... 10

2.1.1 Teaching Philosophy ....................................................................................................... 10

2.1.2 Aims, Goals, and Objectives ............................................................................................ 10

2.1.3 Content........................................................................................................................... 11

2.1.4 Learning Experiences ...................................................................................................... 12

2.1.5 Student Progression ........................................................................................................ 12

2.2 Quality Improvement Policy.................................................................................................... 13

2.3 Assessment Policy .................................................................................................................. 14

2.4 Cheating and Plagiarism Policy................................................................................................ 17

2.5 Learner Training Policy ........................................................................................................... 18

2.6 Student Absence Policy........................................................................................................... 18

2.7 Teacher Recruitment Policy .................................................................................................... 19

2.8 Professional Development Policy ............................................................................................ 20

2.9 Procedures for Attending National and International Conferences as a Presenter (With

Funding)............................................................................................................................................. 21

2.10 Procedures for Attending National and International Conferences as an Attendee (Non-

Presenter, Not Funded) ...................................................................................................................... 21

3 Teacher- Related Policies ............................................................................................................... 22

3.1 Working Hours ....................................................................................................................... 22

3.2 Teacher Misconduct ............................................................................................................... 22

3.2.1 Assessment Related Misconduct ..................................................................................... 22


3

3.2.2 Teaching Related Misconduct ......................................................................................... 23

3.2.3 Workplace Related Misconduct....................................................................................... 23

4 ELS CENTERS .................................................................................................................................. 25

5 Emergencies................................................................................................................................... 25

5.1 Evacuation of the building ...................................................................................................... 25

5.2 First Aid .................................................................................................................................. 25

5.3 TEDU Emergency Numbers ..................................................................................................... 25

5.4 Security Personnel .................................................................................................................. 25

5.5 Urgent Technical Assistance ................................................................................................... 26

Appendix 1 – Student Plagiarism Policy .................................................................................................. 27

Appendix 2 – Student Absenteeism Policy .............................................................................................. 28

Appendix 3 – Conference Application..................................................................................................... 29

Appendix 4 – Class – Make-up Form....................................................................................................... 30

Appendix 5 – Teacher Absences Procedure ............................................................................................ 31

Appendix 6 – Teacher Cover Form.......................................................................................................... 32


4

1 About Us

1.1 Our History

Mustafa Kemal Atatürk, the Founder of Turkey, believed in the vital importance of the role of

education for the modernization of the country. He stated in his speech at the inauguration of

the Turkish Grand National Assembly in November, 1925 that in order to reach the goal set for a

modern education system in Turkey, there was a need for the involvement of the private

enterprise. The Turkish Education Association was founded on the 31st of October, 1928 on the

basis of this vision and in line with the pioneering efforts of Atatürk and his friends. On the 12th

of December, 1939, it was afforded the legal status of ‘Association for Public Good’ by the

decision of the Cabinet.

As stated in the second clause of its charter, the President of the Turkish Republic is the

Guardian of the Turkish Education Association. TED is a long-established civil society

organization that provides scholarships to successful students with limited income, opens

schools with foreign language as the medium of instruction and dormitories for the students

studying at these schools both in Turkey and abroad, builds scientific platforms to further the

efforts to bring the level of education in Turkey on a par with the contemporary world

standards, creates awareness about the problems of the education system in Turkey and its

possible solutions, and contributes to the formulation of Turkish educational policies. As of now,

TED has 38 schools, a university, 2 representation offices, a student dormitory, an alumni office,

and many sports clubs affiliated with its schools.

1.2 Our Mission

TED University is an English medium university and, as such, the mission of its English Language

School (ELS) is to provide high-quality language instruction, and to help students improve their

language awareness and knowledge. This will prepare students with the necessary English

language skills in order for them to be able to pursue their undergraduate studies. The students

will be able to understand spoken English, comprehend reading materials, and express their

http://www.ted.org.tr/EN/


5

ideas in English in writing and in speaking. In addition, courses focusing on academic skills are

offered to help students along as they go through their major studies.

ELS provides academic English language instruction during the Preparatory year, and academic

writing courses in Freshman year. Furthermore, in line with its mission, ELS provides support for

English language skills throughout a student's academic study at TED through the ELS Learning

Centers.

1.3 Our Aims

● Encourage learners to take responsibility for their learning,

● Encourage the development of cross-cultural relationships,

● Encourage learners to think critically and freely,

● Facilitate the development of learners’ global communication skills,

● Encourage learners to engage in life-long learning.

1.4 Our Expectations

The following guiding principles are to be considered in the planning and execution of courses

and lessons, and the selection of teaching materials, activities, methods, and methodologies.

● Learners are presented with a wide range of learning opportunities.

● Teaching builds on learners’ strengths, interests, and experiences.

● Learners are presented with new challenges to ensure growth.

● Teaching reflects the learners’ place in the global community.

● All learners are given equality of opportunity in learning.

● Teaching is about the development of the whole person.


6

1.5 Our Organization and Responsibilities

1.5.1 ELS Job Descriptions

1.5.1.1 Director

● Represents ELS at University board meetings

● Is in charge of all the academic affairs of the school

● Is in charge of all the administrative affairs of the school

● Prepares the school’s budget

● Holds regular general meetings to inform staff of both academic and administrative

issues

● Acts as the head of the jury committee for hiring new teachers

● Acts as the head of the ELS executive board

● Conducts teacher observations

● Responsible for maintaining the overall quality of ELS

1.5.1.2 Assistant-Director

● Monitors the academic affairs of the English Language School

● Acts as a member of the jury committee for hiring teachers

● Acts as a member of the ELS executive board

● Represents the Director at meetings when s/he is not present

● Prepares departmental reports

● Conducts teacher observations

● Deals with student issues and problems

● Works in close coordination with all academic teams

● Plans and executes special ELS related projects

● Co-supervises units within ELS structure

● Monitors the academic affairs of the English Language School

● Monitors the working of the curriculum and testing units

● Prepares classroom and teacher schedules

● Plans and executes special ELS related projects


7

1.5.1.3 Executive Secretary

● Creates and sends official documents; utilizes the EBYS document system

● Takes minutes in the ELS Executive Committee meeting

● Handles communications with IT department; SAP course creations, and classroom

technical issues

● Contacts Maintenance office for any physical issues in the classrooms or offices

● Purchasing Office: follows the necessary procedures for buying equipment

● Registrar’s Office: deals with student-related issues such as student non-payments,

student account suspension, and reporting students failed due to absenteeism

● Creates student lists and updates ‘ELS Data’ documents

● Record Keeping Office: archives the documents related to staff and official documents

1.5.1.4 Testing Team Members

● Prepare quizzes, midterms, finals, speaking, and writing exams

● Give out, collect, and keep track of team member instructors’ exam packs

● Prepare, photocopy, and label exam packs and answer keys for all examinations

● Follow up on exam recordings

● Organize the preparation, distribution, and administration of tests

● Administer marking and standardization sessions

● Help with storage and archive

● Edit and proofread all the exams

● Works in close coordination with Team Leaders, Curriculum and Material Units

● Report to the director and assistant director

1.5.1.5 Team Leaders

Go over the weekly maps and upload them on Moodle

Prepare the first day presentations and upload them on Moodle

Upload the materials on Moodle

Provide feedback on how to utilize the weekly map and the course material

Allocate books/materials to teachers and keep an updated count of issued books


8

Prepare minute takers list and share it on Moodle

Proofread fellow testing team’s exams and materials

Have regular meetings with the assistant director and report about their team

Deal with instructors in his/her level and classroom level issues

Report to the director and assistant director

1.5.1.6 Professional Development Unit

● Carry out needs analyses to determine instructor and student needs

● Prepare and hold induction sessions with newcomers in coordination with the

directorate

● Prepare semester-long programs for instructors

● Organize/facilitate workshops

● Provide opportunities for instructors to follow the latest trends and implementations in

ELT (articles, guest speakers, etc.)

● Prepare and carry out observation schemes for development purposes

● Work in coordination with the curriculum, testing and material units

● Report to the director and assistant director

1.5.1.7 Material Development Unit

Work in close coordination with team leaders and curriculum team

Prepare required and supplementary material

Create assignments and their rubrics

Create in-house material quality checklist and ensures implementation

Collect and provide feedback regarding materials

Upload and organize material on Moodle

1.5.1.8 Curriculum Team

Work on creating level objectives and outlining weekly objectives

Specify the needs for supplementary materials and inform the material unit

Collect data from instructors and students regarding the program and act on the feedback


9

1.5.1.9 Full time and Part time Instructors

In accordance with the rules and regulations of TED University, instructors are expected to:

● Teach ELS students both Basic English Language Skills and Academic English Skills

● Actively participate in the teaching process at TED University

● Carry out the teaching activities in accordance with the curriculum

● Attend all academic meetings and seminars within the University

● Fulfill academic and administrative duties assigned by the director and the assistant

director

● Work in the administration and the evaluation process of the University’s Proficiency

Exam (EPE) and the English Placement Exam (EPL)

● Work at the ELS centers

● Provide 2 office hours per week to the students outside their teaching hours


10

2 Our Policies

2.1 Curriculum Policy

2.1.1 Teaching Philosophy

ELS Curriculum has been designed to be aligned with the instructional principles of TEDU. These

principles are:

● Learning should be meaningful.

● Teachers play the role of a guide & facilitator.

● Instruction should appeal to different learning styles.

● Independent learning must be emphasized.

● Teacher and learner motivation should be maintained at all times.

● Learners should receive continuous feedback.

● Higher order thinking skills must be encouraged.

2.1.2 Aims, Goals, and Objectives

The objectives of the ELS curriculum are aligned with the Global Scale of English objectives.

Adult Learner and Academic objectives are combined to answer the needs of a unique ELS

student profile. The Global Scale of English (GSE) is the first truly global English language

standard, allowing teachers to more accurately and easily measure learner progress. The Global

Scale of English runs from 10 - 90, with clear statements for what a learner can achieve in

Speaking, Listening, Reading, Writing, Grammar, and Vocabulary at any point on the scale

(Pearson, 2019). Ranges covered in the Global Scale of English for each skill in each level are:


11

Table 2. Objective ranges in GSE Scales for levels

Level Skill GSE Cut off Fall Term GSE Cut Off Spring Term

D Reading 10_43 30_70

D Listening 10_42 28_71

D Speaking 10_44 36_71

D Writing 10_44 25_70

D Grammar 24_37 24_67

C Reading 30_49 43_70

C Listening 28_49 42_71

C Speaking 36_50 44_71

C Writing 25_52 44_70

C Grammar 24_46 37_67

B Reading 36_55 49_70

B Listening 37_53 49_71

B Speaking 41_55 50_71

B Writing 40_62 52_70

B Grammar 37_50 46_67

A Reading 49_70 55_70

A Listening 49_71 53_71

A Speaking 50_71 55_71

A Writing 48_70 62_70

A Grammar 45_67 50_67

2.1.3 Content

There are different forms of content covered in the program, such as course books, videos,

movies, audio recordings, speeches, fiction and non-fiction narratives, interviews, and dialogs.

Course Books: ELS uses a variety of course books from different publishers consistent with

specific objectives and task variety. The books are decided on beforehand and announced to the


12

students at the beginning of each academic year. The students are required to obtain the course

books in order to follow the program. There is a standard in the curriculum which holds that

every student in the same level must use the same book. The courses and teaching activities are

designed accordingly.

Materials prepared by the institution: The ELS curriculum does not fully depend on a specific

course book. The content of the curriculum is based on the objectives of the program. Also, the

instructors, following course book materials, try to provide task variety in the content of the

curriculum. This is why in addition to the pre-selected course books, there are materials

prepared by the material development unit. These materials answer the students’ practical

needs that are either missing or not emphasized enough in the course books.

2.1.4 Learning Experiences

With current improvements in English language teaching, the TED English Language School

acknowledges the importance of a student centered approach to education. In-class instruction

and outside of the classroom activities are designed accordingly. The content, which is crafted

with care to answer the needs of 21st century learners, is practiced in-class with a focus on

communication skills. Learning experiences, depending on the communicative teaching

approach, aim for variety, authenticity and practicality. To achieve this, there are different task

types, as well as instructive technological support. Students are provided with opportunities to

acquire receptive and productive skills through interactive lectures, group work, homework,

presentations, individual and whole class activities, as well as teacher office hours, appointed

Learning Center visits and remedial workshops. In order to keep pace with ongoing

developments in the sciences, business and arts, technology is integrated into instruction. ELS

offers a technology friendly environment. There are online tools, games, resources and

simulations which are used and developed frequently both inside and outside of the classroom.

2.1.5 Student Progression

In each academic year, a placement exam is conducted for all ELS students to determine their

level of English. Depending on exam results, students may either skip their preparation year in

ELS, or are placed in a class according to their English proficiency level. There are four levels of


13

in ELS: D Level, C, B, and A. When placed in their respective levels, students have 16 weeks to

cover the objectives and pass on to the next level. A student who successfully completes the

term continues next term in his/her new level. The ones who cannot accomplish the

requirements of the level continue in the same level. However, the spring term education

provides the students with the opportunity of continuing their education supplementing the

learning outcome that have not been achieved, rather than taking them to the beginning of

their learning process. This gives the students a chance of being successful and having the

Proficiency Exam at the end of the Spring semester if they fail in the Fall semester. With the

philosophy that learning a language is an ongoing process, students are supported as much as

possible and given the chance of finishing the preparatory year in an academic year, as long as

they meet the requirements. To pass their level, students need to collect at least 60 points from

the formative assessment components in a term.

D Level C Level B Level A Level

Weekly contact hours differ from level to level. In the beginning level, namely D, the objectives

to be covered demand a higher proficiency than the other levels, so D level students need more

time. Weekly contact hours for levels are as follows:

D Level: 24 Weekly Contact Hours

C Level: 22 Weekly Contact Hours

B Level: 20 Weekly Contact Hours

A Level: 20 Weekly Contact Hours

A Success Level: 16 Weekly Contact Hours

2.2 Quality Improvement Policy

This policy aims to improve the quality of our instructional and educational activities at TEDU

ELS. The objectives below will help guide teachers, administrators, and testing and curriculum

team to continuously factor in quality improvement throughout the year.


14

1. To ensure a safe and positive learning environment

2. To improve the educational standards of teaching and assessment

3. To ensure we are productively utilizing printed and online learning materials

4. To improve the administrative and the management systems within ELS

5. To enhance our professional development facilities

6. To foster learner and teacher autonomy

7. To maintain quality assurance

To maintain and improve the quality of ELS, we conduct student focus group sessions with

student representatives, teacher focus groups, and anonymous online surveys at the end of

each semester. Furthermore, policies are created and reviewed once a year by staff.

2.3 Assessment Policy

TEDU ELS maintains a parallel structure between instruction and assessment. Therefore,

objectives covered in the courses are tested in the assessment components. All skills are

assessed and aligned with the objectives and instruction, using a formative and summative

assessment approach. Formative assessment is done through tasks, quizzes and achievement

exams during the term, and all students must pass a proficiency exam as a part of their

summative assessment. All students, regardless of their level, have the right to take the

proficiency exam which is given four times a year, namely at the beginning of the academic

year, in between two terms, at the end of the Spring term, and during summer. However, to be

able to take the exam, students should not fail because of absenteeism, and they need to have

at least a 60 percent success rate throughout the term. All components of the ELS assessment

system are provided below.


15

Table 3. Assessment Components

Formative Assessment Components

(During the Academic Term)

Summative Assessment

Components

Assessment Frequency during the

term

Percentage Assessment

1. Achievement Exam 1

(Grammar, Vocabulary, Reading, Listening, Writing, Speaking)

1 30% Proficiency Exam

2. Achievement Exam 2

(Grammar, Vocabulary, Reading, Listening, Writing, Speaking)

1 40%

3. Quizzes 6 20%

4. Assignments 10 10%

Percentage in total

30% 70%

Achievement Exam 1: Achievement Exam is conducted in the middle of the semester. It

includes six parts; grammar, vocabulary, listening, reading, writing, and speaking. Each part of

the exam is prepared by the testing unit member who is responsible for a specific level. There is

a feedback cycle provided, that is, team leaders, material developers, as well as the assistant

director and the director provide feedback. When the exam is finalized, the testing unit member

gets the exam ready to be printed and distributed. ELS instructors are provided with guidelines

and standardization meetings/sessions, to conduct, invigilate, and mark the exam. Marking and

invigilation duties are completed following the procedures preset and announced by the

administration.

Achievement Exam 2: Achievement Exam 2 is conducted at the end of each term. It includes six

parts; grammar, vocabulary, listening, reading, writing and speaking. Each part of the exam is


16

prepared by the testing unit member who is responsible for a specific level. There is a feedback

cycle provided, that is, team leaders, material developers, as well as the assistant director and

the director provide feedback. When the exam is finalized, the testing unit member gets the

exam ready to be printed and distributed. ELS instructors are provided with guidelines and

standardization meetings/sessions, to conduct, invigilate and mark the exam. Marking and

invigilation duties are completed following the procedures preset and announced by the

administration.

Quizzes: As a part of formative assessment, quizzes are conducted during the term as pop

quizzes. They may be focused on a specific skill such as reading, grammar, vocabulary, listening

or reading. They may also include an integration of those skills. Each quiz is prepared by the

testing unit member who is responsible for a specific level. There is a feedback cycle provided,

that is, team leaders, material developers, as well as the assistant director and the director

provide feedback. When the exam is finalized, the testing unit member gets the exam ready to

be printed and distributed. ELS instructors are provided with guidelines and standardization

meetings/sessions to conduct, invigilate, and mark the exam. Marking and invigilation duties are

completed following the procedures preset and announced by the administration.

Assignments: Assignments are presented as a form of formative assessment and aim to provide

track of the progress of the students. The assignments are given to the students throughout the

term. The materials are prepared by the material development unit with constant feedback

from the team leaders and testing unit members. The assignments are prepared aligned with

the objectives. According to the nature of a specific assignment, it can be practiced in class or

assigned as homework. They may contain one skill or an integration of a couple. Assignments

serve a couple of aims such as helping students aware of their progress, provide data for the

instructor to cater the needs of each student, giving the testing unit an opportunity to provide

task variety and to focus on objectives that should be highlighted. ELS instructors are provided

with guidelines and standardization meetings/sessions, to practice, guide and mark the

assignments. Guidance and marking duties are completed following the procedures preset and

announced by the administration.


17

Proficiency Exam: Proficiency exam is conducted to measure a student’s proficiency level in

English as a part of summative assessment. Proficiency Exam results show a student’s ability to

continue with their undergraduate studies in an English-medium university. It is compulsory for

an ELS student to pass the exam with the necessary requirements to be able to go on with their

departmental courses. A student’s in-term performance and Proficiency Exam success are both

included in his/her overall grade. 30% of in-class performance and 70% of Proficiency Exam

result is calculated and the result should equal to 65 for a student to pass the preparatory year.

Proficiency Exam focuses on each skill and contains different tasks. It is prepared by Proficiency

Exam Committee. There is a feedback cycle provided, that is, the assistant director and the

director provide feedback. When the exam is finalized, the Proficiency Exam Committee

member gets the exam ready to be printed and distributed. ELS instructors are provided with

guidelines and standardization meetings/sessions, to conduct, invigilate and mark the exam.

Marking and invigilation duties are completed following the procedures preset and announced

by the administration. There are four Proficiency Exams during an academic year. The first one

is in the beginning of fall term. It is conducted after the placement exam and only A Level

students can take the exam. The second exam is at the end of the fall term. Since other levels

cannot cover all the objectives through the exit level, only A students who do not fail because of

absenteeism or can collect at least 60 points can take the exam. The third exam is at the end of

Spring term. All ELS students who successfully collect at least 60 points during the term and do

not fail because of absenteeism can take the exam. The last Proficiency Exam is given after a 4

week summer course. All students who successfully completed the Spring Term (60) and fail the

June Proficiency Exam can take the exam without any other pre-requisites.

2.4 Cheating and Plagiarism Policy

Cheating is considered a serious offence and can lead to severe consequences. During the

exams, if the invigilator finds a student cheating (copying from another student, using their

cellphone, having notes, or any other form of cheating), the invigilator fills out the incident

report which is then given to the testing head. If the testing head recommends a grade of ‘0’ for

the exam, the administration reviews the offence and approves. The student is asked to meet


18

with the director or the assistant-director and is informed of the decision. Similarly, plagiarism

in the students’ writing tasks or any other assignments is also considered to be cheating. The

policy and procedures can be found in Appendix 1 of the staff handbook. The plagiarism policy is

also discussed and posted in classrooms.

2.5 Learner Training Policy

The learner training policy is to ensure students’ autonomy in learning. Students are provided

with guidance and training to be autonomous learners. Since TEDU is an English medium

university, it is emphasized that students raise awareness of their English language skills to be

able to use it in their academic studies. Moreover, they are expected to develop their language

skills to communicate and survive within the TEDU student community. To ensure both, before

the semester begins, students are invited to orientation programs and first day presentations.

TEDU also assures students’ development of skills outside of the classroom through the ELS

Centers (Speaking and Writing centers).

2.6 Student Absence Policy

ELS students must come to class regularly as it will help them improve their English language

skills. The student absenteeism percentages can be found in their first day presentations of

each semester. If a student exceeds the specified percentages as per their level, s/he fails the

semester. Teachers are asked to keep accurate records on the Moodle attendance application

and to review students’ attendance records frequently, especially before an assessment. If a

teacher finds that a student has failed due to absenteeism, the teacher must inform the

Assistant Director and the Executive Secretary via email, at least 5 days before the assessment.

If a teacher has a student who is frequently late or absent, they are requested to talk to their

student and let them know that they are in danger of failing. They can also inform the ELS

administration, so that they can monitor the students’ absences and intervene and talk to the

student if necessary.


19

Student Absenteeism policy can be found in Appendix 2 in the Staff Handbook. The Student

Absenteeism policy should also be discussed and posted in classrooms.

2.7 Teacher Recruitment Policy

Teachers are a key stakeholder at ELS in order to achieve a high quality educational standard.

All teachers considered to be part of the ELS staff must have a BA and MA degree in language

teaching or relevant fields and to also have the following characteristics:

● Having effective teaching skills

● Utilizing education technology within their classroom

● Having a high level of motivation in delivering English Language courses

● Working effectively within teams

● Respecting others and their views

● Having a positive attitude towards students, colleagues, and work

● Giving constructive feedback and providing effective solutions to administration

● Being dedicated to professional development and life-long learning

The recruitment process for Turkish citizens is as follows:

● ELS determines a need for recruitment and relays this information to the Rectors office.

● The Rectorate informs the Higher Education Council (YÖK).

● YÖK sends a confirmation letter.

● TED University announces the post on its website in the career section and the YÖK

website.

● Candidates submit relevant documents as stated in the job posting.

● Interviews are conducted by a council consisting of professors from other departments

and ELS director and assistant directors.

● Chosen candidates are announced on the website.

● HR department carries out the relevant procedures.

● New teachers receive an orientation before starting their classes.


20

The recruitment process for foreign teachers is as follows:

● ELS determines a need for recruitment and relays this information to the Rectors office.

● Job ads are posted on various ELT related organizations.

● 1st interview is conducted by the Director and Assistant-Directors.

● 2nd interviews are conducted by a council consisting of professors from other

departments and ELS director and assistant directors.

● Chosen candidates are informed via email and asked to submit attested/translated

documents.

● The Rectorate informs the Higher Education Council (YÖK).

● HR department carries out the relevant procedures.

● New teachers receive an orientation before starting their classes.

2.8 Professional Development Policy

The success of any educational program depends on the quality of its staff. As a policy,

professional development is highly encouraged at TEDU. The main aim of the program in our

institution is to support, guide, and provide our colleagues with opportunities to promote

professional development and collaboration among instructors while maintaining a common

ground for effective teaching and learning.

In addition to allowing its instructors to pursue graduate degrees, our university also provides a

variety of professional development opportunities to its staff. Instructors pursuing graduate

degrees are allowed to take one or two half days to attend classes. The areas that teachers need

more guidance, support, and training are determined through questionnaires and reflections

conducted on a regular basis. Encouraging teachers to do action research in their classrooms

and to participate in various projects of their interests are among our staff development

policies. School-wide support is also maintained by encouraging teachers to participate in

national and international workshops, seminars and conferences.

Some of the things done in terms of professional development in our institution are as follows:


21

● Induction program for the newly employed teachers

● Meetings where issues, lesson plans, or activities are shared

● Developmental and peer observations

● Sessions with article discussions

● Workshops on different topics either from guest speakers of different institutions or our

own colleagues

● Level meetings with the teachers focusing on weekly teaching practices and the

implementation of the syllabi

2.9 Procedures for Attending National and International Conferences as a Presenter (With

Funding)

1. ELS Director sends an email asking for conference attendance to determine the budget for

the upcoming year.

2. A written request to attend the conference Appendix 3 is sent to the ELS director, assistant

directors, and ELS Secretary.

3. The following documents need to be attached with the conference attendance request:

information on the conference name/place/dates, official acceptance letter, the class

make-up form Appendix 4, conference payment information, and an abstract of the

presentation or workshop.

4. ELS directorate reviews all the information.

5. If accepted, ELS directorate sends the request to the Rectorate.

6. The Rectorate informs ELS of the final decision.

7. ELS informs the instructor of the final decision.

2.10 Procedures for Attending National and International Conferences as an Attendee (Non-

Presenter, Not Funded)

1. A written request for attending the conference Appendix 3 is sent to the ELS director,

assistant directors and ELS secretary.


22

2. The following documents need to be attached with the conference attendance request:

information on the conference name/place/dates and the class make-up form Appendix 4,

also located on Moodle in the Administrative Folder.

3. ELS directorate reviews the request.

4. If accepted, ELS directorate sends the request to the Rectorate.

5. The Rectorate informs ELS of the final decision.

6. ELS informs the instructor of the final decision.

3 Teacher- Related Policies

3.1 Working Hours

It is of utmost importance that all teachers start and finish classes on time. Not maintaining the

class hours may lead to a lack of discipline and create further issues for students. Also the

working hours are subject to change during the periods when there are no classes or when

there is assessment. The administration informs the teachers about the changes in these

working hours well in advance during staff meetings or via e-mail. Teachers are expected to hold

office hours in addition to their active teaching hours in class. During office hours teachers must

be present at the university to meet with their students with or without appointments. Office

hours must be posted in their classrooms.

Further information regarding ‘Teacher Absences’ is located in Appendix 5.

3.2 Teacher Misconduct

Under ELS rules and regulations the following items which are grouped under three main

categories are considered as teacher misconduct:

3.2.1 Assessment Related Misconduct

A. Being late to/absent from assessment related duties without informing the Testing Unit

in advance (e.g. not picking up packs 20 minutes prior to the exam)


23

B. Losing or misplacing an exam document

C. Making errors in grading that affect the student (e.g. entering grades on Moodle/SAP

incorrectly)

D. Not following exam procedures thoroughly and causing problems in the exam (e.g. not

checking if the class codes have been entered correctly)

E. Not following invigilation or marking lists without providing a valid excuse

3.2.2 Teaching Related Misconduct

A. Being late to class or finishing class not on time on a regular basis

B. Not following the weekly maps and syllabi carefully and omitting mandatory parts

C. Being discriminatory to certain students in class and students complaining about it

D. Neglecting to take attendance on Moodle

E. Sharing student work/exam results with others without getting consent either on digital

platforms or in person

3.2.3 Workplace Related Misconduct

A. Not attending a mandatory meeting

B. Being disrespectful to colleagues or students which create an undesirable

working/learning environment

C. Imposing personal beliefs or opinions on others through various means (e.g. Politics,

religion)

The following actions will be taken in the event of one of the misconducts listed above.

For issues related to 3.2.C and 3.3.B, when contacted, the administration would act as a

mediator and try to get the relevant parties together, work on the issue and come to an

agreement.

If the parties fail to come to an agreement, the ELS Executive Board discusses the matter in

length by interviewing both sides and collecting further evidence.


24

In cases related to all other sections, the actions to be taken are decided according to the

severity of the consequences of the misconduct. Typically, the following escalating actions will

be taken.

1. Verbal warning – Verbal warning given – email sent informing verbal warning given-

Archived

2. ELS warning letter given – Written response required – Archived at ELS

3. Matter referred to TEDU HR – Official letter given and/or further consequences


25

4 ELS CENTERS

There are Speaking and Writing Center in ELS. These centers work in coordination with the

units, instructors and students. All TED University students can benefit from these centers, to

practice skills, to get feedback and guidance and to consult. Students can visit the centers by

making appointments.

5 Emergencies

5.1 Evacuation of the building

The alarm system works to warn the students and staff when there is an emergency such as a

fire in the building. The alarm will not stop when the building needs to be evacuated. An

evacuation plan is posted in various places in the building.

5.2 First Aid

For small incidents and emergencies, a first aid kit is available on the 5th floor. TEDU doctor

should be contacted.

5.3 TEDU Emergency Numbers

NAME TITLE Phone Cell Phone

Füsun Şener Doctor 585 0 077 532 254 07 37

Aynur Eryılmaz Nurse 585 0 208 533 264 06 24

5.4 Security Personnel

Security Room 585 0 114


26

5.5 Urgent Technical Assistance

In case of emergency, directly call emergency help desk: 5850585.

In case of a technical problem (e.g. projector malfunction, lap – top failure etc.) go to TEDU

Portal https://my.tedu.edu.tr and follow the instructions below:

Step 1: Click on request help

Step 2: Complete and send the form below

https://my.tedu.edu.tr/


27

Appendix 1 – Student Plagiarism Policy

Warning

Your teacher believes the task/work is not 100% yours.

Your teacher calls you to their office and informs you about the issue.

Minor Penalty

Your teacher sees that you plagiarized your work again.

Your teacher calls you to their office and informs you about the issue.

Your teacher notes down your name.

Major Penalty

Your teacher sees that you plagiarized again. Your teacher calls you to their office and informs

you about the issue. Your teacher sends your name to ELS Executive

Committee. The committee discusses the further action

required.


28

Appendix 2 – Student Absenteeism Policy

PREP TEDU ABSENTEESIM POLICY

A. FIRST HOUR OF THE DAY only for 9 AM classes

B. 2nd ,3rd, 4th and 5th HOUR OF THE DAY & 10 AM / 1.30 PM starts

Marked ABSENT

1) Student can choose to stay in class

2) Student can choose to leave the class

A student comes

into class…..

During the first 10 minutes of class

Come in class

Marked LATE

After 10 minutes

Marked ABSENT 1) Student can choose

to stay in class

2) Student can choose to leave the class

A student comes

into class.......

2 minutes after the

start of class Marked Absent


29

Appendix 3 – Conference Application

TEDU ELS Application for Attending a Conference

Name of Instructor:

Date(s) of Conference:

Conference Location:

Conference Title:

Will you be presenting at the conference: Y N

Type of presentation (if applicable):

Poster

Presentation

Workshop

Other: ______________

Funding Required: Y N

Please attach the following documents (If applicable):

1) Official acceptance letter

2) Class make-up form

3) Conference payment information

4) Abstract of the presentation or workshop

*Please send this form and all the documents via email to:

1) Director

2) Assistant-Director

3) ELS Secretary


30

Appendix 4 – Class – Make-up Form

https://tinyurl.com/teduelsmakeup

CLASS MAKE-UP FORM

Instructor Name:

Level/Section:

Date/Time Absent:

Make-up Date:

Make-up Time:

Number of hours to make-up:

Reason for Absence:

Instructor Signature (If hardcopy) Date Submitted:

** Please email to ELS Secretary & Prep-Year Assistant-Director

**The make-up must be done within 7 days of the absence



31

Appendix 5 – Teacher Absences Procedure

For emergencies

Contact Assistant-Director before 8 AM

Max. 1 day paid leave with no medical report.

Apply for ‘sick leave’ from the TEDU portal. This needs to be done on the same day.

Teacher must make up the class

For more than 1 day a medical report is required

Make-up class for one day, if possible a cover will be provided.

Cover: For more than 1 day cover will be provided

Admin will inform students

Non-Emergency Leave

If leave is taken for 1 day, on your return please fill out:

'MAKEUP' form via https://tinyurl.com/teduelsmakeup on the first day you are

back to work.

Makeup classes must be conducted within 7 days

If a cover is required, please fill out the 'COVER' form and email to ELS Secretary and

Assistant-Director (Appendix 6).

Make up and cover forms are available on https://tinyurl.com/teduelsmakeup




32

Appendix 6 – Teacher Cover Form


CLASS COVER FORM

Instructor Name:

Level/Section:

Reason for cover:

Date/Time to be covered:

Cover Instructor Name**:

Medical Note Submitted: Yes No

** Admin. assigns cover. If you have requested a colleague to cover for you, please write their

name. If not please leave it blank.

Brief summary of the lesson to be covered (Books, Skill, page numbers etc.)

Instructor Signature (If Hardcopy) Date Submitted:

*** Please submit to ELS Secretary & Prep-Year Assistant-Director


els staff handbook 2019 2020

Documents