Eps teacher handbook

EPS Teacher’s Handbook

2017-2018 Academic Year TABLE OF CONTENTS

I. II. III. IV. V. VI.

VII. VIII. IX. a) b) X. XI. a) b)

c) XII. a) b) c) d) e) f) g)

h)

i) j) k) l) m) n) o) p)

FOREWORD FROM THE DIRECTOR .......................................................... 1 HISTORY ....................................................................................................... 1 VISION........................................................................................................... 2 MISSION ........................................................................................................ 3 PRINCIPLES ................................................................................................. 3 EQUAL OPPORTUNITIES POLICY .............................................................. 4 i. Basic principles........................................................................................ 4 ii. Religion.................................................................................................... 4 iii. Culture, class and race ............................................................................ 4 iv. Gender..................................................................................................... 5 v. Sexuality .................................................................................................. 5 vi. Special educational needs ....................................................................... 5 vii. Recruitment and selection ....................................................................... 5 VALUES ........................................................................................................ 6 ACCREDITATION ......................................................................................... 6 ORGANISATIONAL CHART OF FLEPS ...................................................... 7 Organisational Map of FLEPS........................................................................ 7 Who is Who.................................................................................................... 8 2017-2018 ACADEMIC CALENDAR ............................................................ 9 STAFF DEVELOPMENT ............................................................................. 11 Effective Teaching ....................................................................................... 11 Professional Development ........................................................................... 12 i. Internal and External PD activities ......................................................... 12 ii. Induction for New Staff .......................................................................... 12 iii. Formal Qualifications ............................................................................. 13 iv. Research Procedures and Support for Conference Attendance ............ 14 Instructor Appraisal ...................................................................................... 14 FLEPS EDUCATION SYSTEM ................................................................... 14 FLEPS Educational Philosophy ................................................................... 14 Teaching Goals of EPS Division .................................................................. 15 Language Learning at EPS Division ............................................................ 17 Turkish Preparatory Program ....................................................................... 18 Postgraduate Support Programs.................................................................. 18 Exemption Criteria (English Language Requirements) ................................ 19 English Proficiency Exam ............................................................................ 21 i. Stage I ................................................................................................... 21 ii. Stage II .................................................................................................. 21 Conditional Pass .......................................................................................... 21 i. Conditional Pass with a grade between 40% - 49% .............................. 22 ii. Conditional Pass with a grade between 0% - 39% ................................ 22 Courses ....................................................................................................... 22 Course Flow ................................................................................................. 25 Course Timetable......................................................................................... 28 Course Books .............................................................................................. 28 Office Hours ................................................................................................. 28 Student Class Representatives .................................................................... 29 FLEPS Assessment and Evaluation ............................................................ 29 EPS Assessment Breakdown ...................................................................... 29 i

EPS Teacher’s Handbook

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i. ii.

q) r) s) t) XIII. a) b) c) d) e) f) XIV. a) b) c) d)

e)

f)

g) h) i) XV. a) b) c) d) XVI. a)

Summative Assessment ........................................................................ 29 Formative Assessment .......................................................................... 33 a. The Language Passport .................................................................... 34 b. Language Biography.......................................................................... 34 Summer School ........................................................................................... 35 Rewards and Scholarships for Successful Students .................................... 35 International Exams ..................................................................................... 36 Pearson Certificate ...................................................................................... 36 ELECTRONIC MEDIA ................................................................................. 36 FLEPS Discussion Forum ............................................................................ 36 FLEPS Website............................................................................................ 36 Portal for Academic Staff ............................................................................. 37 Student Portal .............................................................................................. 37 Assistance for Students ............................................................................... 37 FLEPS in Social Media ................................................................................ 37 JOB SPECIFICATIONS .............................................................................. 38 Director, FLEPS ........................................................................................... 38 Advisory Board, FLEPS ............................................................................... 40 School Council, FLEPS ................................................................................ 41 Assistant Director, FLEPS Teacher Training & Professional Development . 41 i. Coordinator, FLEPS Teacher Training & Professional Development .... 42 a. Member, FLEPS Teacher Training & Professional Development ...... 44 Assistant Director, EPS Academic Affairs .................................................... 45 i. Coordinator, EPS Academic Affairs ....................................................... 47 a. Syllabus Team Leader, EPS Academic Affairs .................................. 47 b. Syllabus Team Member, EPS Academic Affairs ................................ 48 c. Testing Team Leader, EPS Academic Affairs.................................... 50 d. Testing Team Member, EPS Academic Affairs .................................. 51 Assistant Director, EPS Student and Administrative Affairs ......................... 52 i. Coordinator, EPS Student and Administrative Affairs ............................ 55 a. Member, EPS Student Affairs and Promotion (SAP) ......................... 57 b. Member, EPS Administrative Affairs (AAT) ....................................... 58 c. Member, EPS Substitution................................................................. 59 d. Member, EPS Extra-Curricular Activities (ECA) ................................ 60 e. Member, EPS Civic Involvement Project (CIP) .................................. 61 f. Member, EPS Educational Resources Centre (ERC) ........................ 62 g. Member, EPS Students’ Self-study Centre (SSSC) ........................... 62 Coordinator, FLEPS Research and Curriculum Development ..................... 63 Coordinator, FLEPS Total Quality and Strategic Planning ........................... 64 Coordinator, EPS Student Counseling, Development and Research Centre 64 WORKING AT FLEPS ................................................................................. 66 Working Hours ............................................................................................. 66 Working Load ............................................................................................... 66 Administrative and Other Duties .................................................................. 66 Teaching-Related Issues ............................................................................. 67 PROCEDURES & PRINCIPLES.................................................................. 68 Leave Procedures ........................................................................................ 68 i. Annual Leave......................................................................................... 68 ii. Compassionate Leave ........................................................................... 69 iii. Un-paid leave of absence and partially funded leave of absence .......... 69 ii

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iv. Pregnancy and maternal leave .............................................................. 69 b) Exam Procedures ........................................................................................ 70 i. Reminders for invigilators ...................................................................... 70 ii. Reminders for relief invigilators ............................................................. 71 iii. Reminders for ushers in speaking exams .............................................. 72 iv. Reminders for interlocutors and assessors in speaking exams ............. 72 c) Substitution Procedures ............................................................................... 73 i. For requests due to health related issues .............................................. 73 ii. For requests due to attending a conference/seminar ............................ 73 d) Meetings ...................................................................................................... 74 i. Pre-meeting ........................................................................................... 74 ii. While-meeting........................................................................................ 75 iii. Post-meeting ......................................................................................... 75 e) Responsibilities Regarding Buildings ........................................................... 76 f) Recruitment.................................................................................................. 76 g) Termination of Employment ......................................................................... 76 h) Renewal of Contracts................................................................................... 77 i) Complaints and Requests (Petitions) ........................................................... 77 j) Disciplinary Issues ....................................................................................... 77 k) Staff Files ..................................................................................................... 77 l) Applying for Posts ........................................................................................ 78 i. Within FLEPS ........................................................................................ 78 ii. Outside FLEPS ...................................................................................... 78 m) References and Testimonials ...................................................................... 78 n) Attending and Cancelling Classes ............................................................... 78 o) Calling for Ambulance .................................................................................. 78 p) Communication Channels ............................................................................ 79 i. FLEPS Discussion Forum...................................................................... 79 ii. Email...................................................................................................... 79 iii. Notice Boards ........................................................................................ 79 iv. Pigeon Box ............................................................................................ 79 v. Teacher Feedback Boxes ...................................................................... 79 XVII. STUDENT-RELATED ISSUES .................................................................... 79 a) Student Affairs and Promotion Office ........................................................... 79 b) Attendance ................................................................................................... 79 c) Announcing Exam Results ........................................................................... 80 d) Rights and Rules for Exams ........................................................................ 80 e) Objections to Exam Results ......................................................................... 80 f) Petitions and Complaints ............................................................................. 80 g) Disciplinary Issues ....................................................................................... 80 XVIII. FACILITIES AT FLEPS ............................................................................... 80 a) Student Self Study Centre (SSSC) .............................................................. 80 i. The Multimedia Area ............................................................................. 80 ii. The Consultancy Area ........................................................................... 81 iii. The Self Study Area .............................................................................. 81 iv. The Speaking Area ................................................................................ 81 b) Educational Resources Centre (ERC) ......................................................... 81 c) Student Counselling, Development & Research Centre .............................. 82 i. Academic Support Counselling.............................................................. 82 ii. Open Door Counselling ......................................................................... 82 iii

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iii. Information Counselling ......................................................................... 82 d) Cafeterias .................................................................................................... 82 XIX. EXTRA CURRICULAR ACTIVITIES (ECA) OFFERED TO STUDENTS AT FLEPS ......................................................................................................... 82 a) Clubs and Activities...................................................................................... 83 b) Civic Involvement Projects (CIP).................................................................. 83 i. Discovering Turkish Cypriot Culture ...................................................... 83 ii. Helping Kids in Need ............................................................................. 84 iii. Rainbow................................................................................................. 84 iv. Give a Book Give a Life ......................................................................... 84 v. Dogs in Need ......................................................................................... 84 XX. EMERGENCIES .......................................................................................... 85 a) Emergency Line ........................................................................................... 85 b) Power Cuts .................................................................................................. 85 c) Bad Weather Conditions .............................................................................. 85 d) Natural Disasters ......................................................................................... 85 e) Evacuation of Buildings ................................................................................ 85 f) First Aid ........................................................................................................ 85 g) Civil Defence Organisational Chart .............................................................. 85 XXI. PEOPLE AT FLEPS .................................................................................... 86 a) FLEPS Academic Staff ................................................................................ 86 b) IT Team ....................................................................................................... 97 c) Secretaries ................................................................................................... 97 d) EPS Administrator........................................................................................ 97 e) SSSC and ERC............................................................................................ 98 f) Support Staff ................................................................................................ 98 XXII. IMPORTANT TELEPHONE NUMBERS ...................................................... 99 XXIII. APPENDIX A: FLEPS Professional Development Questionnaire ........ 100 XXIV. APPENDIX B: List of Abbreviations ....................................................... 102 XXV. APPENDIX C: FLEPS Sample Letter of Leave Request ........................ 103

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EPS Teacher’s Handbook I.

2017-2018 Academic Year

FOREWORD FROM THE DIRECTOR

As you know, English is acknowledged as the widespread and common communication language in our globalizing world. In addition, English is accepted as a common and international scientific language. The goal of English Preparatory School is to help students, despite their level, realize their language learning potentials and contribute to their success.

The objective of our Preparatory School Division is to equip students with language skills sufficient to help them follow classes in their Faculties.

Based on the ‘one language, one person’ motto, our Foreign Languages Division aims to teach our students a second foreign language (German, French, Russian, Greek, and Chinese) other than English that will help them succeed in the world. We organise Turkish courses that will help our students from other countries gain Turkish language skills to survive in daily life. We also offer academic English courses for our students who continue their English-medium faculties after English Preparatory School Division to help them follow courses and succeed in their departments. Finally yet importantly, we offer English courses for our students who continue their Turkishmedium faculties to help them express themselves in English. Additionally, the Turkish Preparatory Program, which is under construction, aims to offer Turkish courses for non-Turkish students who will receive Turkish-medium education to help them understand and follow their courses.

In today’s world, the most important objective of education is to raise multi-cultural global citizens and individuals who respect and understand all cultures because of this multi-cultural nature; to help individuals receive education and mainstream in the same classroom with students from other nationalities in the globalizing world. In addition, it is aimed to equip students with the language skills required in higher education standards.

II.

HISTORY

Foreign Languages and English Preparatory School (FLEPS) continues its existence since the establishment of EMU in 1979. Eastern Mediterranean University (EMU) provided only English-medium education until 1996. Our school, which only functioned as English Preparatory School during its early years, changed its function and took responsibility for new duties based on the global changes and the new vision and mission adopted in EMU. FLEPS has always fulfilled its responsibilities with utmost care and it still does.

Our school, which started as English Preparatory School in its early years, took the name School of Foreign Languages later on and for the past 5 years, continues to fulfil the new duties with the name of Foreign Languages and English Preparatory School (FLEPS).

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EPS Teacher’s Handbook

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The name FLEPS reflect two main divisions under our school: English Preparatory School Division (EPS) and Foreign Languages Division (FL). EPS Division provides intensive English education for new students registered to English-medium programs without adequate level of English. FL Division offers advanced English courses for students who successfully complete preparatory school education or are exempted from EPS. Additionally, students studying in Turkish-medium programs are provided English education suitable for their levels, and all EMU students are offered elective foreign language courses such as German, Greek, Russian and French. Our FL Division also offers Turkish courses for students coming from foreign countries. In addition to these, English support courses are provided for Postgraduate students without adequate levels of English. Starting from 2016-2017 Academic Year, Turkish support courses are also offered for students who would like to study in Turkishmedium postgraduate programs.

Our school, continuing intensive work on establishing a language policy and bringing a standard to language education at EMU, has been successfully representing EMU on all language-related platforms through its works and achievements since its establishment. Our school, which started providing education with a few teaching staff and classrooms shared with various departments, is now providing education with its strong academic staff and 3 main buildings in classrooms equipped for quality language education.

III.

VISION

Our vision as the Foreign Languages and English Preparatory School is not only to raise the quality of education in English and other foreign languages, but also to provide students the opportunity to develop themselves as autonomous learners. Our vision also entails demonstrating a high level of foreign language teaching at worldwide standards, to gain international accreditation for our programs, and to exploit updated instructional practices in order to:  compete on a national and international level;  place high importance on human values, and not to be prejudiced regarding race, religion, cult, and colour of skin;  be aware and appreciative of cultural differences, and have a sense of empathy;  develop themselves continuously and be open to change;  have a modern, innovative frame of mind;  be competent in critical thinking, analysis and evaluation;  be aware of social responsibility and environmental issues, as well as scientific advances and academic developments.

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EPS Teacher’s Handbook IV.

2017-2018 Academic Year

MISSION

As EMU Foreign Languages and English Preparatory School (FLEPS) our mission is:  to improve the education system to internationally accepted and accredited standards, and continually evaluate and update these systems;  to possess a democratic, modern, and transparent institutional education system, ensuring a just learning environment with equal opportunities;  to regularly update its foreign languages education to meet students' changing needs;  to align all its foreign language teaching programs according to the Common European Framework of References (CEFR) for languages;  to encourage our students use English not only within curricular activities but also in extra-curricular activities, that is using the foreign language outside the classroom environment;  to enable educational technology to be widespread and an active part of learning and teaching and also to provide environments that support instructional technology integration;  to organise a suitable environment for those students who have special needs in order to get the best out of the language programs.  to encourage students to learn more than one language, facilitating this process and helping students to develop being multi-lingual and multicultural;  to help students develop foreign language skills and abilities needed for individual, career and educational development.

V.

PRINCIPLES

Foreign Languages and English Preparatory School (FLEPS) acknowledges the following as its principles:  bringing its education system to internationally accredited standards, making its programs aligned to the CEFR for languages, both in English Preparatory School Division where students receive intensive English instruction preparing for their English-medium programs, and Foreign Languages Division where students continue receiving English support and take other foreign languages courses;  using English as the medium of instruction in both Preparatory School and Foreign Languages Divisions where support is provided for English-medium programs;  using Turkish as the medium of instruction in Turkish Preparatory Program where support is provided for non-Turkish students studying at Turkishmedium programs;  ensuring a student-centred teaching approach, using the appropriate methodology and instructional technology for this end; 3

EPS Teacher’s Handbook

2017-2018 Academic Year

 creating course programs which are flexible taking individual differences into account;  fostering collaborative learning instead of competitive and individual learning;  considering the demands of the twenty-first century teaching skills, employing appropriate instructional technologies in all programs to maximise learning;  addressing relevant cultural and social issues in order to expose students to the target language and its culture more effectively.

VI.

EQUAL OPPORTUNITIES POLICY 

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i. Basic principles Every member of the school is regarded as of equal worth and importance, irrespective of his/her faith, culture, class, race, gender, sexuality and/or disability.

A good work environment for teaching staff and a good education for all our students are possible only if equal opportunities practices are an integral feature of all aspects of the life of the school.

Equal Opportunities practices should be evident in • the formal curriculum (the programme of lessons); • the informal curriculum (extra-curricular activities); and • the 'hidden' curriculum (the ethos of the school, the quality of personal relationships, etc.).

All members of the school should be aware of our equal opportunities policies. This includes students, teaching staff, education support staff, administrative staff and parents.

Any member of the school acting in a manner contrary to the spirit of the policy should be made aware of the unacceptable nature of his/her behaviour.

Equal opportunities issues should be seen as inter-related and as applying to all aspects of our school life. This should be kept in mind when reading the points outlined below, which cover the main areas.

ii. Religion  We acknowledge that members of the school come from diverse backgrounds: some have no religious faith, others are committed to a greater or lesser extent to a variety of religions. We seek to promote an ethos of tolerance based on understanding of and respect for the beliefs and practices of others. iii. Culture, class and race  We acknowledge that members of the school come from diverse cultural, racial and socio-economic backgrounds and we endeavour to foster an atmosphere of mutual respect in order to help to promote a school and a society in which there is social, religious and racial harmony.  We are happy for our staff and students to wear special forms of dress where these are an essential part of their religious or cultural background – 4

EPS Teacher’s Handbook

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2017-2018 Academic Year

headscarves, etc.

We will not tolerate racist behaviour in any form. iv. Gender As a school, we are aware that there may be gender inequalities in our society which tend to impose limits, particularly on girls' expectations and behaviour, so we constantly examine our curriculum, procedures and materials for gender bias or inequality.

We encourage our students to be aware of the rigid sex stereotypes presented by, for example, the media. We try to ensure that our resources include non-sexist books and materials which value the achievements of women as well as men.

We try to ensure that teachers allocate their time fairly between the sexes, and that all students have opportunities for working with students of both sexes. v. Sexuality As a school, we make no assumptions about the sexuality of any of our members.

Offensive name-calling (of any sort) is unacceptable. vi. Special educational needs We welcome students with special needs. We undertake to assess and meet the needs of all our students as far as we are able. We aim to create a happy and educationally exciting environment in which all students can prosper.

Because learners develop at different rates for different activities, we adopt a learner-centred approach to learning which is based on each student's needs.

We try to ensure that students with physical disabilities are facilitated in participating in the school's curriculum to the fullest possible extent.

Learners with special educational needs constitute a very diverse group: they include students with physical, emotional, behavioural or learning difficulties, those with impaired sight or hearing. We acknowledge that especially able learners have special needs, too.

We seek assistance from a wide range of agencies where appropriate: for example, our school’s psychological counsellor, our university’s medical practitioners and psychologists. vii. Recruitment and selection We endorse in full the policy statement of our university’s Equal opportunity in employment.

The school's staff development and recruitment and selection policies are based on good equal opportunities practice.

The university's recruitment policy and procedures are clearly outlined in the web-site, http://ww1.emu.edu.tr/en/academics/job-opportunities/1237 Our school’s Equal Opportunities Policy applies for the selection of ICELT candidates and any other professional development course. We clearly announce the procedures for application, screening and selection of 5

EPS Teacher’s Handbook

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VII.

2017-2018 Academic Year

candidates for the course.

Adapted from: http://www.educationengland.org.uk/articles/pol02equal.html

VALUES

Our work and efforts towards accomplishing our mission are guided and informed by our beliefs and commitments to;  inclusiveness –respecting people, valuing diversity, and showing commitment to equality;  participation – valuing and recognising the contribution of colleagues;  quality – striving for excellence through continuous improvement; and  openness – commitment to a culture of teamwork and collaboration.

VIII.

ACCREDITATION

Foreign Languages and English Preparatory School (FLEPS) has been internationally accredited by Pearson Assured for its quality instruction and effective organisation, premises and facilities. Pearson Assured is an accreditation body based in the UK. It evaluates quality processes, and recognises and endorses high quality institutions.

Our school, EMU FLEPS first received accreditation in 2013, after a comprehensive audit and benchmarking by Pearson Assured quality advisors, and verification of our quality processes against international standards. Every year, a quality advisor visits our organisation to conduct a review of our quality management system and we have passed these review visits successfully and are proud to have the accreditation for three years now.

With Pearson Assured accreditation, we have demonstrated that our organisation meets the Pearson Assured quality criteria; we have ensured that each of our learners on our programs receives the same quality of education and training provision by international standards. Thus, the certificates our learners receive by completing their language education at our school will provide extra advantage in their academic and professional careers, since Pearson Assured works with more than ninety percent of the universities in the UK and many organisations and institutions in the US, Europe and Middle East.

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EPS Teacher’s Handbook IX.

2017-2018 Academic Year

ORGANISATIONAL CHART OF FLEPS a) Organisational Map of FLEPS

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b) Who is Who Asst. Prof. Dr. Ramadan EYYAM Director, FLEPS

Ext. no: 1374 / 3069 ramadan.eyyam@emu.edu.tr South Campus Office no: EPS 212 North Campus Office no: 0AA102

Asst. Prof. Dr. Erkan İ. ARKIN Assist. Dir. (Professional Development and Teacher Training, FLEPS)

Ext. no: 1132 erkan.arkin@emu.edu.tr South Campus Office no: EPS 220

Sen. Inst. İpek MENEVİŞ Assist. Dir. (Student and Administrative Affairs, EPS)

Ext. no: 1470 ipek.menevis@emu.edu.tr South Campus Office no: EPS 214

Asst. Prof. Dr. Nazan DOĞRUER Assist. Dir. (Academic Affairs, FL)

Ext. no: 1604 nazan.dogruer@emu.edu.tr North Campus Office no: 0AA.0105

Sen. Inst. Mustafa İPEKCIOĞLU Assist. Dir. (Student and Administrative Affairs, FL) (a)

Ext. no: 1529 mustafa.ipekcioglu@emu.edu.tr North Campus Office no: 0AA.0106

Sen. Inst. Ayşe ÖZVERİR Assist. Dir. (Academic Affairs, EPS) (a)

Ext. no: 2189 ayse.ozverir@emu.edu.tr South Campus Office no: EPS 219

Asst. Prof. Dr. Hicran FIRAT Coordinator (Research and Curriculum Development, FLEPS)

Ext. no: 2493 hicran.firat@emu.edu.tr North Campus Office no: 0AA.0201

Asst. Prof. Dr. Yeşim B. OKTAY Coordinator (Total Quality and Institutional Development, FLEPS)

Ext. no: 2495 yesim.oktay@emu.edu.tr North Campus Office no: 0AA.0303

Sen. Inst. Yonca AYBAY Coordinator (Student Counselling, Research and Development, EPS)

Ext. no: 1296 yonca.aybay@emu.edu.tr South Campus Office no: EPS 3E

Ercan ERCANLAR Administrator, EPS

Ext. no: 2188 ercan.ercanlar@emu.edu.tr South Campus Office no: EPS 021

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EPS Teacher’s Handbook X.

2017-2018 Academic Year

2017-2018 ACADEMIC CALENDAR

30 August 2017 31 August 2017 01-04 September 2017 07-29 September 2017 18 September 2017 19 September 2017 20 September 2017 21-22 September 2017 25 September 2017 25 September 2017 02 October 2017 04 October 2017 09 October 2017 29 October 2017 30-31 October 2017 03 November 2017 10 November 2017 15 November 2017 01 December 2017 06-08 December 2017 08 December 2017 14-15 December 2017 25 December 2017

01 January 2018 10 January 2018 11-17 January 2018 18-19 January 2018 23 January 2018 24 January 2018 30 January 2018 05 February 2018 06 February 2018 07 February 2018 08-09 February 2018 12 February 2018 12 February 2018 19 February 2018

Fall Semester VICTORY DAY KURBAN BAIRAM EVE KURBAN BAIRAM ORIENTATION DAYS FOR NEW STUDENTS ENGLISH PROFICIENCY TEST (1st STAGE - PLACEMENT TEST) ENGLISH PROFICIENCY TEST (2nd STAGE - LISTENING, READING, WRITING) ENGLISH PROFICIENCY TEST (2nd STAGE - SPEAKING) COURSE REGISTRATION PERIOD (WITH ADVISOR) CLASSES COMMENCE FIRST DAY OF REGISTRATION WITH PENALTY LAST DAY FOR LATE REGISTRATION ACADEMIC YEAR OPENING CEREMONY LAST DAY FOR ADD / DROP TR REPUBLIC DAY (NATIONAL HOLIDAY) EXAM PERIOD MAKE-UP EXAMS COMMEMORATION OF ATATÜRK TRNC REPUBLIC DAY (NATIONAL HOLIDAY) RELIGIOUS HOLIDAY (KANDIL) EXAM PERIOD LAST DAY FOR APPLYING TO GET LEAVE OF ABSENCE MAKE-UP EXAMS CHRISTMAS DAY *On 25 December 2017, attendance will not be taken in classes and no quizzes or any other exams will be administered.

NEW YEAR’S DAY LAST DAY OF CLASSES FINAL EXAMS MAKE-UP EXAMS ENGLISH PROFICIENCY TEST (2nd STAGE - LISTENING, READING, WRITING) ENGLISH PROFICIENCY TEST (2nd STAGE - SPEAKING) GRADUATION CEREMONY FOR FALL GRADUATES Spring Semester ENGLISH PROFICIENCY TEST (1st STAGE - PLACEMENT TEST) ENGLISH PROFICIENCY TEST (2nd STAGE - LISTENING, READING, WRITING) ENGLISH PROFICIENCY TEST (2nd STAGE - SPEAKING) COURSE REGISTRATION PERIOD (WITH ADVISOR) CLASSES COMMENCE FIRST DAY OF REGISTRATION WITH PENALTY LAST DAY FOR LATE REGISTRATION

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EPS Teacher’s Handbook 05 March 2018 19-20 March 2018 23 March 2018 23 April 2018 24-27 April 2018 03-04 May 2018 01 May 2018 10 May 2018 16-19 May 2018 19 May 2018 30 May 2018 31 May-06 June 2018 01-09 June 2018 07-08 June 2018 12 June 2018 13 June 2018 14 June 2018 15-17 June 2018 20 June 2018 21 June 2018 05-06 July 2018 09 July 2018 11 July 2018 20 July 2018 01 August 2018 10 August 2018 13 August 2018 20 August 2018 21-24 August 2018 30 August 2018 07 September 2018 10-11 September 2018 07 September 2018 07 September 2018 20 September 2018

2017-2018 Academic Year

LAST DAY FOR ADD / DROP EXAM PERIOD MAKE-UP EXAMS NATIONAL SOVEREIGNTY & CHILDREN’S DAY EXAM PERIOD MAKE-UP EXAMS WORKERS' AND SPRING DAY LAST DAY FOR APPLYING TO GET LEAVE OF ABSENCE SPRING FEST ATATÜRK COMMEMORATION, YOUTH AND SPORTS DAY LAST DAY OF CLASSES FINAL EXAMS FINAL EXAMS MAKE-UP EXAMS ENGLISH PROFICIENCY TEST (2nd STAGE - LISTENING, READING, WRITING) ENGLISH PROFICIENCY TEST (2nd STAGE - SPEAKING) RAMADAN BAIRAM EVE RAMADAN BAIRAM GRADUATION CEREMONY FOR SPRING GRADUATES MAKE-UP ENGLISH PROFICIENCY TEST (2nd STAGE) Summer School COURSE REGISTRATION PERIOD (WITH ADVISOR) CLASSES COMMENCE LAST DAY FOR LATE REGISTRATION PEACE AND FREEDOM DAY NATIONAL HOLIDAY EXAM PERIOD MAKE-UP EXAMS KURBAN BAIRAM EVE KURBAN BAIRAM VICTORY DAY LAST DAY OF CLASSES FINAL EXAMS ENGLISH PROFICIENCY TEST (2nd STAGE - LISTENING, READING, WRITING) ENGLISH PROFICIENCY TEST (2nd STAGE - SPEAKING) DIPLOMA AWARDING TO SUMMER SCHOOL GRADUATES

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EPS Teacher’s Handbook XI.

2017-2018 Academic Year

STAFF DEVELOPMENT a) Effective Teaching

In line with our educational philosophy, and the vision and mission, the primary goal of FLEPS is to develop and maintain a quality-learning atmosphere in which the general and academic learning needs of all learners are catered for regardless of their learning profile, and educational and cultural background. Therefore, FLEPS devotes all its staff, resources and activities towards this goal. Our effective teaching policy follows the principles stated in the mission of our school, which highlights the following major policy items:  bring our instructional quality to international standards and obtain recognition by an international accreditation;  keep up-to-date with the latest educational programs and approaches in a fast developing world;  provide instruction in all the foreign languages we offer in alignment with the Common European Framework of References (CEFR);  apply needs analysis and program evaluation on a regular basis to revise and improve instructional programs;  keep a learner-centred approach to instruction aligned with curricular goals which value assessment based on performance and product;  provide students opportunities for extracurricular activities in which they apply and transfer the language skills they have acquired in class;  integrate educational technology into instruction and provide resources and facilities for students for technology aided learning;  encourage students to take responsibility and autonomy in their language learning and offer feedback and guidance as part of scaffolding  provide students means and opportunities to encourage them to get involved in academic and social activities where they can improve language, academic and social skills.

Following our educational philosophy and mission, we expect all FLEPS academic staff to teach effectively, to carry out their teaching-related and other non-teachingrelated duties, and to show positive conduct and manners towards their students, colleagues and their work. We believe this promotes a healthy and stimulating working environment, as well as contributing to improving our students' learning.

We are aware of the fact that school improvement is only possible through individual and professional growth. Therefore as FLEPS we are committed to providing the necessary support and guidance to help each member of staff to develop further and thus reach their full potential. Below are the details of the procedures for staff development to ensure and maintain effective teaching throughout the school.

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b) Professional Development i. Internal and External PD activities We believe that Professional Development (PD) is essential to maintain our effective teaching standards. As part of our planning for addressing the professional development (PD) needs of our academic staff, we send all teaching staff a questionnaire (See Appendix A). This brief survey is based on Teacher Development Framework (TDFRAM, a document fully aligned with the European Union effective teaching standards) and asks teachers for a self-evaluation of their teaching and professional skills. In the questionnaire there are five main areas and a number of sub-areas for each main area. Our colleagues are asked to read these and decide whether they think they are novice (Development Phase 1), aware (Development Phase 2), or expert (Development Phase 3) practitioners in each of these (sub) areas. We also send our colleagues a copy of the TDFRAM guiding document. In this document they can find detailed descriptions of each of the five main areas and their sub-areas. They can refer to this document if necessary for their self-assessment while deciding where they are in each area.

The second page in the attached questionnaire gives teachers a brief overview of each of the Development Phases (DPs). In this page they will also see a sample selfassessment. After their self-assessment of each skill, our colleagues may also state whether they are willing to receive training in any of the areas where they feel they need development, or offer training to other colleagues in areas they feel they have expert knowledge.

We plan our training events and activities based on our colleagues' responses to the questionnaire. For the areas where our colleagues seek further development, we arrange training activities (e.g., by inviting experts in the field, or sending our colleagues to training seminars, workshops and conferences). We also arrange internal training events where any volunteering members (who stated so in the questionnaire) are welcome to share their knowledge and expertise with their colleagues. In such cases where we would need contribution from our colleagues to internal training activities, who stated willingness to offer support to others, we make an announcement and call for contributors. ii. Induction for New Staff The induction program for the newly recruited full/part-time staff comprises the following components with an aim to monitor their performance and progress for a smooth adaptation process into our instructional system: Classroom Observations: There are two arranged, scheduled observations. These observations are documented (lesson plan, self-reflection form & mentor's feedback), and are in the form of a full-observation cycle (pre/while/post).

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Video Recording: The teachers in the induction program are asked to do a self/peer recording of one of their lessons and do a self-reflection on the recorded lesson, using a self-reflection form.

Peer-Observation: There is one, arranged peer-observation, and it needs to be  completed after the first observation with the mentor;  focused; based on classroom observations, personal targets; and  documented (by filling in a peer-observation form).

Teacher Portfolios: Each teacher in the induction program keeps a portfolio with the following documents and filled-in forms:      

CV Classroom observations Video recording Peer-observation Reflections on any recent teacher development events End of semester report-based on their experience at FLEPS, the course(s) they have been teaching and on the mentoring programme.

Each teacher who is involved in the induction program is assigned a tutor. The tutors are responsible for monitoring performance in the above stages and provide support as and when necessary. iii. Formal Qualifications Cambridge Teaching Qualifications (TQs) FLEPS has been one of the Cambridge English Language Assessment and Authorised Teaching Qualification Centres. Among the courses run were CELTA (Certificate in English Language Teaching to Adults) – a pre-service teacher training course for new instructors; ICELT (In-Service Certificate in English Language Teaching) – the qualification for inexperienced EFL teachers who want to improve their English language teaching skills, knowledge and confidence; and DELTA (Diploma in English Language Teaching to Adults) – an in-service teacher training course for more experienced instructors. Instructors who complete these courses receive an internationally-recognized UCLES (University of Cambridge Local Examinations Syndicate) certificate or diploma.

After the last ICELT course run in 2007, we have re-applied to turn our standby status into active, and our application has been accepted. We are planning to run ICELT courses as of 2018 Spring Semester. We also invest in training of our PD team members, i.e. our tutors, to obtain qualification for offering CELTA and DELTA courses as well. To this aim, we have signed an agreement with the NILE training institute in the UK and started training in the 2016-2017 academic year. For further details of these courses, please contact the Assistant Director for Teacher Training and Professional Development.

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MA/PhD in ELT and MEd/PhD Educational Sciences For our academic staff who are interested in developing their knowledge and skills through a Master's or PhD programme to play a fundamental role in school management, curriculum management and staff development, as well as to develop their practical teaching skills to a higher level they can enrol in our university's Faculty of Education graduate degree programmes, offered as part-time.

FLEPS may also support instructors to take part in external courses and degree programmes, e.g., enrolment in a local university's MA in ELT, or a programme at a university abroad.

Regarding the conditions for application and commitment requirements for these Master’s and PhD programmes, please contact the Assistant Director for Teacher Training and Professional Development. iv. Research Procedures and Support for Conference Attendance FLEPS encourages its academic staff to do research and attend conferences and does its best to provide financial support to those who will present research findings at conferences.

The responsible body concerning research related activities is the Research Advisory Board. The Research Advisory Board and the Research Support Office aims to promote research by granting publication awards for scholarly articles published in indexed journals as well as support for attending scientific conferences, and provides support for research activities. Details regarding all research related procedures can be found at http://research.emu.edu.tr/.

c) Instructor Appraisal The appraisal process is in alignment with the university’s by-law. According to the rules and regulations as stated in the by-law, teacher appraisal takes into consideration the academic performance of its teaching staff based on their  academic research and publication activities,  teaching and professional development, and  service to university and society.

Performance appraisal is conducted at the end of each academic year and the teaching staff members are asked to write a brief report with details of their performance in regards to the three main categories stated above.

XII.

FLEPS EDUCATION SYSTEM a) FLEPS Educational Philosophy

As we have stated, the primary goal for Foreign Languages and English Preparatory School (FLEPS) is to develop and maintain a quality-learning atmosphere in which the general and academic learning needs of all learners are catered for regardless of 14

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their learning profile, and educational and cultural background. To this aim, a learnercentred approach based on the constructivist view is the key element underlining our educational philosophy. This view highlights facilitation of learners to take in the information they are presented, construct meaning and apply that knowledge to real life, rather than memorizing the information gained from school.

The main characteristics of constructivist learning are as follows:       

Learning is more at the forefront than teaching, The context formed within learning is important, Guessing, creating and analysis has an important role in learning, Learning is based on students’ mental schema, It is important to create willingness and purpose to learn in students, Learner autonomy and enthusiasm is continuously encouraged, Students should question the provided information and this should be encouraged,  Students’ natural curiosity should be fostered,  Teachers should not only deal with what students learn but also with how they learn.

b) Teaching Goals of EPS Division Foreign Languages and English Preparatory School (FLEPS) acknowledges the following as the teaching targets of English Preparatory School Division:  Students who complete English Preparatory School having English language skills at B1 level according to the Common European Framework for language standards,  Students who complete Turkish Preparatory Program having Turkish language skills at B1 level based on the same standards, Targets for skill stages are prepared based on the Common European Framework for Languages and it is as follows: A1 Listening Comprehension: Can understand very simple sentences made with known words about him/herself or family or concrete things around him/her only when it is spoken slowly and clearly.

Reading Comprehension: Can understand known names, single words, and very simple sentences on labels, signs, brochures, catalogues and similar contexts.

Conversation: Can express him/herself in simple ways when the other speaker speaks slowly and with repetition, or says it in different ways and helps the user express him/herself by using the language. Can ask and answer simple questions on directly needed information or on topics s/he knows well.

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Verbal Expression: Can use simple phrases and sentences to describe people s/he knows and his/her hometown.

Written Expression: Can, for example, write a short and simple postcard to send his/her greetings on holidays; fill in personal information such as name, address, nationality, etc. in hotels.

A2 Listening Comprehension: Can understand single sentences and frequently used words in daily life if it is about him/herself, such as person, family, shopping, work and close environment and other important issues. Can understand short, clear and simple messages and announcements.

Reading Comprehension: Can read very short, simple texts. Can find texts about daily life such as advertisement, prospectus (promotion), food list, travel fare and concrete and pre-meditated information and can understand short, simple personal letters.

Conversation: Can express him/herself in situations that require direct exchange of information, on simple and known topics that is relevant to him/her, and in ordinary simple activities. Can participate in a short conversation but usually, cannot understand enough to maintain it.

Verbal Expression: Can express him/herself in a series of sentences and simple language tools; for example, on family, others, home, education and professional life.

Written Expression: Can write short, simple notes and news. For example, can write a simple, personal letter to thank for something.

B1 Listening Comprehension: Can understand the main point of conversation when it is about known topics such as work, school or free time activities if an understandable and carefully selected language is used. If spoken very slowly and clearly, can understand the main information from radio or television broadcasts on current issues, his/her occupation and fields of interest.

Reading Comprehension: Can understand texts that mainly include daily life and professional language. Can understand letters that discuss events, emotions and wishes.

Conversation: Can handle many situations faced in travelling the countries especially where the target language is spoken. Can participate in spontaneous conversations on familiar topics such as family, hobbies, occupation and current issues relevant to his/her field of interest, personal or daily life.

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Verbal Expression: Can describe his/her experiences, daily and global events or his/her dreams, goals; can speak in simple but coherent sentences. Can briefly explain his/her thought and plans and reason them. Can tell a story or the plot of a book or movie and describe his/her own responses.

Written Expression: Can write simple, coherent texts about topics relevant to his/her field of interest or personal life. Can write letters involving experiences and impressions.

c) Language Learning at EPS Division At FLEPS, the curriculum is CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment) aligned. Therefore, we adopt an ‘action oriented approach’ (Council of Europe Modern Languages Division, 2001) and, plan, implement and assess the achievement of the intended learning outcomes driven from the descriptors provided in the framework accordingly.

We view learning as a developmental, interactive and reflective process (see Table 1). In this regard, we believe that knowledge and learning of an individual develop through interaction in contexts, which are affected by social, cultural and individual backgrounds and competencies of the participants. Therefore, we emphasize the development/use of not only communication but also cognitive, affective, and social processes in meaningful contexts, which involve tasks and the development of these processes as outcomes of learning.

Table 1 Examples of Learning Outcomes

AFFECTIVE PROCESSES

FACILITATIVE PROCESSES e.g., selfconfidence

INHIBITIVE PROCESSES e.g., excessive anxiety

COGNITIVE PROCESSES

e.g., making inferences

SOCIAL PROCESSES

e.g., group cohesion

COMMUNICATION PROCESSES

e.g., comprehension

e.g., premature closure – students don’t consider alternative answers. e.g., social loafing –one of the members of the group don’t do much/contribute e.g., dominance in turn-taking

PEDAGOGIC PROCESSES e.g., creating a relaxed environment e.g., challenging ideas

PROCESSES AS OUTCOMES Positive attitudes, etc.

e.g., effective grouping techniques

Cooperation skills, etc.

e.g., creating space to communicate

The “four skills”, etc.

Critical thinking, etc.

(Littlewood, 2008:247-48) We believe that our approach to language learning contributes to the maintenance of coherence of a curriculum in that clearly stated learning outcomes coordinate the teaching and learning activities as well as the method of assessment in such a way 17

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that they all support student learning and foster life-long learning. Accordingly, we highlight the vitality of providing on-going feedback and extensive support to our learners based on the information gathered via summative and formative assessment tools on whether or to what extent the learning outcomes have been achieved.

d) Turkish Preparatory Program The Turkish Preparatory Program is primarily designed to improve the Turkish proficiency level of the foreign students who prefer to study in Faculty of Health Sciences or at the faculties/departments or schools where the medium of instruction is Turkish.

TUSL181, which is offered in the framework of this program, is a weekly two-hour Turkish language support course prepared for the foreign students from different non-Turkish speaking foreign countries who come to study at English-medium departments and it aims to teach them Turkish which they need to survive in North Cyprus.

Within the framework of the same program TUSL191, TUSL192, TUSL291 and TUSL391 courses are designed to improve the Turkish proficiency level of nonTurkish speaking foreign students enrolled at Faculty of Medicine, and these courses are designed as 4-hour-a-week courses. The main aim of these courses is to help students improve their Turkish at a proficiency level to be used in their clinical studies.

In the framework of the same program, there are courses offered under the name of Graduate Turkish Support Program (TUSL501, TUSL503, TUSL505) and they are designed for foreign students who prefer to study in the graduate programs of faculties / departments and vocational schools in Turkish and are unable to continue studying in Turkish language.

e) Postgraduate Support Programs FLEPS offers Turkish and English support programs to EMU postgraduate students.

The students who apply for any postgraduate programs at EMU are required to have a valid English language qualification (for English-medium programs) or a valid Turkish language qualification (for non-Turkish students applied for Turkish-medium programs) that gives them exemption from the Postgraduate Support Program courses. If they do not submit a valid language qualification, they have to take the EMU English or Turkish Proficiency Exam Stage I and/or Stage II. The tests are administered by the English Preparatory School. Students can visit http://fleps.emu.edu.tr for exam details.

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f) Exemption Criteria (English Language Requirements) Students with valid documents showing their language level (see Table 2) can be exempted from the English Preparatory Program. However, students who have no documents regarding their language level are required to take the EMU FLEPS English Proficiency Exam Stage I. If successful, these students are required to sit the EMU FLEPS English Proficiency Exam Stage II. Students who have successfully completed the English Preparatory Program at another university and students who are exempted from English Preparatory Program (the validity of the document is evaluated) are offered two choices: a. Take ENGL181-182 courses. b. Take the EMU FLEPS English Proficiency Exam Stage II and enrol on ENGL191192 courses if the student receives a score of minimum 60%. If not, students will have to take ENGL181-182 courses.

Since ELT Department program does not entail ENGL181-182 and ENGL191-192 courses, this decision is not applicable to ELT students. They need to get minimum 60% in order to be exempted from English Preparatory Programs.

The exemption for the following faculty and three departments is minimum 60% on the EMU FLEPS English Proficiency Exam Stage II:    

Faculty of Pharmacy Department of Psychology Department of Translation and Interpretation Department of Foreign Languages Education

The exemption for the Faculty of Medicine is minimum 70% on the EMU FLEPS English Proficiency Exam Stage II Important Information regarding the Exemption Criteria: *Students can enrol on ENGL191-192 courses if they decide to take the EMU FLEPS English Proficiency Test Stage II and score minimum 60%. **The exemption for the Faculty of Medicine is minimum 70% on the EMU FLEPS English Proficiency Exam Stage II (Students who score 60-69% are subject to be interviewed at EPS and upon being successful they are eligible to start their education in the Faculty of Medicine).

The descriptions of the exams below can be found in Appendix B.

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Table 2 Exemption Criteria (English Language Requirements) For departments requiring minimum 50% on the EMU FLEPS English Proficiency Exam Stage II

For departments requiring minimum 60% on the EMU FLEPS English Proficiency Exam Stage II

For departments requiring minimum 70% on the EMU FLEPS English Proficiency Exam Stage II

(Faculty of Pharmacy, Departments of Psychology, Translation and Interpretation, and Foreign Languages Education)

(Faculty of Medicine)

IELTS (minimum 5.0)

IELTS (minimum 5.5) (5.0: Proficiency Stage II*)

IELTS (minimum 6.0) (5.5: Proficiency Stage II**)

TOEFL iBT (minimum 60)

TOEFL iBT (minimum 65) (60: Proficiency Stage II*)

TOEFL iBT (minimum 72) (65: Proficiency Stage II**)

TOEFL PBT (minimum 497)

TOEFL PBT (minimum 513) (497: Proficiency Stage II*)

TOEFL PBT (minimum 530) (513: Proficiency Stage II**)

TOEFL CBT (minimum 170)

TOEFL CBT (minimum 183) (170: Proficiency Stage II*)

TOEFL CBT (minimum 197) (183: Proficiency Stage II **)

GCE / IGCE (minimum C)

GCE / IGCE (minimum C)

GCE / IGCE (minimum B)

FCE (minimum C)

FCE (minimum C)

FCE (minimum B)

CPE / CAE (minimum C)

CPE / CAE (minimum C)

CPE / CAE (minimum B)

City & Guilds (minimum B1 Pass)

City & Guilds (minimum B1 First Class Pass) (B1 Pass: Proficiency Stage II*)

City & Guilds (minimum B2 Pass) (B1 First Class Pass: Proficiency Stage II**)

LCCI (ESP) (minimum Level 1 Distinction)

LCCI (ESP) (minimum Level 2 Pass ) (Level 1 Distinction: Proficiency Stage II*)

LCCI (ESP) (minimum Level 2 Distinction) (Level 2 Pass: Proficiency Stage II**)

WAEC/WASSCE/SSSCE/NEC O/NABTEB/ZIMSEC (minimum D7)

WAEC/WASSCE/SSSCE/NECO /NABTEB/ZIMSEC (minimum C6) (D7: Proficiency Stage II*)

WAEC/WASSCE/SSSCE/NE CO/NABTEB/ZIMSEC (minimum C5) (C6: Proficiency Stage II**)

UCE (between 3-6)

UCE (between 3-6)

UCE (1-2)

NSC (ieb) (minimum 50% or 4)

NSC (ieb) (minimum 60% or 5) (50% or 4: Proficiency Stage II*)

NSC (ieb) (minimum 70% or 6) (60% or 5: Proficiency Stage II**)

ECZ (minimum 6)

ECZ (minimum 5)

ECZ (minimum 5)

HIGCSE/NSSC (minimum 3)

HIGCSE/NSSC (minimum 3)

HIGCSE/NSSC (minimum 2)

KNEC (minimum C)

KNEC (minimum C+) (C: Proficiency Stage II*)

KNEC (minimum B-) (C+: Proficiency Stage II**)

NECTA (CSEE) (minimum C)

NECTA (CSEE) (minimum B) (C: Proficiency Stage II*)

NECTA (CSEE) (minimum B+) (B: Proficiency Stage II**)

SAT (Writing 340 and Reading 400 or 740 Total)

SAT (Writing 350 and Reading 410 or 760 Total) (Writing 340 and Reading 400 or 740 Total: Proficiency Stage II*)

SAT (Writing 360 and Reading 420 or 780 Total) (Writing 350 and Reading 410 or 760 Total: Proficiency Stage II*)

NEAEA (minimum C)

NEAEA (minimum C)

NEAEA (minimum B)

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g) English Proficiency Exam i. Stage I Both new and old students can take this test at the beginning of each academic year in order to learn their English language levels. The students whose Stage I result is high enough will have the right to take English Proficiency Exam Stage II. The students whose Stage I result is below B1 level will have to study in English Preparatory School until they successfully complete B1 level.

English Proficiency Exam Stage I takes place twice a year for new students. It consists of 100 multiple-choice questions and lasts for 120 minutes. There are four parts: listening, language in use, reading and conversation skills. Each part has four levels: beginner, elementary, pre-intermediate, and intermediate. The test results are not based on the total number of correct answers but according to the number of correct answers in each level. Sample tests can be found in the school website (http://fleps.emu.edu.tr). In order to receive education at the correct level, students should only answer the items they are sure. Otherwise, they may start their education in English Preparatory School at the wrong level. ii. Stage II Students whose level is high enough according to the English Proficiency Exam Stage I results are eligible to take English Proficiency Exam Stage II. They can take this exam at the beginning of Fall or Spring semester. This exam measures their listening, reading, writing and speaking skills. The reading and listening parts have multiple choice and short answer questions. In the writing part, students write an academic composition. In the speaking part, students attend a face-to-face interview.

Sample tests can be found in the school website (http://fleps.emu.edu.tr).Students can start studying at their departments if they receive above 50% or 60%. They need to check the English language requirements for the student’s department. The students whose Stage II result is below 50 or 60 will have to study in English Preparatory School until they are successful.

h) Conditional Pass B1 students who successfully complete a semester at English Preparatory School are eligible to sit the English Proficiency Exam Stage II. According to their passing grades, they either have the right to directly go to their departments or have a conditional pass*.

A1 and A2 students and the students who stay at English Preparatory School for one year and successfully complete one semester take the English Proficiency Exam Stage II next year in September and they either directly go to their departments or have a conditional pass*. * If students spend one year or one semester at EPS and become successful in one semester at least, they have the right for the conditional pass. At the end of either 21

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one year or one semester (see the information below or ask the secretary for further information): i. Conditional Pass with a grade between 40% - 49% When students take the English Proficiency Exam Stage II and pass with a grade between 40% - 49%, they are eligible to take ENGL183 course in their departments (9-hour English course with 2 departmental courses). ii. Conditional Pass with a grade between 0% - 39% When students take the English Proficiency Exam Stage II and pass with a grade between 0% - 39%, they are eligible to take ENGL185 course in their departments (12-hour English course with 1 departmental course).

i) Courses In the arrangement of the pacing of progress, EPS courses take ALTE’s suggested number of guided teaching hours (see Table 3) as reference and divide the semester into three modules. In this respect, the whole semester equals approximately 270 hours (360 lessons) and each module provides approximately 90 hours (about 120 lessons) to accomplish the outcomes driven from CEF level descriptors.

Table 3 ALTE suggested number of guided teaching hours needed to accomplish the outcomes driven from each CEF level descriptors A1 Approximately 90 - 100 hours A2 Approximately 180 - 200 hours B1 Approximately 350 - 400 hours B2 Approximately 500 - 600 hours C1 Approximately 700 - 800 hours C2 Approximately 1,000 - 1,200 hours (Teachers’ Guide to the Common European Framework, n.d.)

Students who have passed the University Entrance Examination, but who are unable to pass the EPS Proficiency Test are allocated into one of the courses in the EPS which is appropriate to their language needs. The courses, arranged in two semesters, are A1, A2, B1, B1 Skills and UB1. The education given in the English Preparatory School is divided into two halves in an academic year. Depending on their level of success in the Proficiency Exam Stage I that helps students to be placed at the right level, students can complete the English Preparatory School and go to their departments at the end of a semester or a year. Throughout each semester students are assessed with various evaluation tools. Success in these assessments allows them to pass to the next level. In order to sit the Proficiency Exam Stage II, students must have passed B1 level. The students who have successfully passed the English Proficiency Exam Stage II are allowed to enter their chosen department. Students who are not able to pass this exam are offered the UB1 course. These students are entitled to take the English Proficiency Exam Stage II again, at the end of the semester, regardless of their overall semester grade.

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However, those students who take UB1 course and do not fail from attendance will be able to sit the English Proficiency Exam Stage II. It is suggested to attend the classes regularly since there is a direct relation between attendance and success.

The programs and details can be found in the table below.

Table 4 Course Details Course Course Name Code EPS A1 Beginner

CEFR Level A1

Hours per week 25

Period

5 weeks A1 course is designed to help students interact in a simple way, ask and answer simple questions about themselves, where they live, people they know, and things they have, initiate and respond to simple statements in areas of immediate need or on very familiar topics, rather than relying purely on a very finite rehearsed, lexically-organised repertoire of situation-specific phrases.

EPS A2 Elementary A2 25 10 weeks A2 course is designed to help students use simple every day polite forms of greeting and address; greet people, ask how they are and react to news; handle very short social exchanges; ask and answer questions about what they do at work and in their free time; make and respond to invitations; discuss what to do, where to go and make arrangements to meet; make and accept offers. With the help of this course students can also function ‘out and about’. At the end of this course students can make simple transactions in shops, post offices or banks; get simple information about travel; use public transport, ask for basic information, ask and give directions, and buy tickets. Students can also describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

EPS A2R Elementary – Repeat A2 25 10 weeks A2R course is designed intensely to help students use every day polite forms of greeting and address; greet people, ask how they are and react to news; handle short social exchanges; ask and answer questions about what they do at work and in their free time; make and respond to invitations; discuss what to do, where to go and make arrangements to meet; make and accept offers. With the help of this course students can also function ‘out and about’. At the end of this course students can make transactions in shops, post offices or banks; get simple information about travel; use public transport, ask for basic information, ask and give directions, and buy tickets. Students can also describe his/her background, immediate environment and matters in areas of immediate need.

EPS B1 Pre-Intermediate – Intermediate B1 25 15 weeks B1 course aims to help students maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended 23

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discussion around them, provided that speech is clearly articulated in standard dialect. At the end of this course students can express the main point they want to make comprehensibly and keep going comprehensibly, even though they may have to pause for grammatical and lexical planning and repairing in free production. Students are also able to cope flexibly with problems in everyday life, for example coping with less routine situations on public transport; dealing with most situations likely to arise when making travel arrangements through an agent or when actually travelling; entering unprepared into conversations on familiar topics. Students can also produce a connected text on topics which are familiar or of personal interest. They are able to describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

EPS B1R Pre-Intermediate – Intermediate B1 25 15 – Repeat weeks B1R course aims to focus on students’ specific needs to maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended discussion around them, provided that speech is clear standard dialect. At the end of this course students can express the main point they want to make comprehensibly and keep going comprehensibly, even though they may have to pause for grammatical and lexical planning and repairing free production.

Students are also able to cope more flexibly with problems in everyday life, for example coping with less routine situations on public transport; dealing with most situations likely to arise when making travel arrangements through an agent or when actually travelling; entering unprepared into conversations on familiar topics.

Students can also produce a connected text on topics which are familiar or of personal interest. They are able to describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

EPS B1S Pre-Intermediate – Intermediate B1 25 20 with Skills weeks B1S course aims to help students maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended discussion around them, provided that speech is clearly articulated in standard dialect. At the end of this course students can express the main point they want to make comprehensibly and keep going comprehensibly, even though they may have to pause for grammatical and lexical planning and repairing in free production. Students are also able to cope flexibly with problems in everyday life, for example coping with less routine situations on public transport; dealing with most situations likely to arise when making travel arrangements through an agent or when actually travelling; entering unprepared into conversations on familiar topics. Students can also produce a connected text on topics which are familiar or of personal interest. They are able to describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. This course focuses on the four skills (reading, writing, listening and speaking) in an intense module which assists learners to reinforce what they learned.

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Upper-Intermediate

B1+

25

15 weeks UB1 course aims to help students take messages communicating enquiries, explaining problems; provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor) but does so with limited precision; explain why something is a problem. At the end of the course students can summarise and give his or her opinion about a short story, article, talk, discussion, interview, or documentary and answer further questions of detail.

Students are also able to carry out a prepared interview, checking and confirming information, though he/she may occasionally have to ask for repetition if the other person’s response is rapid or extended. Students can also describe how to do something, giving detailed instructions. Students are also able to exchange accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. Students are also able to produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

j) Course Flow In their first semester, students are placed in the courses according to their result in the English Proficiency Exam Stage I. Each course is designed to cater for the needs of learners at a specific level in order to progress towards a higher level (Please refer to the overview of the courses for further explanation).

At the end of each CEFR Level, according to their success rate and the course they have enrolled in, students are placed in an appropriate EPS course (see Table 5) or become eligible to sit the English Proficiency Exam Stage II. Each CEFR Level has been divided into 5-week modules according to the ALTE suggested teaching hours (Please refer to the Learning Outcomes for further explanation).

A1 = 1 module A2 = 2 modules B1 = 3 modules

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Table 5 EPS Course Flow

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Table 5 EPS Course Flow (cont.)

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k) Course Timetable The course timetable for levels at EPS is scheduled as a total of 25 hours per week.

The weekly timetable can be seen in the table below.

Table 6 Course timetable with 25 contact hours 08.50 - 09.40 09.50 - 10.40 10.50 - 11.40 11.50 - 12.40 12.50 - 13.40 13.40 - 14.30 14.40 - 15.30 15.40 - 16.30

MONDAY LESSON LESSON LESSON

TUESDAY LESSON LESSON LESSON

LESSON LESSON

LESSON LESSON

WEDNESDAY THURSDAY LESSON LESSON LESSON LESSON LESSON LESSON

LESSON LESSON

LESSON LESSON

FRIDAY LESSON LESSON LESSON

LESSON LESSON

At the English Preparatory School, intensive English lessons are given to students who does not know English at all or know some English, which is not enough to study in their departments. Students also have an SSSC hour where they can study and use multimedia tools and technology to get extra help with their studies. In addition, there are extra-curricular activities like school trips, dance courses, civil involvement projects (protecting animals, recycling, helping those in need) for students to join.

l) Course Books According to the results of the Proficiency Exam Stage I and Stage II, the students who will study in the English Preparatory School go to the Deniz Shop on the North Campus with their student numbers and a copy of their ID cards/passports in order to get their course books with no fee charged.

The textbooks specified in the course outlines are suggested and we are free to replace them with any other resources that are fit for the accomplishment of the learning objectives. In addition, we may need to exploit the suggested resources in order to address our classes’ specific needs, backgrounds and/or learning styles.

m) Office Hours The instructors at English Preparatory School Division have an additional role as academic resources for their students. They arrange one hour a week as an office hour per each group they have in their offices and announce this specified time to their students. They may answer students’ questions, help them for the topics or skills they do not understand or they have difficulty in, exchange ideas, share lessons and/or extracurricular problems during this allocated hour. The instructors determine this period with their students so that students may visit them in their offices.

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n) Student Class Representatives Every class elects a representative for one semester. Class representative meetings are held on a regular basis. During these meetings students are informed about updated developments in the school, can express their problems and requests, and exchange opinions with the school authorities. Briefly, they should create a communication bridge between his/her class and the FLEPS Administration

o) FLEPS Assessment and Evaluation Student evaluation in FLEPS is used as a tool in deciding on the targeted levels with the education program. Different methods and techniques are used while doing evaluation. Thus, knowledge of foreign language, skills and analytical thinking is evaluated in a reliable, unbiased and fair way. The purpose of evaluation is to inform student about his / her level of knowledge of language development, level of learning and realize his / her potential and moreover, help him / her to do self-evaluation.

Furthermore, another aim of evaluation is to provide information for FLEPS education system, provide feedback for learning-teaching process, hence, and take part in improving quality in education.

Various methods are used in evaluation. Evaluation is based on the following items:  aims of language programs,  assigning levels,  identifying language proficiency,  centralized exam,  written and oral exam,  performance / presentation,  student’s portfolio,  student’s projects / reports,  student’s homework.

p) EPS Assessment Breakdown Each course incorporates summative and formative assessment components, the total weight of which sums up to 100%. The passing grade of each course is 60%. i. Summative Assessment Summative assessment includes progress test, one in-term speaking exam, and a final exam (cloze, listening, reading, writing and speaking). The total weight of the summative assessment can be seen in the table below.

Table 8 The total weight of the summative assessment A1 A2 SUMMATIVE 85 % 70 % SUB-TOTAL FORMATIVE 15 % 30 % TOTAL 100 %* 100 %* *Passing grade for all levels = 60 % 29

B1 70 % 30 % 100 %*

U-B1 60 % 40 % 100 %

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Progress Test Progress Test is administered at the end of module 1 and 2 depending on the duration of the course (see assessment breakdown) and aim to evaluate the extent of learners’ achievement of the intended learning outcomes (speaking, writing, reading, listening, grammar and vocabulary) of the corresponding modules.

Therefore, the content of Progress Test content is aligned with the learning outcomes of the relevant module.

Accordingly, the test involves five sections: Listening (gap fill* and multiple-choice), Language in use (multiple-choice cloze test), reading (multiple-choice), writing (paragraphs or compositions depending on the level) and speaking (interaction and extended monologue). The test is administered as one sit that lasts approximately 100 minutes. Progress 2 has a speaking exam.

Speaking section of the test is graded during the speaking sessions.

Writing and listening (Task 1) sections of these tests are graded during grading sessions after the exams; the rest of the sections are graded by the optic reader.

Writing and Speaking Criteria for Progress Test At EPS, we have different sets of writing and speaking criteria for each level and/or module. While grading the writing papers and speaking performances of learners, we use the corresponding writing and speaking criteria to the aimed level of progress by the end of Module 1 of a course. For example, for EPS A2 course, we refer to the A2.1 outcomes while grading Progress Test 1 writing papers and assessing learners’ speaking performances. The test specimens can be accessed at FLEPS Discussion Forum.

Feedback Procedures & Tips for the Progress Test One of the most important aims of the progress test is to see the extent of learners’ progression of the intended learning outcomes of a particular module. Therefore, it is of a vital importance that we provide the necessary feedback and guidance to our students (individually and whole class) to overcome their weaknesses both immediately after the announcement of the results and in the course of the following module. This can be done through the following means: Individual Feedback & Support After the official announcement of the Progress Test result, we receive official forms that show the analysis of each class performance in the exam (See Appendix B) as well as the students’ writing papers.

Within 3 days after the announcement of grades, we need to provide the necessary feedback to our class and offer on-going guidance and monitoring of progress. The following tips may help in identifying the areas which our students need to improve and providing the necessary guidance.

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Tips for identifying whole group weaknesses Whole Class Remedial Teaching Identifying our individual student’s strengths and weaknesses can also help us identify the areas where our class generally needs extra support on. We can plan to work on these areas as a whole class.

Ways of supporting the whole class to overcome their weaknesses In our courses, the intended learning outcomes of a module are built up on what has already/presumably been achieved in the previous module(s). In this respect, there is an on-going (both implicit/explicit) recycling. After the identification of our classes’ weaknesses,  using the suggested materials (i.e., our textbooks) we can identify the points when these particular areas are being recycled and come up with ways of exploiting the suggested materials at these points and executing explicitrefocus lessons.  we can also use the supplementary materials in the ERC, online support materials or the CD ROM accompanying our course books.  during the teaching team meetings we can share our ideas and experiences on ways of dealing with these weaknesses as well as the effective materials.

Please note that,  Feedback on the achievement result should not be given in the teaching hours. However, office hours and the SSSC hours can be used provided that maximum 2 students see their writing papers at the same time.  Students should not be allowed to make any changes on the papers.  Please make a note of those who (including the ones who submitted a petition) are still unhappy with the results so that a re-evaluation can be done.  Please specify which part of the exam the student wants to be re-evaluated as WRT=writing, LIST=listening on the re-evaluation column.  Please remind your students that re-evaluation means re-grading which may result in a lower grade as well. Also, note down ‘NO’ if the student is satisfied on the re-evaluation column.  Make sure that the students sign the list.  Teaching partners can share the papers to speed up the feedback process.

In-term Speaking Exam In term Speaking Exam is administered at the end of module 2 and, aim to evaluate the extent of learners’ progress of the intended learning outcomes (at speaking) in Modules 1 and/or 2, again depending on the duration of the course. Therefore, the content of In-term speaking exam is aligned with the learning outcomes of Modules 1 and/or 2. In term speaking exams involve 3 tasks. All the students take the test in pairs. These tests are graded during the exam by the assessors and the interlocutors. The tests are recorded. The speaking test formats for each level can be accessed at FLEPS Discussion Forum.

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Criteria for In-term Speaking Exams At EPS, we have different sets of in-term speaking exam criteria for those levels which have a progress test speaking component. While grading, we use the corresponding criteria to the aimed level of progress by the end of Module 1 of a course. For example, for EPS A2 course, we use “A2.1”. The speaking exam criteria can be accessed at FLEPS Discussion Forum.

One of the most important aims of the in-term speaking exams is to see the extent of learners’ progression within the intended learning outcomes. Therefore, it is of a vital importance that we provide the necessary feedback and guidance to our students (individually and whole class) to overcome their weaknesses both immediately after the announcement of the results and in the course of the following module. This can be done through the following means: Feedback & Support During the exam, the assessors fill in a feedback form for each student indicating the strengths and the weaknesses of the student. After the official announcement of the exam results, we receive these feedback forms.

Within three days we need to provide the necessary feedback to individual students in our class and offer on-going individual guidance and monitoring of their progress.

The following tips may help in identifying the areas which our students need to improve and, providing the necessary guidance for improvement in our students speaking skills.

Ways of supporting individual students to become better at speaking in English  Appoint certain office hours specifically for the students who have got grades lower than 60% and, help them individually or in pairs and monitor their progress.  During the SSSC hours, have the students who have got grades lower than 60% do some speaking activities in the recording/speaking room and listen to their recording and provide feedback  Assign extra recording tasks on Online Component for the students who have got grades lower than 60% and listen to their recording and provide feedback  Draw up a personal study plan together with the student and monitor their progress.  Revisit the idea of learners’ reflection on their own progress via the biography part of the EPS Portfolio, help the learner set his/her learning goals and monitor their progress  Encourage the students to join the “speaking clubs”  Please note that, individual feedback on the exam results should not be given in the teaching hours.

The Final Exam Final exam makes up of different percentages depending on the duration of the course (see Assessment Breakdown for further information) and is administered at 32

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the end of each course. The aim is to evaluate the extent of learners’ achievement of the intended learning outcomes (speaking, writing, reading, listening, grammar and vocabulary) of the whole course. Therefore, the content of the final exam is aligned with the learning outcomes of each course (see course descriptions for each course).

The test is administered in two sits. Part 1 involves four sections: Listening (gap fill and multiple choice) writing (paragraphs or compositions depending on the level), Language in use (multiple-choice cloze test) and reading (multiple choice) and Part 2 is the speaking Exam. Speaking exams involve 3 tasks. All the students take the test in pairs.

Writing and listening (Task 1) sections of the test are graded during grading sessions after the exams. The Speaking Section is graded during the exam by the assessors and the interlocutors. The tests are recorded.

Important: EPS A1 Listening Task 1 in Final 1 is not a “gap-fill” task.

Writing & Speaking Criteria for the Final Exam At EPS, we have different sets of writing and speaking criteria for each level. While grading the Final Exam writing papers or the speaking exam, we use the corresponding criteria to the aimed level of progress by the end of each course. For example, for EPS A2 course, we use “A2”. The criteria can be accessed at FLEPS Discussion Forum.

Notes:  There are make-ups for progress test, in-term speaking exam and the final exam.  In order to be able to sit a make-up exam, students have to submit a petition to the secretary within three working days following the exam administration date. ii. Formative Assessment Formative assessment is process oriented and includes Portfolio work and teacher incentive.

EPS Portfolio EPS Portfolio is adapted from European Language Portfolio (ELP) and it is comprised of Language Passport, Biography, Online Component and Presentation.

By giving credit to students’ effort to learn English, EPS portfolio work aims to accomplish the following key objectives:  Encouraging and motivating learners to reflect on and assess their own learning and set their personal learning goals (i.e. encouraging life-long learning and the development of study skills)  Encouraging learners to work collaboratively  Increasing their exposure to English outside class  Developing their research skills 33

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 Developing their presentation skills  Monitoring and providing on-going and regular feedback on the learners’ achievement of the learning outcomes a. The Language Passport This is a summary of a learner’s language learning experiences and his/her language learning history, including the languages s/he has grown up with. We guide our students to complete and update this section and, to share it with his/her teachers at EPS and FL throughout their language learning experiences at our university. b. Language Biography This part includes the simplified versions of the learning outcomes accompanied by some corresponding or representative paper-based tasks as well as suggestions on how to become a more effective learner. Learners are expected to do these tasks in class, at home or at the Self-Study Centre (it is indicated where it can be done next to each task). Based on their perceived performance, they are expected to reflect on their accomplishment of the learning outcomes and plan their studies accordingly.

The students’ progress through the Portfolio work is also monitored by us (their teachers) and we also provide some feedback on the learners’ accomplishment of the tasks by using the error correction symbols and comment boxes.

We check and give our students regular feedback on their biography tasks but the biography is officially graded once or twice a course depending on the duration of the course. Our Students have 4 days for late submission for grading. For each day they are late they are penalized by ONE (1) point.

Please, encourage the students to:  update their work regularly, e.g., twice a week.  do all tasks within a week once they have been assigned. (If not, the tasks will be considered late).  use your feedback and correct their mistakes regularly (i.e., don’t leave it to the last week before the submission date).  consider biography reflection tasks, their self-evaluation table and your feedback in the ‘points to consider’ box(es) and identify their weak areas that they need to work on.  make a study plan to work on their weak areas, and follow & update their plan regularly (see page 60 in the EPS Portfolio booklet).  record their biography speaking tasks in class, and then send them to their teachers  have their portfolio booklet pages signed by you after completing the tasks.  complete the tasks in the SSSC or during your office hour within a week, not at home if they are absent and miss any of the in class activities. (If they do so, ask them to do the task(s) again in your presence. Otherwise, it/they will be considered incomplete.)

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You can find the course specific Semester Tasks’ Checklist for the minimum number of required tasks in the EPS Portfolio Booklets.

The Teachers’ Incentive The Teachers’ Incentive criteria can be accessed at FLEPS Discussion Forum.

Online Component In order to increase English exposure outside of class we have incorporated and online component in our formative assessment. We grade our students’ online work once or twice in a course depending on the course. The tasks are predetermined and students are expected to complete within the set timeframe (see the EPS assessment calendar).

End of level Presentation At the end of each course, except A1, learners are provided with the opportunity to display their spoken skills through presentation work. The presentation process has three stages; Outlining, Drafting and Presentation. Learners are provided with guidelines to follow for which they do research in their own time. Learners prepare their outlines in class (see the EPS assessment calendar). Feedback is provided on the outlines and learners are given approximately 2 weeks to prepare their draft presentations: note-cards, PowerPoint, pictures, etc. Teachers provide support and guidance throughout the process.

q) Summer School We offer summer school/courses to those students who wish to complete their EPS courses and be eligible for the Proficiency Exam. To be able to open summer courses we need minimum 15 students.

r) Rewards and Scholarships for Successful Students As Eastern Mediterranean University our students are very important for us. The students in Foreign Languages and English Preparatory School get the best education and the successful students are awarded with various prizes and surprises.

The most successful 3 students in English Proficiency Exam Stage II administered at the end of each semester are awarded with a laptop by the University Administration.

The most successful students in each level are awarded with various prizes and a certificate proving that s/he is the best student of that level. The instructors of these students are also given a certificate for the most care and education they provided.

The best presentations of each group are also shown in a competition and the winners also receive different surprises for their successful work.

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s) International Exams Our school is an accredited examination centre for a number of international exams, including IELTS, TOEFL IBT, TELC, LCCI and TOLES. Students can get more information about these courses or the brochures from Foreign Languages Division Secretary, or from secretaries or Student Guidance, Development and Research Centre at English Preparatory School Division.

t) Pearson Certificate Foreign Languages and English Preparatory School (FLEPS) has been awarded a stamp of excellence which was given to the institutions having international quality standards in language teaching by one of the most well-known educational organisations in the United Kingdom, PEARSON as it became a PEARSON (formerly EDEXCEL) Accredited Centre in 2013. In other words, FLEPS is a school which delivers its promise of delivering quality language education. Therefore, EPS students can receive an internationally recognized, quality assurance certificate once they have successfully passed their course. This means they can receive a certificate EACH TIME they pass a course.

Pearson Assured Certificates are issued by the Pearson Office in the United Kingdom and will include the student’s name and the course they have passed. The course/language level stated on the certificate is aligned to the Common European Framework of Reference for Languages (CEFR). Our students will benefit from this certificate in their job applications within their country or abroad or any other overseas applications as it is a certificate of achievement. Students can get their PEARSON Certificates the following semester.

XIII.

ELECTRONIC MEDIA a) FLEPS Discussion Forum

This is the online platform for all kinds of correspondence. In addition, FLEPS Administration, Administrator, FLEPS Council, FLEPS Advisory Board and FLEPS Teams make the announcements and inform the instructors via FLEPS Discussion Forum.

b) FLEPS Website It is our website where all information regarding EMU FLEPS can be found (http://fleps.emu.edu.tr). The following information can be accessed via this website:    

Announcements related with courses, Information regarding exemption, Student’s handbook, Announcements to students,

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c) Portal for Academic Staff Academic staff can find and conduct personal information from the Portal (newportal.emu.edu.tr). Academic staff can also reach information about the following:    

Personal Information Staff Information Student information Academic Information  Semester Course Review  Course Letter Grade Form  Exam Schedule  Online Registration  Telephone Directory

d) Student Portal Students can find and conduct personal information on Student Portal. They can also find the following information on their Portal:        

Course Timetable, Information about financial condition, Announcements made at the university, Request for freezing registration, Attendance, Informal transcript, Lecture notes, Student Club Membership,

e) Assistance for Students Students can contact School Administration for electronic help and support via this email address: epsassist@emu.edu.tr. They can get answers to their questions during and out of the working periods.

f) FLEPS in Social Media Foreign Languages and English Preparatory School is aimed at keeping student candidates, students, academic staff and anyone who feels like a part of EMU FLEPS connected through means of Social Networking Platforms such as Facebook, Twitter and Instagram.

By using such media, Foreign Languages and English Preparatory School can keep its users up to date with all current University and School news and actively respond to any questions that they may have. Generally speaking, Foreign Languages and

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English Preparatory School is to represent EMU and EMU FLEPS in the best possible way through Social Networking Platforms.

You can follow us in social media: www.facebook.com/emufleps www.twitter.com/emufleps www.instagram.com/emufleps

XIV.

JOB SPECIFICATIONS a) Director, FLEPS Accountable to: Accountable for:

The Rector, Eastern Mediterranean University All FLEPS Teams and Personnel

The responsibilities of the Director involve:  having responsibility for the day-to-day management and teaching and learning in the Foreign Languages and English Preparatory School,  offering and developing a vision for FLEPS in line with the whole EMU development plan,  setting an excellent example of professional standards and leadership,  managing discipline in FLEPS consulting Assistant Directors over more serious issues,  managing, evaluating and supervising effective and clear procedures for the operation and functioning of FLEPS consistent with the philosophy, mission, values and goals,  nurturing both students and staff to achieve their greatest potential academically and instructionally,  establishing a professional rapport with students and staff that has their respect,  displaying the highest ethical and professional behaviour and standards when working with students, parents, FLEPS staff and the whole university,  using effective presentation skills when addressing students, staff and parents including appropriate vocabulary and examples, clear and legible visuals and articulate audible speech,  serving as a role model for students, dressing professionally, demonstrating the importance and relevance of learning, accepting responsibility and demonstrating pride in the education profession. Encourage teachers to do the same,  using excellent written and oral English/Turkish skills when communicating with students, staff or parents,  managing the budget of FLEPS,  overseeing and monitoring the use of Resources and the maintenance of equipment and materials,  ensuring Health and Safety Regulations are observed and reviewed, 38

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 drawing up and updating a Development Plan for FLEPS in line with the whole university development plan,  overseeing FLEPS academic curriculum,  ensuring departmental schemes of work, policies and routines are updated and followed,  liaising with the Assistant Directors and Coordinators,  supervising in a fair and consistent manner effective discipline and attendance systems with high standards, consistent with the philosophy, values, and mission of FLEPS,  notifying immediately the Higher Administration, appropriate personnel and other agencies when there is evidence of substance abuse, severe medical or social conditions, potential suicide,  keeping the Higher Administration advised of employees not meeting their contractual agreement,  researching and collecting data regarding the needs of students and other pertinent information,  assuming responsibility for the health, safety and welfare of students, staff and visitors,  developing clearly understood procedures and provide regular drills for emergencies and disasters,  completing in a timely fashion all records and reports as requested by the Higher Administration,  communicating with the Higher Administration regularly for the needs, successes and general operation of FLEPS,  establishing procedures for safe storing and integrity of all public and confidential school records,  protecting confidentiality of records and information gained as part of professional duties and use discretion in sharing such information within legal confines,  attending required committee meetings and University functions,  holding FLEPS Council meetings, Teaching and Learning  allocating teaching responsibilities keeping abilities, experiences and development needs of staff in mind,  ensuring high standards of teaching and learning are maintained within FLEPS,  establishing and promote high standards and expectations for all students and staff for academic performance and responsibility for behaviour,  ensuring continuity and coherence of curriculum development,  ensuring student assessment is accurate, fair and ongoing and performance information is used to inform planning,  establishing procedures for evaluation and selection of instructional materials and equipment, approving all recommendations, 39

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Staff  maintaining a positive, cooperative and mutually supportive relationship with the staff,  leading and mentoring FLEPS staff,  keeping the staff informed and seeking ideas for the improvement of FLEPS. Conducting meetings, as necessary, for the proper functioning of the School (regular end-of-semester meeting, general staff meetings, etc.),  closely monitoring the work of FLEPS staff,  reviewing performance and development of the department through annual cycle of appraisals,  organising and chairing regular meetings with FLEPS Administration members and staff,  ensuring appropriate cover work is set in the event of staff absence, Marketing  contributing materials regularly for the university newsletters and publicity materials, liaising with Registrar’s Office, Promotion Office and International Office,  maintaining visibility with students, teachers, parents and the Higher Administration.

b) Advisory Board, FLEPS Accountable to:

The Director, FLEPS

The responsibilities of the Advisory Board are:  providing view and feedback on various administrative and academic issues regarding students and teachers starting with teaching-learning activities,  suggesting decisions to the FLEPS Director made as the Advisory Board,  reviewing the issues coming from the Council, School Administration, teaching teams or academic staff in order and report their written views and suggestions to the School Administration,  receiving teachers’ views on issues determined by School Administration or issues demanded by teachers and foreseen by School Administration via various methods such as implementing questionnaires, posting the issue on FLEPS Discussion Forum and collecting teachers’ views and comments or meeting teachers face to face, establishes criteria and presents to School Administration,  making necessary arrangements on the work produced after the School Administration and Council review,  discussing and working on the last product if it is returned back from the School Administration.

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c) School Council, FLEPS Accountable to:

The Director, FLEPS

The responsibilities of the FLEPS Council are:  determining the education, research and publication activities of the school, settling the planning and programming the rules of the activities,  preparing the investment and budgetary proposals of the school,  presenting opinion on matters brought up by the FLEPS Director regarding School Administration,  fulfilling other duties assigned by the regulation and the FLEPS Director.

d) Assistant Director, FLEPS Teacher Training & Professional Development Accountable to: Accountable for:

The Director, FLEPS FLEPS TT&PD Team

The responsibilities of the Assistant Director involve:  leading the FLEPS Teacher Training & Professional Development (TT&PD) Team that works towards implementing and running an effective professional development (PD) policy in FLEPS, which follows international standards required for quality language instruction,  managing three specific focus areas effectively, namely: fostering Continuing Professional Development (CPD); providing Induction for newly recruited staff; managing Cambridge Teaching Qualifications (TQ) Centre, and organising and running international TQ courses (CELTA, ICELT, DELTA),  replacing the FLEPS Director in his/her absence,  attending FLEPS Council meetings as a member,  establishing good relationship, liaison, coordination and cooperation with other Assistant Directors and their teams,  generating innovative solutions, which continuously improve the performance of existing resources, processes or services,  being flexible and adaptable in changing circumstances, i.e. by managing delegation of work and responsibility in a structured way within the three focus areas mentioned below,  being able to take a broad approach as both a generalist and a specialist,  being recognized as the natural 'go to' person.

The details of each of the three areas under the TT&PD entail the following in which the responsibilities of the Assistant Director involve: Continuing Professional Development  planning for addressing the professional development needs of FLEPS academic staff on a regular basis,  arranging training activities (i.e., by inviting experts in the field) for the areas where teachers state they seek further development the most, 41

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 arranging internal training events (i.e. care and share sessions) where any volunteering colleagues (who stated so in the questionnaire) are welcome to share their knowledge and expertise with their colleagues,  making sure that all FLEPS teaching staff have equal access to continuing support, training and development by means of a CPD scheme, induction program for newly recruited staff, and curricular support to related teams (i.e., syllabus and testing),  contributing to improvement of FLEPS by guiding and assisting colleagues in developing their practices and thus enrich the quality of teaching, learning and assessment through effective needs analysis and implementation of training events,  ensuring that motivation and continuous learning amongst the staff is sustained by promoting and encouraging a philosophy of lifelong learning,  working towards bringing the instructional standards to internationally recognized levels, so that the school and its academic staff is ready for a possible international accreditation, Induction for Newly Recruited Staff  monitoring newly recruited teachers’ performance and progress for a smooth adaptation process into our instructional system by running an induction programme, Cambridge Teaching Qualification (TQ) Courses  planning and advertising Cambridge TQ courses to be offered to FLEPS academic staff, as well as state school English teachers and those teaching English at other universities in North Cyprus and in the region (including Turkey and other neighbouring countries),  planning investing in training TT&PD members, and trainer candidates, to obtain qualification for offering Cambridge TQ courses as well, i.e. CELTA, ICELT and DELTA. i.

Coordinator, FLEPS Teacher Training & Professional Development

Accountable to: Accountable for:

The Assistant Director, FLEPS TT&PD FLEPS TT&PD Team Members

The responsibilities of the Coordinator involve:  preparing the weekly team meeting agenda with the Assistant Director and sharing it with the team members,  holding weekly team meetings with the TT&PD team members,  sharing the agenda minutes with the team members and the Assistant Director,  replacing the Assistant Director in his/her absence,  attending FLEPS Council meetings as a member, 42

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 liaising the communication between the team members and the Assistant Director responsible for TT&PD,  delegating work among the team members and ensuring effective completion of tasks,  identifying the training needs of newly recruited teachers involved in the induction program, design and deliver training workshops,  holding regular individual or group care and share meetings with these teachers to provide them with guidance and support if and when they need,  arranging classroom observation schedules with teachers in the induction program and ensuring that for each observation a co-observer is available,  holding pre-observation meetings before formal observations; conducting formal observations; and holding post-observation meetings with teachers in the induction program,  documenting the observation reports,  giving training sessions to newly recruited teachers involved in the Induction program,  arranging scheduled observations with these teachers and assess their classroom teaching and its outcomes including pre and post observation session,  arranging peer observation partnerships,  helping teachers with setting developmental targets in order to develop their teaching skills and competences,  arranging and conducting ‘walk in’ observations with part-time teachers (the first 10-15 minutes of a lesson) in order to give general feedback, considering strong points and points to consider in their teaching,  posting professional development related announcements (e.g., care & share sessions, internal and external seminars) on the FLEPS Discussion Forum,  delivering training support to the syllabus and testing teams if and when requested,  being actively involved and contributing to professional development events the FLEPS Administration organises, including internal and external training events, and Cambridge English Teaching Qualifications courses (i.e. CELTA, ICELT, DELTA),  holding training meetings with FLEPS staff (e.g. exam standardization, moderation, etc.) when requested,  facilitating and contributing to the professional development events the FLEPS Administration decides to undertake, including internal and external training events, and Cambridge English Teaching Qualifications courses (i.e.

CELTA, ICELT, DELTA),  keeping oneself up-to-date by attending training events offered in order to receive further qualification, e.g. becoming qualified CELTA, ICELT, DELTA trainer,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month.

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a. Member, FLEPS Teacher Training & Professional Development Accountable to:

The Coordinator, FLEPS TT&PD

The responsibilities of the Team Member involve:  identifying the training needs of newly recruited teachers involved in the induction program, design and deliver training workshops,  holding regular individual or group care and share meetings with these teachers to provide them with guidance and support if and when they need,  holding pre-observation meetings before formal observations; conducting formal observations; and holding post-observation meetings with teachers in the induction program,  co-observing lessons with the main observer,  delivering training support to the syllabus and testing teams if and when requested,  being actively involved in and contributing to professional development events the FLEPS Administration organises, including internal and external training events, and Cambridge English Teaching Qualifications courses (i.e.

CELTA, ICELT, DELTA),  giving training sessions to newly recruited teachers involved in the Induction program,  arranging scheduled observations with these teachers and assess their classroom teaching and its outcomes including pre and post observation session,  conducting ‘walk in’ observations with part-time teachers (the first 10-15 minutes of a lesson) in order to give general feedback, considering strong points and points to consider in their teaching,  arranging peer observation partnerships,  helping teachers with setting developmental targets in order to develop their teaching skills and competences,  holding training meetings with FLEPS staff (e.g. exam standardization, moderation, etc.) when requested,  facilitating and contribute to the professional development events the FLEPS Administration decides to undertake, including internal and external training events, and Cambridge English Teaching Qualifications courses (i.e. CELTA, ICELT, DELTA),  keeping oneself up-to-date by attending training events offered in order to receive further qualification, e.g. becoming qualified CELTA, ICELT, DELTA trainer,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month.

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e) Assistant Director, EPS Academic Affairs Accountable to: Accountable for:

The Director, FLEPS EPS Academic Affairs Team

The responsibilities of the Assistant Director involve:  attending FLEPS Senior Administration meetings,  holding weekly meetings with EPS Academic Affairs Team Coordinator,  holding weekly meetings with Syllabus Team and Testing Team Leaders when in need,  replacing the FLEPS Director in his/her absence,  attending FLEPS Council meetings as a member,  establishing good relationship, liaison, coordination and cooperation with other Assistant Directors and their teams,  supervising the collaboration between the Syllabus Team and the Testing Team,  ensuring the security of all exam related documents,  ensuring that soft copies of all tests are kept and a ‘question bank’ is organised for each level/course,  supervising the delivery of clear, achievable, realistic, and user-friendly course descriptions and syllabus for EPS courses which are aligned with the mission and the language policy of EMU FLEPS and which reflect the principles of CEFR (Common European Framework of Reference for Languages),  supervising the Syllabus Team supporting student learning and foster lifelong learning (i.e., learner- and learning-centred practice) by means of various communication and data collection channels such as Teaching Team meetings, one-to-one feedback sessions, focus groups and surveys,  supervising the delivery and facilitation the implementation of EPS English Language Portfolio to support student learning and growth as learners,  ensuring that all tests have up-dated specifications and are moderated according to these specifications,  supervising and organising the Syllabus Team supporting outcome based assessment by means of exam moderation,  ensuring that feedback is collected on course descriptions, syllabus and portfolio,  supervising the preparation and facilitation of teaching team meetings regarding syllabi issues,  supervising and guiding the Syllabus Team while dealing with student petitions requesting evaluation and regrading of formative assessment (portfolio); and analysing the problems in order to revise and improve formative assessment components,  coordinating and supervising the work of Testing Team members writing test specifications by analysing the quarterly outcomes and the aim of the specific 45

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exam; selection and adaptation of texts and tasks, dealing with feedback during moderation from Syllabus Team members, supervising the preparation for grading (duties)/pre and post activities; liaising with the EPS Computer Programmer and Administrative Affairs Team (AAT), supervising and guiding the Testing Team while dealing with student petitions requesting evaluation and regrading of exam work; and analysing the Item Analysis results in order to revise and improve exams, coordinating Syllabus Team’s communication and data collection activities from the EPS teachers and students as regards the EPS Courses, EPS English Language Portfolio and other learning/teaching aids, maintaining the standardisation of all tests at the appropriate CEFR levels determined in the exam specifications, coordinating Syllabus Team and Testing Team’s exam moderation activities, facilitating the identification of the developmental needs of EPS Syllabus Team and Testing Team in collaboration with the Syllabus Team Leader and Testing Team Leader and Syllabus Team and Testing Team members and to report these to the FLEPS Director, facilitating / guiding the team in devising coherent action plans in accordance with the FLEPS strategic plan, making sure there is a smooth flow of information between the FLEPS Director and Syllabus Team and Testing Team, extending help to the team members whenever required, collaborating with the other team members and coordinators if/when required monitoring the action plans that are being followed by the Syllabus Team and Testing Team members, coordinating the writing and submission of the Syllabus Team and Testing Team’s end-of-semester report, reflecting on the goals and targets set, achievements made and the points to be considered, ensuring fair labour division, placing orders for reproduction of Syllabus related documents (Learning Outcomes/Portfolios/Study Guides), ensuring that necessary changes are made at the end of the academic year based on the data from end-of-semester for Fall and Spring evaluation (summative and formative) reports, organising training for Syllabus Team and Testing Team in liaison with the Assistant Director for FLEPS Teacher Training and Professional Development, liaising with the Computer Programmer and the Assistant Director for Student and Administrative Affairs for grade entrance dates and times, and grade lists, sharing passwords and usernames for the online components, managing any technical issues and /or inform the Coordinator of Academic Affairs for password issues, guiding Syllabus Team Leader while working on the assessment calendar for 46

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formative assessment,  budgeting Syllabus Team and Testing Team expenses. i.

Coordinator, EPS Academic Affairs

Accountable to: Accountable for:

The Assistant Director, EPS Academic Affairs EPS Academic Affairs Team Members

The responsibilities of the Coordinator involve:  working in collaboration with the Assistant Director for Academic Affairs (EPS) to prepare and update action plans with Syllabus Team Leader and Testing Team Leader,  replacing the Assistant Director in his/her absence,  attending FLEPS Council meetings as a member,  monitoring the Syllabus Team while preparing and/or revising syllabus and/or course outlines of all courses,  overseeing that the necessary actions taken do not affect the philosophy according to the written feedback about syllabus from colleagues and students (formative evaluation),  monitoring meetings for the planning of Teaching Team meeting / orientations / focus groups etc. are done thoroughly,  monitoring and oversee the Syllabus Team Members’ moderation in collaboration with Testing Team Leader and Syllabus Team Leader,  monitoring actions in the action plan and supervise that items/actions are being done on time,  monitoring job distribution among Syllabus and Testing Team members,  following-up on print orders from off-set,  monitoring the smooth running of formative assessment,  deciding on dates for the assessment calendar regarding formative assessment with Syllabus Team Leader and likewise informing the Assistant Director for EPS Academic Affairs,  coordinating the end-of-semester reports for the EPS Academic Affairs,  informing the Assistant Director for EPS Academic Affairs of the budget for Syllabus and Testing related expenses,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month. a. Syllabus Team Leader, EPS Academic Affairs Accountable to: Accountable for:

The Coordinator, EPS Academic Affairs EPS Syllabus Team Members

The responsibilities of the Syllabus Team Leader involve:  working in collaboration with the EPS Academic Affairs Coordinator (meetings),  preparing and updating action plans with Syllabus Team members, 47

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 assisting the Syllabus Team members while preparing and/or revising syllabus and/or course outlines of all courses,  taking necessary actions without effecting the philosophy according to the written feedback about syllabus from colleagues and students (formative evaluation),  organising meetings for the planning of Teaching Team meeting / orientations / focus groups etc.,  organising Syllabus Team’s moderation in collaboration with EPS Testing Team Leader and EPS Academic Affairs Coordinator,  following-up on actions in the action plan and supervise that items/actions are being done on time,  ensuring job distribution among Syllabus Team members,  following-up on print orders from off-set,  ensuring the smooth running of formative assessment,  deciding on dates for the assessment calendar regarding formative assessment,  organising the writing of the end-of-semester reports among the Syllabus Team Members,  informing Coordinator of EPS Academic Affairs of the budget for Syllabus related expenses,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month. b. Syllabus Team Member, EPS Academic Affairs Accountable to:

The EPS Syllabus Team Leader

The responsibilities of the Syllabus Team Member involve:  working in collaboration with the EPS Academic Affairs Coordinator, Syllabus Team Leader and team members,  following action plans of the courses,  updating of Syllabus Team documents for both mainstream and repeat courses (Learning outcomes, portfolios and study guides) according to internationally recognized benchmarks (e.g. CEFR, GSE, etc.),  ensuring that the Portfolio reflects the Syllabus,  printing syllabus documents (learning outcomes, portfolios and study guides),  facilitating Teaching Team meetings, orientation meetings and focus groups,  attending meetings to determine any issues that need to be addressed with regards to syllabus,  designing a power point presentation for the session/meetings,  arranging teaching team groups by checking available hours,  booking rooms or the SSSC for the session with EPS Administrator,  announcing the meeting to the staff,  taking note of any feedback received from colleagues during meetings,  answering questions/concerns of teachers and students during meetings, 48

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 deciding on/ finalizing the modifications to be made,  sharing highlights/concerns (if any) of the meeting with Syllabus Team Members,  discussing and deciding upon changes/adaptations if necessary,  making the necessary announcements based on the concerns,  creating a FAQ documents based on the outcomes of the meetings,  doing research on Benchmarks (e.g. CEFR, GSE, etc.) and crosschecking all prepared documents (Learning Outcomes, Study Guides) to determine any modifications that need to be made,  identifying areas that need be modified based on data collected from student focus groups and temperature checks (feedback sessions) with the teachers,  crosschecking course books,  checking for the flow of the syllabus between all levels,  determining the design and layout of the documents,  placing an order with Syllabus Team Leader for the duplication of the Syllabus, Study Guides and Portfolios,  liaising with Offset on the design of the Syllabus, EPS ELP booklets and Study Guides (both for mainstream and remedial courses),  approving the documents for printing,  making an announcement regarding the collection of printed documents,  facilitating the distribution of all syllabus booklets to both teachers and students,  announcing updates of syllabus documents (misprints),  printing Study Guide posters for each classroom,  distributing the Study Guide posters to classrooms,  crosschecking the flow and consistency of Portfolio tasks between levels,  updating assessment criteria for portfolio components (biography, MyLab, presentations),  designing and editing the layout of the document (footer, header etc...),  preparing a guideline for teachers and students on how to administer and grade formative assessment,  updating standardization documents for formative assessment (highlights and FAQs),  selecting sample student work for standardization and make copies of them for the standardization meeting,  holding a preliminary standardization meeting,  making grade lists for formative assessment available in the ERC for colleagues,  announcing reminders regarding portfolio grade entrance dates, feedback and petition process,  identifying groups for post moderation of formative assessment (biography and online components) and inform EPS Coordinator for Academic Affairs of any grade changes,  re-grading portfolios with petitions, 49

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arranging external support for teacher’s/ students, familiarising themselves with online components, sharing the steps on the discussion forum for login and registration process, moderating exams by cross checking exams with EPS syllabus and the lexis list, attending seminars/ workshops to be informed about the innovations on Curriculum/syllabus issues, representing FLEPS in Forum of Curriculum Issues (FOCI) and other national and/or international organisations, evaluating new course books and/or online components for the integration of the syllabus, collaborating with team members and write the end-of-semester reports, liaising with Syllabus Team Leader and budget expenses for syllabus needs, working at least for two years (from July to July), monitoring the following member replacing him/her for at least one month. c. Testing Team Leader, EPS Academic Affairs

Accountable to: Accountable for:

The Coordinator, EPS Academic Affairs EPS Testing Team Members

The responsibilities of the Testing Team Leader involve:  working in collaboration with the EPS Academic Affairs Coordinator (meetings),  working in collaboration with the Coordinator, Syllabus Team Leader and team members,  monitoring that the action plans are followed with the Testing Team Members,  moderating the alignment to test specifications and learning outcomes all the tests / quizzes / assessed documents,  proof-reading for errors all the tests / quizzes / assessed documents,  keeping and filing versions of moderated tests,  demolishing the extra hard copies of any assessed documents,  holding pre- and/ post- exam meetings (standardization / benchmarking meetings) and keeping minutes when needed,  collecting averages when needed and evaluating them for summative evaluation to write end of semester reports,  taking necessary actions according to the written feedback from the Testing Team Members,  liaising with Coordinator of EPS Academic Affairs to organise grading duties,  organising the writing of the end-of-semester reports among the Testing Team Members,  informing Coordinator of EPS Academic Affairs of the budget for Testing related expenses,  working at least for two years (from July to July), 50

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 monitoring the following member replacing him/her for at least one month. d. Testing Team Member, EPS Academic Affairs Accountable to:

The Testing Team Leader, EPS Academic Affairs

The responsibilities of the Testing Team Member involve:  preparing the tests (for each level one achievement test with make-up, one final test with make-up and one proficiency test with make-up) and provide a copy for moderation (moderators and syllabus team members),  writing, modifying test specifications (components, task types and specimen) and sharing them with test moderators to be edited and course designers,  to regularly following the modification done to the syllabus for taught task types/text types/grammar points/vocabulary/writing topics and make the necessary changes,  to liaising / cooperating with course designers (Syllabus Team members),  doing research and analysis to develop and evaluate test writing to prepare good quality CEFR aligned tests,  checking item analysis results to see whether the tests items are valid and reliable. If/ when a problem occurs, it is reconstructed, adapted or modified,  identifying suitable components to include in the particular test,  modifying the speaking and writing criteria,  holding grading training / standardisation sessions for teachers (if/when necessary),  moderating another level test designers exams,  gathering and implementing moderators’ and syllabus team members’ feedback (3 times),  preparing B Booklets,  preparing listening test CDs for all exams and checking the sound quality with AAT members,  preparing answer keys for all tests and provide a copy for Computer Programmer,  duplicating the tests for the students,  submitting the duplicated exam booklets to the AAT to be enveloped,  to submit the answer keys with details to Computer Programmer,  evaluating Item Analysis results and take action accordingly,  liaising with Computer Programmer for preparation of grading lists and moderation lists,  providing listening answer keys, writing and speaking criteria and students’ lists for graders,  identifying the sample papers for moderation process (randomly chosen samples for each writing topic to be graded by Testing Team members to ensure standard grading and photocopying them on OHT for standardisation meetings,  holding pre-standardisation meetings with grading moderators, 51

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 being available in the Testing Office as main moderators in order to ensure that the grading is done smoothly. In case of any problems, necessary actions are taken by the Testing Team,  doing post moderation: Checking students’ grades in each group,  choosing minimum 3-4 graded papers randomly to see whether there are any errors or inaccuracies and also re-grade them to see if the grading has successfully been done according to the criteria,  checking the correlation of students’ proficiency exam writing and speaking tests grades. If/ when necessary the performances are re-evaluated by the Testing Team members,  re-evaluating petitions by managing the process for re-grading papers (students’ complaints),  reviewing the optic part of the exams according to ITEMAN results for the ongoing improvement of the exams,  editing the tests according to the moderators’ feedback,  developing the data bank by organising folders according to levels; both soft and hard copies,  copying the data bank on the external hard disk,  attending seminars/ workshops to be informed about the innovations on Testing and Evaluation,  representing the FLEPS in Forum of Assessment Issues (FOAI) and other national and/or international organisations,  collaborating with team members and write the end-of-semester reports,  liaising with Testing Team Leader and budget expenses for testing needs,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month.

f) Assistant Director, EPS Student and Administrative Affairs Accountable to: Accountable for:

The Director, FLEPS Student Affairs and Administrative Affairs Team

The responsibilities of the Assistant Director involve: Meeting  supervising the preparation and facilitation of meetings of the SAP and AAT once/twice a month,  attending the meetings of the Registration Commission,  attending the FLEPS Senior Administration meetings,  attending FLEPS Council meetings as a member, Educational, Cultural and Social Activities  maintaining the organisation of the educational, cultural and social activities for Academic Staff,  controlling the planning and organisation of the ELT Conferences and any other educational and social events, 52

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 controlling the prepared FLEPS-related news for providing to the press, Student Affairs  supervising the decision on exemptions,  ensuring the answers to students’ petitions are prepared,  controlling the decisions taken for the objections to exam results,  ensuring the organisation of seminars for students,  monitoring registration related issues,  dealing with student related issues such as logistics, complaints, etc.,  controlling the results of attendance-related issues like: • Academic permissions of leave, • Students whose petitions are for chronic illness.  ensuring the distribution of informative papers to students for signature,  maintaining the organisation of general orientation meeting with students with the Coordinator of Student Counselling, Research and Development at the beginning of each semester in Turkish, English, Arabic and Persian,  controlling the decision and announcement of attendance limit and attendance entry dates and the regular reminders,  checking epsassist@emu.edu.tr regularly,  working cooperatively with the Coordinator of Student Counselling, Research and Development, Administrative Actions  assisting in developing and implementing plans and goals for the school,  working with the FLEPS Director to coordinate and supervise daily operations,  ensuring compliance with regulations and internal policies,  monitoring attainment of objectives,  undertaking staffing responsibilities (hiring, training, evaluating, etc.),  replacing the FLEPS Director in his/her absence,  assisting in budgeting and monitoring expenses,  establishing good relationship, liaison, coordination and cooperation with other Assistant Directors and their teams,  maintaining scheduling of events and representing the institution when needed,  creating reports and submitting them to the FLEPS Director or other executives,  fulfilling duties as assigned by the FLEPS Director,  supervising on going Extra-Curricular Activities,  working with Part-time Teachers in cooperation with Asst. Dir. for EPS Academic Affairs,  supervising resources (SSSC & ERC),  ensuring substitution process is followed properly,  supervising the monitoring of staff absenteeism and make-up classes,  preparing and providing book orders to the Rectorate, 53

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 working in collaboration with all Team Coordinators to assign alternative groups,  maintaining mutual information exchange within all FL teams,  preparing the SAP and AAT teams’ action plan (for the academic year) with the EPS Student and Administrative Affairs Coordinator,  collaborating with instructors and coordinators in order to provide supervision on the overall administrative issues,  being responsible for the FLEPS Discussion Forum,  liaising between FLEPS Administration, staff and students in order to coordinate and organise administrative issues,  organising the preparation and finalizing the FLEPS Budget by working cooperatively with the EPS Administrator,  supervising the preparation and announcement of EPS Academic Calendar & Activities Calendar,  supervising and checking the preparation and update of FLEPS Brochure, Student’s and Teacher’s Handbooks,  maintaining EPS IT Team,  delegating responsibility regarding the timetables of EPS Academic Staff,  finalizing the preparation of the workloads of EPS Academic Staff,  ensuring the smooth running of the administrative and logistic issues throughout the academic year,  ensuring groups are opened and instructors and groups are assigned onto the Portal,  controlling the planning and arrangement of the logistics of EPS available classes,  maintaining the preparation and updating the information on FLEPS website,  supervising the preparation all kinds of certificates at FLEPS,  ensuring the successful student lists to Pearson Assured Certificates are prepared,  ensuring any kind of statistical information are prepared when requested by the FLEPS Director,  supervising the preparation, organisation and announcement of students’ evaluation procedures,  ensuring that AAT member(s) undertake the responsibility for EPS archiving,  supervising the archiving of previous years’ data,  preparing end-of-semester report to the FLEPS Director, Test Administration  supervising the administration of Proficiency Tests and make-ups, evaluation and announcement of the results,  supervising the administration of in-term tests and make-ups and announcement of the results of these tests during the semester,  supervising the administration of the Listening and Writing Quizzes for TMP classes in FL Division, 54

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 supervising the archiving process of the official document of EPS students,  maintaining the preparation and announcement of statistical information on exam-related duties,  controlling the assignment of exam-related duties to EPS Staff,  undertaking responsibility for archiving exam-related documents,  undertaking responsibility of the sound system in EPS buildings,  monitoring preparation of EPS Staff guidelines and informative messages throughout the semester,  ensuring that the team members conduct meeting with EPS Staff and give / remind instructions and guidelines before exams,  ensuring that the team members undertake responsibility of the optic answer sheets,  ensuring that the AAT members charge recorders and transfer the speaking test data from recorders and provide data to EPS Testing Team,  supervising the examination of invigilator’s reports and any important incidents about tests. i.

Coordinator, EPS Student and Administrative Affairs

Accountable to: Accountable for:

The Assistant Director, EPS Student and Administrative Affairs EPS Student and Administrative Affairs Team Members

The responsibilities of the Coordinator involve: Meeting  attending and actively participating in meetings of the SAP and AAT,  attending FLEPS Council meetings as a member, Educational, Cultural and Social Activities  supervising the organisation of educational, cultural and social activities for Academic Staff,  monitoring the planning and organisation of ELT Conferences and any other educational and social events,  controlling FLEPS-related news prepared to the press, Student Affairs  controlling on exemptions,  ensuring the answers to students’ petitions,  ensuring the objections to exam results are dealt,  maintaining the organisation of seminars for students,  ensuring the attendance-related issues (see below) are dealt: • Academic permissions of leave, • Students whose petitions are for chronic illness.  controlling the distribution of informative papers to students for signature,  monitoring general orientation meeting with students with the Coordinator of 55

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Student Counselling, Research and Development at the beginning of each semester in Turkish, English, Arabic and Persian,  maintaining announcement of attendance limit and attendance entry dates and ensure it is remind regularly,  ensuring that epsassist@emu.edu.tr is regularly checked, Administrative Actions  helping the Assistant Director for the preparation of the FLEPS Budget,  controlling the preparation and announcement of EPS Academic Calendar & Activities Calendar,  monitoring the preparation and updating of FLEPS Brochure, Student’s and Teacher’s Handbooks,  controlling the workloads of EPS Academic Staff,  ensuring the preparation the timetables of EPS Academic Staff,  controlling opened groups and assigning instructors and groups onto the Portal,  monitoring the planning and arrangement process of the logistics of EPS available classes,  replacing the Assistant Director in his/her absence,  monitoring substitutions,  maintaining preparation and updating the information on FLEPS website,  controlling all kinds of certificates prepared at FLEPS,  ensuring the successful student lists to Pearson Assured Certificates are sent,  preparing any kind of statistical information when requested by the FLEPS Director or the Assistant Director,  supervising preparation, organisation and announcement of students’ evaluation procedures,  ensuring necessary responsibility for EPS archiving is undertaken,  controlling the archiving process of previous years’ data,  controlling the end-of-semester report prepared to the Assistant Director,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month, Test Administration  monitoring the administration of the Proficiency Tests and make-ups, evaluation and announcement of the results,  monitoring the administration of the in-term tests and make-ups and evaluation and announcement of the results of these tests during the semester,  monitoring the administration of the Listening and Writing Quizzes for TMP classes in FL Division,  ensuring the archiving of EPS students’ documents and exam related documents,  monitoring the preparation and announcement of statistical information on 56

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exam-related duties, controlling the assignment of exam-related duties to EPS Staff, ensuring the sound system is under the responsibility of AAT, controlling the preparation and delivery process of EPS Staff guidelines and informative messages throughout the semester, ensuring to conduct meeting with EPS Staff and give / remind instructions and guidelines before exams, undertaking responsibility of the optic answer sheets, ensuring the recorders are charged and the speaking test data from recorders are transferred and the data is provided to Testing Team, ensuring the examination of the invigilator’s reports and reporting any incidents about tests to the Assistant Director for EPS Student and Administrative Affairs. a. Member, EPS Student Affairs and Promotion (SAP)

Accountable to:

The Coordinator, EPS Student and Administrative Affairs

The responsibilities of the Team Member involve: Meeting  attending and actively participating in meetings of the SAP, Educational, Cultural and Social Activities  organising Educational, Cultural and Social activities for Academic Staff,  planning and organising ELT Conferences and any other educational and social events,  preparing FLEPS-related news to the press, Student Affairs  deciding on exemptions,  providing answers to students’ petitions,  dealing with objections to exam results,  organising seminars for students,  dealing with attendance-related issues like: • academic permissions of leave, • students whose petitions are for chronic illness.  distributing informative papers to students for signature,  holding general orientation meeting with students with the Coordinator of Student Counselling, Research and Development at the beginning of each semester in Turkish, English, Arabic and Persian,  deciding and announcing attendance limit and attendance entry dates and reminding regularly,  checking epsassist@emu.edu.tr regularly,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month.

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b. Member, EPS Administrative Affairs (AAT) Accountable to:

The Coordinator, EPS Student and Administrative Affairs

The responsibilities of the Team Member involve: Meeting  attending and actively participating in meeting of the AAT, Administrative Actions  helping the Assistant Director for the preparation of the FLEPS Budget,  preparing and announcing EPS Academic Calendar & Activities Calendar,  preparing and updating FLEPS Brochure, Student’s and Teacher’s Handbooks,  preparing the workloads of EPS Academic Staff,  preparing the timetables of EPS Academic Staff,  opening groups and assigning instructors and groups onto the Portal,  planning and arranging the logistics of EPS available classes,  assisting substitutions,  preparing and updating the information on FLEPS website,  preparing all kinds of certificates at FLEPS,  sending the successful student lists to Pearson Assured Certificates,  preparing any kind of statistical information when requested by the FLEPS Director or the Assistant Director for EPS Student and Administrative Affairs,  preparing, organising and announcing students’ evaluation procedures,  undertaking responsibility for EPS archiving,  archiving previous years’ data,  preparing end-of-semester report to the Assistant Director for EPS Student and Administrative Affairs, Administrative Actions  administering and monitoring Proficiency Tests and make-ups, evaluating and announcing the results,  administering and monitoring in-term tests and make-ups and announcing the results of these tests during the semester,  administering monitoring the Listening and Writing Quizzes for TMP classes in FL Division,  undertaking responsibility for archiving of EPS students’ documents,  preparing and announcing statistical information on exam-related duties,  assigning exam-related duties to EPS Staff,  undertaking responsibility for archiving exam-related documents,  undertaking responsibility of the sound system in EPS buildings,  preparing and providing EPS Staff guidelines and informative messages throughout the semester,  conducting meeting with EPS Staff and give / remind instructions and guidelines before exams, 58

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 undertaking responsibility of the optic answer sheets,  charging recorders and transfer the speaking test data from recorders and provide data to Testing Team,  examining invigilator’s reports and informing the Assistant Director for Student and Administrative Affairs about any incidents about tests,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month. c. Member, EPS Substitution Accountable to:

The Coordinator, EPS Student and Administrative Affairs

The responsibilities of the Team Member involve:  keeping records of: 1. which teacher will be substituting in which class, 2. the amount substitution hours given to the substitute teachers, 3. when and where make-up classes will be covered and reserving this class for the date and time the teacher has specified, 4. which teacher is absent and for what reason. Also computing and recording all the data concerning teacher absenteeism and substitution, on weekly, semester and yearly basis, 5. submitting all the necessary data to the Assistant Director for Student and Administrative Affairs,  contacting the secretary early in the morning in order to obtain the list of absent teachers on that day,  checking with the partner of the absent teacher to determine whether they are following the suggested weekly plan and the Can Do statements in the Teachers’ pack or whether they are using their own weekly plan,  preparing the substitution form,  contacting the substitute teacher and notify them of their duty,  informing the students (of classes that are unable to be covered) that their teacher is absent and a make-up lesson will be arranged on a later date,  taking an active role in meetings with the Assistant Director when/if necessary,  acting as a professional role model in the institution at all times,  designing an action plan based on the feedback received from teachers and students,  holding regular meetings with the members of the team,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month.

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d. Member, EPS Extra-Curricular Activities (ECA) Accountable to:

The Coordinator, EPS Student and Administrative Affairs

The responsibilities of the Team Member involve:  organising social activities and events for students,  organising social activities and events for teachers,  organising clubs for students such as Speaking, Salsa, Turkish, etc.,  finding volunteer teachers/students to run Student Clubs,  following the smooth running of the clubs,  designing posters for events,  writing news for events and submitting them to the Assistant Director for Student and Administrative Affairs for being published,  working collaboratively with the Assistant Director for Student and Administrative Affairs (inform events and activities),  working collaboratively with the EPS Administrator,  preparing an annual budget for all events and social activities & get the approval from Higher Administration,  getting close contact with teachers & students throughout the year,  administering survey to students to find out their talents,  creating events on Facebook, upload photos of events and announcements.  working collaboratively with Student Activity Centre,  being actively engaged in all events; decorating, organising the events & social activities in detail,  conducting meeting with students when necessary,  advertising events face to face to increase students and teachers participation,  organising cultural trips/biking tours voluntarily at the weekends,  contacting responsible people outside school for special events; yoga, karaoke,  Preparing and announcing all activities on activities calendar in a semester & announce it,  substituting missing teachers in clubs when necessary,  preparing and updating the change of date of events,  preparing certificates for volunteer students who contribute in clubs & social activities,  archiving previous materials used in social activities,  preparing end-of-semester report to the Assistant Director for Student and Administrative Affairs,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month.

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e. Member, EPS Civic Involvement Project (CIP) Accountable to:

The Coordinator, EPS Student and Administrative Affairs

The responsibilities of the Team Member involve:  deciding on the CIP teachers and CIP projects,  preparing the CIP budget with the Assistant Director for Student and Administrative Affairs,  preparing the CIP assessment breakdown,  preparing the CIP academic calendar,  maintaining the coordination and communication between FLEPS Administration, EPS Administrator, CIP teachers and CIP students,  organising the CIP visit transportations with the EPS Administrator,  coordinating and supporting the work of CIP members/project teachers,  coordinating and organising the CIP teachers via discussion groups and emailing,  organising an orientation session to introduce the CIP to the students,  maintaining and monitoring the smooth flow of the online CIP registration period,  editing the CIP project teachers’ project aims and objectives documents to be put on the FLEPS web-site and the Student & Teacher Handbooks,  sending each project teacher a sample ‘follow-up task’ for standardisation; a sample ‘newspaper news’ and an attendance list template word document to be used for taking the CIP attendance,  editing the follow-up materials of the each CIP project to ensure that the 104 syllabus objectives are met,  maintaining the smooth flow of ‘CIP attendance’ and ‘CIP grading’,  editing and sending the CIP news (visits, charity day and donation ceremonies) to the EMU Public Relations and inviting the EMU Public Relations to EPS CIP events (dealing with the media & publicity),  organising donation ceremonies,  visiting the CIP classes on the presentation days with the FLEPS Administration,  organising the charity bazaar,  organising meetings and feedback sessions with the CIP teachers and the FLEPS Administration,  having meetings with the FLEPS Director or/and with the Assistant Director for EPS Student and Administrative Affairs when/if necessary,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month.

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f. Member, EPS Educational Resources Centre (ERC) Accountable to:

The Coordinator, EPS Student and Administrative Affairs

The responsibilities of the Team Member involve:  designing, researching, and selecting materials supplementing EPS programs at all levels,  ensuring that all materials in the ERC are attractive, user-friendly, and errorfree, correspond to the syllabi of the EPS, and promote independent learning,  ensuring that the ERC run smoothly and efficiently,  organising training for student assistants,  being available to provide assistance and advice during working hours,  organising and overseeing training/orientation for teachers to raise awareness of the functions and use of ERC,  providing assistance and advice in purchasing new resources (books, CD/DVDs, magazines, etc.),  cooperating with the Curriculum Teams in order to have a strong link with classroom teaching/learning,  cooperating with staff to enrich the materials in the ERC,  monitoring the implementation of regulations and procedures in the ERC,  assisting volunteer instructors in the process of material development,  informing the Assistant Director for Student and Administrative Affairs about developments regarding the ERC regularly,  conducting an evaluation of resources available in the centre for teachers once a semester,  designing an action plan based on the feedback collected from teachers,  keeping abreast of current ELT thinking and approaches,  identifying related staff training needs,  working at least for two years (from July to July),  monitoring the following member replacing him/her for at least one month. g. Member, EPS Students’ Self-study Centre (SSSC) Accountable to:

The Coordinator, EPS Student and Administrative Affairs

The responsibilities of the Team Member involve:  designing, researching, and selecting self-study materials supplementing EPS programs at all levels,  ensuring that all materials in the SSSC are attractive, user-friendly, and errorfree, correspond to the syllabi of the EPS, and promote independent learning,  ensuring that the SSSC run smoothly and efficiently,  attending meetings with other members of the Curriculum Team and/or other teams as required,  organising training for student assistants,  being available to provide assistance and advice during working hours,  organising and overseeing training/orientation for learners and teachers to 62

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raise awareness of the functions and use of SSSC, providing assistance and advice in purchasing new resources (books, CD/DVDs, magazines, etc.), cooperatively working with the Assistant Director for EPS Student and Administrative Affairs for the renewal of SSSC, cooperate with the Curriculum Team in order to link self-study and classroom teaching/learning, contributing to the promotion of the SSSC within the school and in the larger community, cooperate with staff to enrich the materials in the SSSC, monitoring the implementation of regulations and procedures in the SSSC, assisting volunteer instructors in the process of material development, informing the Assistant Director for Student and Administrative Affairs about developments regarding the SSSC regularly, conducting an evaluation of self-study materials by students and teachers once a semester, designing an action plan based on the feedback collected from teachers and students, keeping abreast of current ELT thinking and approaches, having regular meetings with the research assistants and student assistants working in the SSSC, organising competitions, working at least for two years (from July to July), monitoring the following member replacing him/her for at least one month.

g) Coordinator, FLEPS Research and Curriculum Development Accountable to:

The Director, FLEPS

The responsibilities of the Coordinator involve:  coordinating, monitoring, advising and supporting the development, improvement, evaluation and revision of English language curriculum throughout Foreign Languages and English Preparatory School (FLEPS) and its alignment with the mission and language policy of FLEPS as well as with the Common European Framework for Languages (CEFR), Pearson Quality Standards and the standards of other accrediting bodies,  coordinating Research Management system in FLEPS and monitoring research processes,  attending FLEPS Council meetings as a member,  establishing good relationship, liaison, coordination and cooperation with the Assistant Directors and their teams,  providing agenda topics; scheduling and facilitating meetings; keeping and circulating meeting minutes; giving reports on Research and Curriculum Development to FLEPS Director and to Senior Administration,  coordinating, monitoring, and supporting Curriculum Development when 63

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required, inviting proposals on FLEPS Discussion Forum; collecting and sharing proposals with Senior Administration; bringing proposals to Council for approval, maintaining records of Curriculum Development processes, maintaining and monitoring information flow from/to all interested parties, coordinating and monitoring internal and external research implications in FLEPS; maintaining records of both.

h) Coordinator, FLEPS Total Quality and Strategic Planning Accountable to:

The Director, FLEPS

The responsibilities of the Coordinator involve: Strategic Planning  carrying out SWOT Analysis and doing Needs Analysis,  forming an effective strategic action plan,  updating vision and mission of FLEPS, National and International Project Development and Applications  commencing, developing, and coordinating projects, FLEPS Translation and Proofreading  setting up and maintaining controls and documentation procedures language wise,  controlling institutional quality procedures, standards and specifications for accreditation (only responsible for the files, not devising / devising is the responsibility of the accreditation committee),  checking if deadlines are met,  checking whether the required accreditation documents are submitted to the FLEPS Administration,  archiving the accreditation files  establishing good relationship, liaison, coordination and cooperation with the Assistant Directors and their teams,  attending FLEPS Council meetings as a member. i) Coordinator, EPS Student Counseling, Development and Research Centre Accountable to:

The Director, FLEPS

The responsibilities of the Coordinator involve:  helping the EPS students with their academic and daily life problems,  providing guidance to students,  acting as the point of contact for students who have serious problems,  assuring that student counseling activities at the Student Counseling, 64

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Development and Research Centre are coordinated with the FLEPS Administration, planning the weekly and monthly activities of counsellors and peercounsellors, planning the activities (questionnaires, student profile studies, research) to be performed by the Student Counseling, Development and Research Centre in each semester and academic year, including the orientation of new students, assuring that activities are implemented as planned in each semester, coordinating the interviews and exams of new candidates for peer counseling positions at the beginning of each academic year, planning, conducting and evaluating regular Student Counseling, Development and Research Centre staff meetings, establishing good relationship, liaison, coordination and cooperation with the Assistant Directors and their teams, attending FLEPS Council meetings as a member, ensuring full liaison between the FLEPS and the body of students, helping the students to adapt the campus environment, informing student about programs of study, counseling services and general regulations of the school, advising students on importance of EMU/FLEPS rules and regulations and to inform students about how procedures such as registrations and petitions are carried out at EPS, providing study skills education, e.g., study techniques, time management skills, conveying to students the idea of personal responsibility and autonomy for their own learning, providing information about dormitories and rented accommodations, providing information about how disciplinary enquiries are carried out, collecting information to students’ prospective careers, establishing a relationship based on mutual trust and respect with students, carrying out research and evaluation in order to assess the effectiveness of educational and counseling services provided to students and to submit related reports on a regular basis to the FLEPS Administration, referring students with serious psychological problems that cannot be solved in the Student Counseling, Development and Research Centre to other units in the campus.

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WORKING AT FLEPS a) Working Hours The working hours of full-time academic staff members are from 8:00-17:00.

b) Working Load The working load of the full-time academic staff involve:  teaching those scheduled hours assigned by the FLEPS Administration in accordance with the EMU by-laws,  holding weekly tutorial hours (office hour) for every class taught,  attending Teaching Team and / or any institutional meetings as required,  fulfilling other educationally related duties as and when required (such as working groups),  adhering to the working hours laid down by the university,

c) Administrative and Other Duties The administrative and other duties of the full-time academic staff involve:  ensuring that in all Proficiency-related invigilations there will be minimum of two teachers in class and teachers from Foreign Languages Division will also be assigned for these duties,  posting a timetable, showing the time, place and subject of all scheduled responsibilities (including classes, tutorial hours, meetings, and courses) and submit copies of this timetable to the secretary / the FLEPS Administration as required,  being punctual for and fulfil all scheduled duties, including examination related duties, registration etc., and perform these duties with due care,  following teacher absenteeism procedures, informing the school in advance in the case of absence, and submitting requisite medical reports promptly on return, and in any case within three days,  performing educationally related tasks when required,  ensuring not to be involved in any activity which will provide income, including giving private tuition to any FLEPS student / other,  ensuring that not to come to work under the effect of alcohol or drug use. If such an action happens, disciplinary action will be taken by the FLEPS Administration,  ensuring not to sell anything to staff / students,  ensuring not to disclose confidential information about the school related issues (e.g. decisions taken / information shared within a team or circulating test papers, announcing test results before being authorised by the FLEPS Administration,  ensuring that exam results are announced on portal after the post moderation process is completed,  not using FLEPS property (e.g. photocopy machine / printer) for personal 66

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purposes,  taking care of FLEPS buildings, common rooms, classes, offices, facilities and equipment. Broken / damaged chairs and/or any other problematic furniture, tools or devices in the classrooms must be reported to the EPS Administrator immediately,  ensuring that all the electric devices (e.g. lights, air condition, computer, etc.) are switched off before leaving the classrooms / offices / buildings,  not smoking inside FLEPS buildings,

d) Teaching-Related Issues The teaching-related responsibilities of the full-time academic staff involve:  preparing lessons according to the course curriculum and outline,  ensuring that materials and resources are ready on time,  ensuring that classes start and end on time,  ensuring that the students are aware of instructional aims and objectives,  involving all learners through the use of a variety of interaction and task types,  ensuring that students are actively engaged in the learning process as much of a lesson as possible,  giving clear instructions, and explanations at an appropriate level and pace,  monitoring student work, check understanding and adapt lesson accordingly,  ensuring that students have opportunity to practise newly taught skills and language,  maximizing the use of English in the classroom and minimize reliance on the mother tongue,  forming a professional, objective and supportive relationship with students,  identifying students’ strengths, weaknesses, interests and problems and try to help them in these respects,  setting, marking, returning, and providing feedback on student homework and projects as agreed by the Syllabus Team,  keeping up-to-date attendance and enter the students’ attendance weekly on portal,  participating actively and constructively in compulsory training sessions and orientations,  checking emails daily in order to receive information from the teaching teams / FLEPS Administration on time,  visiting the FLEPS Website regularly in order to maintain a high awareness of developments and procedures at the school,  communicating with students, colleagues, and the FLEPS Administration in a positive, constructive and courteous manner,  dressing, appearing and acting at school in such a way as to ensure respect from students, colleagues, support staff and visitors, and to take into account in this regard of cultural sensitivities, 67

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 being sensitive to the needs of office mates in terms of such matters as having a quiet and tidy environment in which to work,  adhering to regulations concerning school resources and resource centres, and to treat all resources and equipment with due care,  contributing to the efficiency of meetings by being punctual, constructive, relevant, brief, and supportive of the chairperson,  maintaining a professional approach to all work-related matters, and actively help minimise personal disputes, rumour, etc.,  representing the school professionally and supportively both to students, and to other interested parties.

XVI.

PROCEDURES & PRINCIPLES a) Leave Procedures

While applying for leave please make sure that you inform the FLEPS Administration at least 5 working days before the day you request leave. Applications for leave have to be made via the secretaries in both FL and EPS Divisions (See Appendix B).

Applying through portal only will not be taken into process. i. Annual Leave Annual leave can be used at the end of the academic semesters (February period & Summer vacation). In order to take annual leave, an application should be made by filling in the leave form available at the portal for the academic staff. Annual leave can be used by getting the approval of the administration of FLEPS (Foreign Languages and English Preparatory School) as well as the Rector’s Office.

Duration of annual leave that may be accumulated and carried forward from one leave-year to the next is 30 (thirty) days for the EMU full-time academic staff.

However, annual leave of a particular year cannot be carried over to the next year.

Duration of the annual leave of the Academic staff is accumulated in relation with the starting date of employment as well as the staff’s working days within one academic year. Academic staff is required to use minimum 15 non-interrupted days within a calendar year. Academic staff is obliged to make a request for annual leave by online via the portal available at the web address “http://newportal.emu.edu.tr.” This request for annual leave is transferred to the relevant Administrative Bodies (the Assistant Director for Student and Administrative Affairs and the FLEPS Director respectively) and if the request is agreeable, then it is approved and sent to the Vice Rector. On condition that the Vice Rector approves the request, a message is sent to the Academic Staff as: “Your request for annual leave from .....(this day) to ....(this day) for .... days is approved by the Rector’s Office.”

The academic staff can also view all the annual leaves on his/her account on the portal. Moreover, the academic staff is required to inform how, when, and by whom his/her duties will be covered during the period of absence.

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ii. Compassionate Leave Compassionate leave can be given to the academic staff up to 15 days with the suggestion of the FLEPS Director and approval of the Rector’s office apart from their annual leave. This leave can be extended up to a month as unpaid in case needed. iii. Un-paid leave of absence and partially funded leave of absence Un-paid leave of absence can be given to the permanent academic staff as well as the contractual staff by the suggestion of the FLEPS Director, positive recommendations of the University Executive Board, and the consent of the Board of Trustees unless there are compatible and beneficial objectives in favour of the university for the staff being assigned in the public office, in an international institution or in a foreign country. During this period, such staff keeps his/her assigned position and his/her rights for pension without any interruption; however, within-grade increases are not received. Those who are not back at the end of the date of the unpaid leave of absence will be considered to be resigned from their position, and therefore lose his/her rights for pension.

By the recommendation of the Rector and the consent of the Board of Trustees, an Academic staff can be granted leave of absence for the period s/he will have a specific course or study/education regarding his/her area as a result of being granted scholarship either found by his/her own self or provided by the Scholarship Selection Committee. If the sum of the scholarship is less than the staff’s monthly payment, then the university may cover the shortfall amount. Such staff will have the pension rights as well as the within-grade increases unless they are back to their positions by completing the course or study/education successfully. Therefore, the Academic staff is required to get back to work at the end of the course or study/education; otherwise, the staff will be obliged to repay all the expenses that were granted to him/her and s/he will also lose his/her pension rights. iv. Pregnancy and maternal leave An academic staff who is pregnant must provide in the form of a medical report/doctor’s statement confirming her pregnancy on her 24th week of pregnancy. In this way she is entitled to 56 days of maternity leave before her child’s birth.

The pregnant staff may write an application informing that 42 days of maternity leave before childbirth will be used after childbirth if that staff is given a doctor’s report stating that she can work until the last two weeks before childbirth. The related staff submits her application and the medical report to the FLEPS Director three weeks before the expected day of childbirth. For showing his/her approval, the FLEPS Director signs the back of the report, and then sends it as well as the staff’s application to the Personnel Office Directorate. The aforementioned staff’s record is kept by the Personnel Office based on the staff’s application and medical report which are later sent to the Social Security Administration. The staff who gives birth to a child is entitled to 2 hours per day for the purpose of breastfeeding –one hour in the morning, and one hour in the afternoon- for nine months after the date of giving birth 69

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to her child. The related staff is required to notify the FLEPS Administration about the exact time periods of breastfeeding both in the morning and in the afternoon.

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i. Reminders for invigilators One day before the exam, check invigilation duties announced on the FLEPS Discussion Forum. (ied.emu.edu.tr) Before the exam, collect your exam list and the seating arrangement sheet from office 215, go to your allocated exam room and start the ID checking of students. Do not forget to mention absent students on the Invigilator’s Report.

Tell students to take care of any business before the ID checking starts (e.g. toilet).

If you have any students without any photographic ID (ID card, passport, driving license, etc.), DO NOT under any circumstances, let them sit the exam - refer them to office 224 (Student Affairs and Promotion Office).

Please check for any kind of electronic equipment (digital watch, earphones, etc.) Female students wearing a headscarf will be accompanied by one of the invigilators to the allocated room (office 221) for ID and earphones checking.

Make sure the Seating Arrangement Form is filled accordingly (students must be seated according to the list) and signed by the students during the test.

Make sure that they also mark their test booklet type on the Seating Arrangement Form.

Send any handicapped students to office 224 during the ID checking.

Remind students that they are required to use only pencil when marking answers on the optic answer sheet.

Collect all mobile phones with student IDs (make sure they are turned off) and keep them on the teacher`s desk until students have completed the exam.

Please write the exam room number, exam start/finish times on the board.

As soon as you receive the envelopes, check the number of question booklets and optic answer sheets. Inform the relief invigilators if there is anything missing.

Distribute only the optic answer sheets and guide students to fill in the necessary information on the optics. Please wait for the announcement to distribute the question booklets.

After distributing the optic answer sheets, check that students have filled them correctly (name / student number / booklet type).

Make sure you write all the required information on the Invigilator’s Report as it might be necessary when/if students write petitions and/or when we need to check which student took the exam and in which class.

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emergent cases and stick to 10 minutes. If there is a desperate need to take a long break, inform the Administrative Affairs Team Member(s).

In case of any disruptive behaviour, take action accordingly. (1st: warning; 2nd: change seat; 3rd: call the relief invigilator) to inform one of the Student and Administrative Affairs Team Members. Do not cause any scenes in the exam room.

Make sure you collect both question booklets and optic answer sheets.

Do not let students take question booklets while leaving the exam room.

When a student is handing in his\her question booklet and optic answer sheet, check that the information filled in matches with the information given on the exam room list and the students sign the form that he has submitted all of the documents.

Submit the exam envelope to the relief invigilators in the assigned room (ERC) as soon as the exam finishes and wait until the relief invigilators check and confirm that all exam related materials are filled in correctly. ** It is recommended not to wear high heel shoes on the exam day (for female invigilators). ii. Reminders for relief invigilators Collect your Relief Invigilator Report from office 215 and go to the floor you are in charge 30 minutes before the exam.

Check if the seating arrangement has been done in exam rooms.

Check if ID checking has been done and assist if necessary.

Refer the students who are not on the list to office 224 (Student Affairs and Promotion Office).

Remind the invigilators to collect all mobile phones and to write the absent students on the invigilator's report.

Make sure no students go out of the exam rooms after ID checking is completed. If so, that (those) student(s) should be taken to office 221.

Do not leave the corridors unattended at all times.

Relieve an invigilator for only emergent cases and stick to 10 minutes. If they need to take a long break, they or you should inform the Administrative Affairs Team Member(s).

Do not allow any students to stay in the corridors during the exam.

Go to the allocated room for the collection of the exam envelopes 15 minutes before the exam ends. (Make sure there is at least 1 relief invigilator in the corridor in case of an emergency.)

When collecting envelopes, check the number of booklets / optic answer sheets and if they are filled in correctly.

If there is any information missing on any document in the envelope, ask the invigilator submitting that envelope to correct it.

Once you check and confirm that there is nothing missing, put all the exam booklets including the extras in the envelope.

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 When/ If the envelope contents are all okay, sign the exam envelope and write the exam room number on your report sheet.  **In case of any disturbance, cheating, etc., inform Student and Administrative Affairs Team Members immediately.  **It is recommended not to wear high heel shoes on the exam day (for female invigilators).    

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iii. Reminders for ushers in speaking exams Collect all mobile phones, put them on the desk and ensure they are switched off.

Give the students their mobile and belongings when the students are about to sit the exam.

Ensure the students do not come back to the waiting room after the test.

Students should not be allowed to leave the waiting room before they take the test. If there is an emergency in which they need to leave the waiting room, they will need to be accompanied by a teacher e.g. moderator, AAT member, Testing Team member, etc.

Ensure students do NOT wait in the corridor.

Ensure students do NOT talk to students that have completed the test.

If students arrive after the test has started, tell them to go to PREP 223 (Secretary).

Do not forget there is only one set of tasks for each session. If rules are breached the test will lose its reliability and validity, All documents with grades on them and the usher’s list need to be signed by all teachers. iv. Reminders for interlocutors and assessors in speaking exams Once the tasks file is received from PREP 215, the interlocutor (and assessor) should familiarise themselves with the tasks and interlocutor’s instructions.

Take a pen/pencil with you (to the testing room) for the students to take notes on during the test.

Be in the specified classroom at least 10 minutes before the test starts.

The interlocutor gives his/her general grade separately which is later added to the detailed feedback form for students. fill in the criteria feedback form for students when grading the students’ performance add the interlocutor’s grade write the total speaking grade on the feedback form.

The interlocutor should give each student one of the stamped and numbered pieces of paper to take notes on (for task 1 and 2).

Don’t forget to take the piece of paper back (with the students’ notes) before the students leave.

Place the recording device as close as possible to the students.

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beginning of the test Do NOT forget to record the grade of the students at the end of the test.

It is highly important to refer to students with their names at the beginning of each task.

After each pair of students taking the test, STOP the recording. DO NOT PAUSE. After each session is finished, hand in the completed task and interlocutor’s instructions and pick up the next task and interlocutor’s instructions from PREP 215.

Check that all grades have been transferred onto the lists correctly.

All documents with grades on them and the usher’s list need to be signed by all teachers.

Hand in the students’ criteria feedback forms.

Do NOT under any circumstances tell or hint to your students about their grade. Grades will be announced officially on www.fleps.emu.edu.tr by the FLEPS Administration.

c) Substitution Procedures i. For requests due to health related issues Teachers requesting leave of absence due to health-related issues should follow the following procedure:  inform the secretary and the Substitution Team Leader about the duration of your absence as soon as it is known;  inform your partner(s) to swap hours for the first day if possible or ask another available colleague to cover your lessons to be paid back later;  If not, make-up classes should be covered within a week when you are back;  Substitution will be provided from the second day onwards as long as logistics allow.  Submit a medical report to the secretary to be signed by the FLEPS Director;  Take your report to the Health Centre (they will then send it to the Personnel Office); ii. For requests due to attending a conference/seminar Teachers requesting leave of absence due to attending a conference/seminar should follow the following procedure:  Inform your partner(s) to swap hours or arrange payback with partner(s) for the first day if possible;  Inform Substitution Team Leader and secretary about your arrangements;  Write a petition to the FLEPS Administration well in advance (at least four weeks earlier in order to receive permission for leave from the Higher Administration in time);  Inform the Substitution Team Leader if permission has been granted.

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For any reason if a report or petition is not submitted to the secretary for a medical or casual leave within three days when you are back, this period will be considered as annual leave.

Also, a petition should be submitted to the secretary before the applications for leave via Portal; otherwise they will not be taken into consideration.

d) Meetings FLEPS Administration sometimes holds general meetings with the FLEPS Staff or small team meetings. If instructors are not able to attend these meetings, they need to inform the FLEPS Director orally or by email. The meetings are organised in order to inform staff of recent developments, future plans and/or any other administrative issues.

Apart from the general meetings, instructors are required to attend a number of meetings such as team meetings throughout the academic year. Instructors are expected to be present at these meetings on time. If an instructor is not able to attend any of the meetings due to a valid reason (serious/emergency matter), s/he must inform the facilitator of the meeting (Director, Assistant Director, Coordinator, etc.) prior to the meeting stating the valid reason in writing.

The Meetings consists of 3 levels; Pre-meeting, Meeting and Post-meeting.

i. Pre-meeting  When there is a need to hold a meeting and there is more than 1 person involved in the delivery of information (facilitator), a pre-meeting should be held to ensure a standard flow of information  Once a tentative agenda is ready, the leader/organiser should distribute it within the group of facilitators; while finalising the agenda items, objectives in order to allocate the responsible person/s for each agenda item  The facilitator should liaise with all other teams and/or working group members in their teams before finalising the agenda items  pre-determine and assign roles and responsibilities to team/group members as note-takers and time keepers  make sure that the note-taker and time-keeper roles are circulated among the group/team members  make sure the time allocated for each item is realistic  include all information regarding any materials that need to be brought and/or to be familiarised with by the attendees on the agenda  distribute the finalised version of the agenda to all attendees at least 2 working days before the actual meeting to allow attendees to be prepared Attendees should  familiarise themselves with any suggested documents/readings  check which documents are needed at the meeting 74

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 check if they have been assigned any role e.g. note-taker or time-keeper  notify the facilitator if they cannot attend with reason  inform the facilitator if they are going to leave early with their valid reason in writing ii. While-meeting Facilitator should  start meeting on time  ensure that the meeting is held in Turkish  keep the meeting focused on the agenda items  initially focus on the benefits of an item, then concerns  ensure that all decisions are voted on and the number of votes for, against or neutral are minuted Attendees should  Be punctual for meetings  come prepared to meetings  bring all suggested materials with them to the meeting  share their concerns in the meeting but each concern should be accompanied by suggestions for improvement or better application Note-taker should  take attendance during the meeting  take notes of all decisions, concerns and suggestions made during the meeting  include background information to ensure that attendees who were not present during the meeting or any other interested bodies can understand the context for the concerns, suggestions and decisions made  make note of all suggestions and support them with the number of attendees making the suggestion  make note of all decisions and the number of votes for, against or neutral Timekeeper should  ensure that each agenda item is discussed within the time limit stated in the agenda, unless there is a ‘real’ need to discuss it longer    

iii. Post-meeting Once the note-taker has finalised the minutes, they should be sent to the facilitator within 2 working days Once the facilitator receives the minutes, the minutes should be checked and then circulated within the group/team for feedback Feedback from the group/team members regarding the minutes should be given within 2 working days Once the facilitator collates all feedback regarding the minutes, the minutes are then shared with the facilitator of the meeting (Director, Assistant Director, Coordinator, etc.) and s/he then shares the finalised minutes with 75

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the rest of the school via the FLEPS Discussion Board  All teams and/or working groups check the minutes posted on the FLEPS Discussion Board and collate all feedback, concerns and suggestions related to their area and take action in light of the group/team suggestions when and where appropriate  All decisions made and actions taken by the responsible teams and/or working groups should be shared -after the approval of the Assistant Directors- with the relevant bodies within 5 working days

e) Responsibilities Regarding Buildings All members of staff are responsible for looking after EPS buildings, facilities and equipment. If there are broken/damaged chairs in your classrooms, report the details immediately to the Administrator through General Request Form available on FLEPS Discussion Forum. If you witness any incident taking place, try to identify who the students are and then write an incident report and submit it to the FLEPS Administration. If all staff are firm in dealing with misbehaviour, this will greatly help to establish a calm and orderly atmosphere within the school. If you notice anyone acting suspiciously in the buildings, inform the security guards immediately. Students and strangers are not allowed to enter the Educational Resources Centre (ERC), team rooms or the meeting rooms. FLEPS buildings are designated non-smoking. All staff members are required by law to maintain the no-smoking rule.

f) Recruitment We endorse in full the policy statement of our university’s Equal opportunity in employment. The school's staff development and recruitment and selection policies are based on good equal opportunities practice. Our university's recruitment policy and procedures are clearly outlined in the EMU website (http://ww1.emu.edu.tr/en/academics/job-opportunities/1237 ).

Our school’s Equal Opportunities Policy applies for the selection of candidates for teacher recruitment and any other extra responsibility position within the school. We clearly announce the procedures for application, screening and selection of candidates for the course. Please refer to the Equal Opportunities Policy section (in this handbook).

g) Termination of Employment Academic staff who would like to terminate their contract should write a letter of request for the termination of their contract. FLEPS Administration is obliged to finalize the termination procedures within 90 days following completion of the procedures of termination stated in the EMU Rules and Regulations, Chapter 6, Article 16 by the relevant academic staff.

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h) Renewal of Contracts Academic staff who would like to renew their contract should write a letter of request for the renewal at least two months before the contract expires to the FLEPS Administration.

i) Complaints and Requests (Petitions) In Foreign Languages and English Preparatory Schools, all petitions regarding to problems and questions should be referred to the Assistant Directors for Student and Administrative Affairs both in FL and EPS Divisions. Issues can be summarized as follows:  Problems and questions related with students, student/teacher disciplinary issues, attendance, timetabling, registration, teaching loads, portal and exam administration,  Issues and questions related with delivery of the course syllabus, assessment, materials and resources,  Issues and questions related with seminars/conferences, professional development, internal/external courses,  Issues and questions related with offices, classroom, buildings, electronic tools, devices and furniture,  Issues related with computers, printers, internet connection,  Issues related with lost property,  Issues related with counselling and guidance,

j) Disciplinary Issues In order to ensure the required implementation of the training and management services in the university, depending on the nature and severity of the condition one of the disciplinary sanctions provided in Article 6 of the EMU Academic Staff Disciplinary Regulations is applied to the academic staff who do not fulfil the duties imposed by the regulations, those who create defect processing while performing, those who do not comply with the mandatory compliance and prohibit the doer of action and behaviour. EMU Academic Staff Disciplinary Regulations is available at http://mevzuat.emu.edu.tr/6-1-2-yonetmelik-akademik-disiplin.htm.

k) Staff Files All academic staffs’ files are kept in the room of the FLEPS Director. In the Staff Files, photocopy of identity card, photocopy of diploma(s), certificate(s) of training courses, photocopies of appointment letters, petitions, medical reports, letters of explanation, etc. are available.

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l) Applying for Posts i. Within FLEPS In order to work in the required position, announcement is made via e-mail to the academic staff. Applications are evaluated according to criteria determined by the FLEPS Administration. Application results are announced to all academic staff via FLEPS Discussion Forum. ii. Outside FLEPS Full-time academic staff who wish to apply for the positions within the university or outside FLEPS body must obtain permission from the FLEPS Director.

Part-time academic staff who wish to apply for the positions within the university or outside FLEPS body must inform the FLEPS Director.

m) References and Testimonials Instructors can receive a reference letter by contacting the FLEPS Director either in Turkish or in English for any kind of purpose (applying for a new job, studying in masters programs / courses / applying for scholarships, etc.). Certificate of appreciation is presented to the instructors by the FLEPS Administration who have extra responsibilities within the university or school at the end of each academic year or when they leave the position.

n) Attending and Cancelling Classes It is important to start and end classes on time. In case teachers need to cancel a class, they need to inform the FLEPS Administration in advance. In case of being absent or cancelling a class, the lesson should be swapped with another colleague from EPS to be paid back or substituted by a member of the Substitution Team. In the cases that the lesson is not covered, the absent teacher should organise a makeup lesson within a week of cancelling the class.

o) Calling for Ambulance In case of students experiencing medical problems during class hours or in the school, if there is a need to call the ambulance, teachers may call themselves or ask the secretaries to call for an ambulance; however, if a teacher makes the call themselves, they need to inform the Secretaries and/or someone from the FLEPS Administration. Otherwise, it may not be possible to follow-up the student’s treatment and inform the necessary parties (parents, hospital, Higher Administration, etc.)

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p) Communication Channels i. FLEPS Discussion Forum FLEPS Administration, EPS Administrator, FLEPS Council, FLEPS Advisory Board and teams do the announcements and inform the instructors via FLEPS Discussion Forum. ii. Email Instructors can communicate with the FLEPS Administration, other instructors and staff via email. Instructors can obtain e-mail accounts and passwords from the FLEPS Computer Operator (ext.: 2346). iii. Notice Boards FLEPS Administration do some of the announcements, inform the instructors about the school-related news published in press and some activities (e.g. symposium, concert, etc.) held by EMU on the noticeboards in the English Preparatory School and Foreign Languages Division buildings. iv. Pigeon Box Any mails for instructors are placed in the pigeon boxes in the secretary’s office in the Foreign Languages Division and in the Educational Resource Centre (ERC) in the English Preparatory School Division. v. Teacher Feedback Boxes There is a Teacher Feedback Box in each ERC so that teachers can give feedback to the FLEPS Administration anonymously on any subject in case they need.

XVII.

STUDENT-RELATED ISSUES

a) Student Affairs and Promotion Office Students studying in FLEPS can contact the Student Affairs and Promotion Office in order to report any problems regarding school (lessons, exams, other students or teachers) and find an answer to all their school-related questions.

b) Attendance Students’ attendance is compulsory. A student not attending 20% of the classes and/or not fulfilling the requirements of the course for assessment will receive an NG (nil grade). Reasons for absenteeism (health reports, visa procedures, passport renewal, immigration procedures, etc.) are all included in the absenteeism limit.

Attendance is taken on ‘attendance record sheet’ for each lesson and entered onto portal every week. Students sign the ‘attendance record sheet’. After attendance is entered onto portal, instructors must submit the ‘attendance record sheet’ to the secretary latest by the last day of attendance entry, 4 p.m. Students are strongly advised to bring course books during lectures, as students without books will be recorded in the attendance record sheet as absent.

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c) Announcing Exam Results Exam results are announced within 5 working days. Students can see their exam results on FLEPS Website.

d) Rights and Rules for Exams Students should be in their assigned exam rooms at least 10 minutes before the start of the exam as ID checking process should be completed. Any students who are not on the list are not allowed to sit for exams but should be referred to the Administrative Affairs Office in EPS building – 2nd floor – PREP 215. If there are any students without any original ID cards or passports, they are not allowed sit the exam. They can write a petition for the make-up exam. Students should use a pencil only when marking their answers on the optic answer sheets.

e) Objections to Exam Results If demanded, documents related to any exams or assessments involved in semester grades are shown to the student by the relevant academic staff within a week of announcing the results.

Student, who would like to object to any in-term or end-of-semester exam scores or other pieces of assessment, can fill in a “Rescoring Request Form” in three working days of announcing the results by going to the secretary. The related body is responsible for evaluation this request within a week. Students, in question, can learn the results for their grade objections from the secretary.

f) Petitions and Complaints Students can write a petition in the secretary’s office about issues such as taking a make-up exam, or complaints regarding classes, buildings, any service provided in school (i.e. transportation), teacher or another student in order to get answers.

g) Disciplinary Issues Within the university, “EMU Student Disciplinary Regulations” are followed for any student disciplinary incident. Detailed information on this issue can be found on http://mevzuat.emu.edu.tr/5-2-Yonetmelik-OgrenciDisiplin.htm.

XVIII.

FACILITIES AT FLEPS

a) Student Self Study Centre (SSSC) SSSC consists of four different areas: i. The Multimedia Area Students can watch DVDs, do their projects and practice English on computers.

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ii. The Consultancy Area Students can borrow graded readers, watch the news and documentaries on TV, watch the latest films on DVDs, read daily newspapers and magazines, photocopy and get print outs. If any student needs help, they can ask for help at the consultancy desk. iii. The Self Study Area Students can have tutorials with their teacher(s), study for exams with language materials, practice speaking and record their voice alone or with friends. iv. The Speaking Area Students can speak and record their voices so that they can listen to their pronunciation and improve their speaking skills.

In the SSSC competitions and activities are also organised. Some of the competitions are listed below:    

The reader of the month The best poster which describes the SSSC Oxford graded reader bookworm competition Writing Competition

b) Educational Resources Centre (ERC) The Educational Resource Centres, located in the English Preparatory School and Foreign Languages Division, offer a wide variety of rich resources and photocopiable materials for teachers applicable for the effective teaching of any subject. They also serve teachers with internet research on computers, printing, photocopying and laminating.

There are photocopy machines to photocopy extra materials and to print out anything related with education. The centres have wide collection of multimedia resources such as audio and DVD’s and various equipment. Most of the materials are on open shelves and some resources are stored as all teachers may borrow books and available materials from the ERCs. The ERCs are not just places where teachers borrow books to be used as reference or for professional development; they are also places where teachers come together and share their materials or handouts with each other. There are also comfortable armchairs and sofas where teachers can sit and socialize with each other while enjoying a cup of tea. There are always responsible ERC members who are ready to help teachers from 8.00 am till 17.00 p.m. At the beginning of each Academic Semester, all the course books and CDs are distributed to the academic staff in the ERCs. It can be clearly stated that they are not centres where teachers can benefit from different things. While they serve as little libraries, they also give teachers the opportunity to have informal ‘caring and sharing experiences’ even during photocopying.

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c) Student Counselling, Development & Research Centre In English Preparatory School, beside the main entrance door on the ground floor, our centre offers academic support, open door counselling and information services for our students, organising seminars on various topics, researching with the aim of getting to know our students and providing them with a better environment. Our centre plays an active role in the orientation process. We have a student counsellor and 4 peer counsellors at our centre. i. Academic Support Counselling The Student Counsellor supports our students to improve their academic achievement by identifying their study habits, making a study plan, identifying problems in the learning process, developing effective reading, writing and listening skills, as well as overcoming exam anxiety. Our centre also organises seminars for this purpose. ii. Open Door Counselling Our students can consult to the student counsellor, Senior Instructor Yonca Aybay, (office no: 3E, 3rd floor) to share their individual, daily problems that they cannot cope with and they can share their problems in a comfortable and confidential environment. they can make an appointment with our peer counsellors in our centre on the ground floor. iii. Information Counselling Our peer counsellors in our centre answer all questions of our students regarding the English Preparatory School (EPS) or other units of our university. Our students can receive guidance and orientation services from our Student Guidance, Development and Research Centre located on the ground floor

d) Cafeterias Students and teachers can easily find food and drink at EPS. There is one big canteen offering different types of food, hot and cold soft drinks with indoor and outdoor sitting areas equipped with tables, chairs, music and some game machines for students’ entertainment. It opens early in the morning and gives services during working hours. In addition, there is a small café on the first floor of EPS which also provides hot and cold drinks, snacks and toasts to students and teachers during school working hours. Canteens at EPS are well worth to visit to experience the friendly atmosphere between students and teachers during break-times.

XIX.

EXTRA CURRICULAR ACTIVITIES (ECA) OFFERED TO STUDENTS AT FLEPS

The Extra Curricular Activities (ECA) aim to give valuable opportunities for students to grow and develop their individual potential. Through students’ participation in ECA, they can learn to communicate, to cooperate with other people and to enrich their life 82

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experiences. It enables students to get to know different cultures and learn to respect individual differences as well. We strongly believe in learning through authentic life experiences besides books. In addition, collaboration between students and teachers in extra-curricular activities, outside the class environment, helps them relax, be happy and thus be more productive.

a) Clubs and Activities Being the member of a student club plays an important role in a student’s academic life since it helps them to improve themselves in the fields of sport, music and art and get experience of working together and cooperatively. Drama, music, dance, conversation, sightseeing, journalism, film, animation, media, photography, chess and various other sports activities are organised via these clubs. Students are also given the chance to demonstrate their achievements through public performance during the academic year. Some of the clubs offered at English Preparatory School are as follows:      

Survival Turkish Club Photography Club Salsa Club Film Club English Speaking Club Other Clubs

Besides the clubs, activities, seminars, trips, tournaments and other social activities are offered to EPS students such as the following:          

Seminars Tournaments Trips Yoga hour Karaoke hours International Food Day World Book Day Fest of Joy Charity Bazaar Biking Tour

b) Civic Involvement Projects (CIP) Each semester Civic Involvement Projects focuses on different topics are voluntarily carried out by students together with the teachers. Some projects are as follows: i. Discovering Turkish Cypriot Culture The aim of the ‘Discovering Turkish Cypriot Culture’ Civic Involvement Project is for our students to learn and experience the traditions and culture of Northern Cyprus.

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community more easily, build friendships, share information about their own cultures, and develop their own skills and abilities. Overall, this project provides students with the opportunity to increase their awareness of Turkish Cypriot culture and compare it with their own culture. ii. Helping Kids in Need The aim of the ‘Helping Kids in Need’ Civic Involvement Project is to raise the awareness of students on kids in need (their needs, life styles). After the charity event the focus will be on gathering the needs of these kids from the shops and then taking these stuff to Children’s Home. iii. Rainbow The aim of the ‘Rainbow’ Civic Involvement Project is to derive students’ awareness about the environment and to create the feeling of responsibility towards our society and environment; also to take an active role in a project that would make our environment a better place to live. iv. Give a Book Give a Life The aim of the ‘Give a Book Give a Life’ Civic Involvement Project is to sell books and donate the income to people in need; also to raise awareness towards the importance of books. v. Dogs in Need The aim of the ‘Dogs in Need’ Civic Involvement Project is to incorporate students in helping the homeless and stray dogs of EMU. Students will learn the type of work that is involved in rescuing animals and will discover the animal life in Turkish Republic of Northern Cyprus.

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EMERGENCIES a) Emergency Line

In case of any emergency (health or security-related), please dial 1444 (0392 630 1444 from mobile phones), which is open 24/7.

b) Power Cuts In case of a power cut during work hours, the electric generator will start in a few minutes to provide electricity for the buildings.

c) Bad Weather Conditions In case of heavy rain, the school is open, unless there is a Senate decision to close the University. If there are no students in the room in the first teaching block, the instructor waits for 15 minutes. If none has arrived by then, the instructor leaves a message on the board telling any late arrivals where the instructor can be found and informs the secretary. Instructors go to the classroom for the second block and the same procedure outlined above applies.

d) Natural Disasters In case of earthquake, flood or fire at school, instructors are responsible from students’ evacuating the building safely.

e) Evacuation of Buildings In case of emergency, the emergency button glass must be broken in order to warn all the students and the staff to evacuate the building. Instructors are expected to assist students to take their valuable belongings (purse, mobile, etc.) and go to the front garden of the building by following the emergency exit route.

f) First Aid In case of the need for first-aid materials, the first-aid boxes are available in the secretary’s office.

g) Civil Defence Organisational Chart Fire Extinguishing (Civil Defence) Organisational Officer İbrahim Genç

Safety and Guidance Team Safety Team: Ercan Ercanlar Guidance Team: Zihni Saygili Sultan Dinleyici

Fire Extinction and Rescue Team

Firs Aid Team

Technical Repair Team

Halit Kurt Özlem Dağtekin

Pembe Kara Özgül Abiç

Sami Ömer Sami Şengüller Mehmet Abuzet Hikmet Karadağ Ali Gürgöze

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PEOPLE AT FLEPS a) FLEPS Academic Staff

Afet AKTUĞRALI, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., English Language and Humanities, EMU. Afet ŞEYTAN, Instructor. B.A., English Language Teaching, EMU; M.A., Educational Sciences, EMU. Ahmet DOYGUNEL, Instructor. B.A., English Language and Literature, Hacettepe University.

Alev KÜÇÜK, Instructor. B.A., English Language and Literature, Hacettepe University.

Ali BİLLUROĞLU, Instructor. B.A., English Language Teaching, EMU. Ali KATIRCIOĞLU, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., English Language Teaching, EMU. Alime MUTLU, Senior Instructor. B.A., English Language Teaching, Anadolu University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Alişan ŞAN, Senior Instructor. B.A., English Language and Literature, EMU; Teaching English as a Foreign Language, Bilkent University.

Alper GÜÇLÜCAN, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language and Humanities, EMU; C.O.T.E. (RSA/Cambridge).

Arzu ONBAŞI, Senior Instructor. B.A., English Literature and Humanities, EMU; M.A., English Language Teaching, EMU; C.E.E.L.T. II (RSA/Cambridge).

Arzu ÖZBİLEN, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language and Literature, EMU; C.O.T.E. (RSA/ Cambridge).

Aslı CAN, Senior Instructor. B.A., English Language and Literature, Ege University; M.A., English Language Teaching, Lefke European University.

Aslı GÖNENÇ, Instructor. B.A., English Language Teaching, Middle East Technical University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Ayfer CİVİSİLLİ, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Teaching English as a Foreign Language, Bilkent University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Aygün ÖZYAHYALAR, Senior Instructor. B.A., Business Administration and Economics, EMU; M.A., English Language Teaching, EMU; TESOL Certificate (Trinity/RSA), C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

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Aylin ADADAĞ, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.O.T.E. (RSA/Cambridge) [on leave].

Aynur İSTİLLOZLU, Instructor. B.A., English Language Teaching, EMU; M.A., Educational Sciences, EMU; I.C.E.L.T. (RSA/Cambridge).

Ayşe KOZANSOY, Senior Instructor. B.A., English Language Teaching, 9 Eylül University; M.Sc., Teaching English to Speakers of Other Languages, Stirling University; C.O.T.E. (RSA/Cambridge).

Ayşe ONUT, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Ayşe ÖZVERİR, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Specializing in IT in Education and Training, University of Wollongong; C.E.E.L.T. II (RSA/Cambridge) [Assistant Director (a)].

Ayşegül SALLI, Senior Instructor. B.A., English Language and Literature, Ege University; M.A., Teaching English as a Foreign Language, Bilkent University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge); Ph.D., English Language Teaching, EMU [in progress].

Ayşen KÜÇÜK, Senior Instructor. B.A., English Language Teaching, Selçuk University; M.A., English Language and Literature, Lefke European University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Ayşim ERSAY, Senior Instructor. B.A., English Language Teaching, Çukurova University; M.A., English Language Teaching/Educational Sciences, EMU. Aytül DEREBOYLU, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Aziziye ŞİRKET, Instructor. B.A., English Language Teaching, 19 Mayıs University; C.O.T.E. (RSA/Cambridge).

Berna ERENAY, Senior Instructor. B.A., English Language Teaching, Middle East Technical University; M.A., English Language Teaching, EMU. Betül EREN, Instructor. B.A., English Language Teaching, Gazi University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Canan KORAN, Senior Instructor. B.S., Economics, EMU; M.B.A., Marketing, Girne American University; M.A., Teaching English to Speakers of Other Languages, University of Nottingham; M.A., Digital Media and Film, EMU [in progress]. Çelen KARADAĞLI, Instructor. B.A., English Language and Humanities, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

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Cem YILDIRAY, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., English Language and Humanities, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Cemaliye N. İNAL, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., English Language Teaching, EMU; C.O.T.E. (RSA/Cambridge).

Cemaliye SOĞANCI, Senior Instructor. B.A., English Language Teaching, EMU; M.A., English Language Teaching, Near East University; C.E.L.T.A. (RSA/Cambridge).

Cenk ÖZDAĞ, Senior Instructor. B.A., English Language Teaching, İstanbul University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Christine E. KANNUR, Senior Instructor. B.A., English Literature, University of British Columbia; M.Ed., English Language Teaching, University of Manchester; C.E.L.T.A. (RSA/Cambridge). Çiğdem TUNCERGİL, Senior Instructor. B.A., English Language Teaching, Gazi University; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Damla ÜREM, Instructor. B.A., English Language and Literature, EMU; M.A., Educational Sciences, EMU [in progress].

Derya SABRİLER, Senior Instructor. B.A., English Literature and Humanities, EMU; M.A., English Studies, EMU; C.O.T.E. (RSA/Cambridge).

Dilem KÖYLÜOĞLU, Instructor. B.A., English Language Teaching, EMU; M.A., Teaching English to Speakers of Other Languages, Lancaster University.

Düriye DAHLAMEROĞLU, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Ebru KUMYALILI, Senior Instructor. B.A., English Literature and Humanities, EMU; M.Phil., Research in Second Language Education Across Cultures, Cambridge University; C.E.E.L.T. II (RSA/Cambridge).

Ejber AYDIN, Instructor. B.A., English Language Teaching, EMU. Elif ERSÖZLÜ, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., Educational Sciences, EMU; C.O.T.E. (RSA/Cambridge).

Elmaziye KÜFİ, Asst. Prof. Dr. B.A., Foreign Language Education, Middle East Technical University; M.A., English Language Teaching, Middle East Technical University; Ph.D., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

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Emete MAVİLİ, Senior Instructor. B.A., English Language Teaching, EMU; M.A., English Language Teaching, Near East University; C.E.L.T.A. (RSA/Cambridge).

Emine OĞUZ, Senior Instructor. B.A., English Language Teaching, Hacettepe University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Emine SÖNMEZ, Instructor. B.A., English Language and Literature, EMU. Emir A. KONUKLU, Senior Instructor. B.A., English Language Teaching, Marmara University; M.A., English Language Teaching, Lefke European University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Eren S. KÜFİ, Senior Instructor. B.A., English Language and Literature, Marmara University; M.A., Teaching English as a Foreign Language, Bilkent University; C.O.T.E. (RSA/Cambridge).

Ersoy ŞENER, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language and Literature, EMU. Eylem AKİM, Senior Instructor. B.A., English Language Teaching, EMU; M.A., English Language Teaching, EMU; C.E.L.T.A. (RSA/Cambridge).

Fatma BASRİ, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Education, University of Nottingham; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge); Ph.D., Education, University of Nottingham [in progress].

Fatma GALATYALI, Senior Instructor. B.A., English Language and Literature, Hacettepe University; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Fatma KAYA, Instructor. B.A., English Language Teaching, EMU; I.C.E.L.T. (RSA/Cambridge); M.A., Educational Sciences, EMU [in progress].

Fatma ÜNAL, Instructor. B.A., English Language Teaching, EMU. Fayka GÜRESUN, Instructor. B.A., English Literature and Humanities, EMU; C.O.T.E. (RSA/Cambridge).

Fezile BAYRAM, Instructor. B.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Fikri ALTINTAŞ, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Applied Linguistics, University of Southern Queensland; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Filiz TORUN, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Applied Linguistics and TESOL, Leicester University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

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Filiz KAVAZ, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Educational Sciences, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Fulya A. NURÇİN, Instructor. B.A., English Language Teaching, EMU; C.E.L.T.A. (RSA/Cambridge).

Gül TOKHAN, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Güldem SÜREÇ, Instructor. B.A., English Language Education, Selçuk University; C.O.T.E. (RSA/Cambridge).

Gülden ÇAĞAKAN, Instructor. B.A., English Language and Humanities, EMU; C.O.T.E. (RSA/Cambridge).

Gülen ALİUSTA, Asst. Prof. Dr. B.A., English Language Teaching, İstanbul University; M.A., Teaching English as a Foreign Language, Bilkent University. Ph.D. Educational Sciences, EMU; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Gülseren HÜROL, Instructor. B.A., English Language Teaching, İstanbul University; C.E.E.L.T. II (RSA/Cambridge).

Güran RUSO, Instructor. B.A., English Language and Literature, EMU; C.E.E.L.T. II (RSA/Cambridge) ; M.A., Communication and Media Studies, EMU [in progress].

Gürsel BAYTAROĞLU, Senior Instructor. B.A., English Language Teaching, Gazi University; M.A., International Relations, EMU. H. Billur KORKUT, Instructor. B.A., English Language and Literature, Bilkent University.

Hatice ERKUL, Instructor. B.A., English Language Teaching, Gazi University; C.O.T.E. (RSA/Cambridge).

Heves EŞLİK, Senior Instructor. B.A., English Language Teaching, 9 Eylül University; M.A., English Language Teaching, EMU; C.E.E.L.T. II (RSA/Cambridge).

Hicran FIRAT, Asst. Prof. Dr. B.A., English Language and Literature, Ege University; M.A., English Language and Humanities, EMU; Ph.D., Educational Sciences, EMU; C.O.T.E. (RSA/ Cambridge).

Hilmiye KONURALP, Instructor. B.A., English Language and Literature, EMU; C.E.L.T.A., I.C.E.L.T. (RSA/Cambridge); M.A., Applied Linguistics and TESOL, Anglia Rusking University [in progress] [on leave].

Hülya AKBİL, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.E.E.L.T. II (RSA/Cambridge).

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Hurey AHMETOĞLU, Senior Instructor. B.A., English Language Teaching, EMU; M.A., English Language Teaching, Warwick University; C.E.E.L.T. II (RSA/Cambridge).

Hüseyin BİLSEN, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language and Literature, EMU; C.O.T.E. (RSA/Cambridge).

Hüseyin DEMİREL, Senior Instructor. B.A., English Language and Literature, Hacettepe University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge). İ. Erkan ARKIN, Asst. Prof. Dr. B.A., English Language Teaching, Boğaziçi University; M.A.; Teaching English as a Foreign Language , Bilkent University; Ph.D., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge) [Assistant Director]. İldeniz ÖZVERİR, Asst. Prof. Dr. B.A., English Literature and Humanities, EMU; M.A., ICT in Education and Training, University of Wollongong; Ph.D., ICT in Education and Training, University of Murdoch. İpek MENEVİŞ, Senior Instructor. B.A., English Language Teaching, EMU; M.Ed., Educational Sciences, EMU; C.E.E.L.T. II (RSA/Cambridge); Ph.D., Psychological Counseling and Guidance, Near East University [in progress] [Assistant Director]. İsmet ÖZDÖL, Senior Instructor. B.A., English Language Teaching, Selçuk University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Kaysem KORUK, Senior Instructor. B.A., English Language Teaching, Çukurova University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Kenan BAŞARAN, Dr. B.A., English Language Teaching, Istanbul University; M.A., English Language Teaching/Educational Studies, EMU; Ph.D., Experiential Learning, University of Tampere.

Mehşen ERCANLAR, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.E.E.L.T. II (RSA/Cambridge).

Metin KANNUR, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language and Literature, EMU. Metin MAVİOĞLU, Senior Instructor. B.A., English Language and Literature, Ege University; M.A., English Language and Humanities, EMU. Michila GENCEL, Instructor. B.A., English Language and Humanities, EMU; C.O.T.E. (RSA/Cambridge).

Münevver KAHVECİSOY, Instructor. B.A., English Language Teaching, EMU; M.A., Teaching English to Speakers of Other Languages, University College London; I.C.E.L.T. (RSA/Cambridge).

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Münise KEŞANLI, Senior Instructor. B.A., English Language Teaching, 9 Eylül University; M.A., English Language Teaching, EMU. Musa ZORBA, Instructor. B.A., English Language and Humanities, EMU. Mustafa İPEKCİOĞLU, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; I.C.E.L.T. (RSA/Cambridge) [Assistant Director (a)].

Mustafa ÖZÇEVİK, Instructor. B.A., English Language and Literature, EMU. Mustafa S. MEHMETÇİK, Senior Instructor. B.A., English Language Teaching, Gazi University, M.A., International Relations, Lefke European University; Ph.D., International Relations, Girne American University [in progress].

Müsteyde AKHİSAR, Instructor. B.A., English Language Teaching, EMU. Müsteyde IRIKOĞLU, Senior Instructor. B.A., English Language Teaching, Hacettepe University; M.A., International Relations, Lefke European University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge); Ph.D., Education, Near East University [in progress].

Mutlu KALE, Asst. Prof. Dr. B.A., English Language Teaching, İstanbul University, M.A., English Language Teaching, EMU; Ph.D., Educational Sciences, EMU. Nadir GÜRTAŞ, Senior Instructor. B.A., English Language Teaching, Hacettepe University; M.A., English Language Teaching, EMU; C.E.E.L.T. II (RSA/Cambridge).

Nadıran TANYELİ, Asst. Prof. Dr. B.A., English Language and Literature, EMU; M.A., English Studies, EMU; Ph.D., Educational Sciences, EMU; C.O.T.E. (RSA/Cambridge).

Nafia AKDENİZ, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., English Language Teaching, Lefke European University; M.A., English Language and Humanities, EMU; C.O.T.E. (RSA/Cambridge); Ph.D., Communication and Media Studies, EMU [in progress].

Nahide ÖZÇAĞ, Instructor. B.A., English Language Teaching, Middle East Technical University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Nalan GÜDER, Senior Instructor. B.A., English Language Teaching, 19 Mayıs University; M.A., Educational Technology and TESOL, University of Manchester; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Nazan DOĞRUER, Asst. Prof. Dr. B.A., English Language and Literature, Hacettepe University; M.A., English Language Teaching/Educational Sciences, EMU; Ph.D., Educational Sciences, EMU; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge) [Assistant Director].

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Nazenin RUSO, Asst. Prof. Dr. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; Ph.D., Educational Studies, EMU; C.O.T.E. (RSA/Cambridge).

Nevin ADALAR, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Linguistics, University of York; D.E.L.T.A. (RSA/Cambridge) [on leave].

Neyzar HÜSEYİN, Instructor. B.A., German, University of Waterloo; C.O.T.E. (RSA/Cambridge).

Nibel TEKTAN, Senior Instructor. B.A., English Language and Literature, Ege University; M.A., Computer Assisted Language Learning, University of Essex.

Nihan KUYUCU, Senior Instructor. B.A., English Language and Humanities, EMU; M.Ed., Educational Sciences, EMU. Nil ARKIN, Senior Instructor. B.A., English Language and Literature, Bilkent University; M.A., English Language and Literature, EMU; C.E.E.L.T. II, I.C.E.L.T. (RSA/Cambridge).

Nilgün ELDRIDGE, Asst. Prof. Dr. B.A., English Language and Literature, Hacettepe University; M.Sc., English Language Teaching, Middle East Technical University; Ph.D., English Language Teaching, EMU; C.E.E.L.T. II (RSA/Cambridge).

Nurhan DAVRANDI, Instructor. B.A., English Language Teaching, 9 Eylül University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Ozan S. İNAMLIK, Senior Instructor. B.A., English Linguistics, Hacettepe University; M.Ed., Educational Sciences, EMU; M.A., Marketing Management, EMU; MSc, Banking and Finance, EMU; Ph.D., Health Management, Istanbul Medipol University [in progress]. Özgür GÜLER, Senior Instructor. B.A., English Language and Literature, EMU; M.A., Educational Sciences, EMU; M.A., Educational Sciences, EMU; Ph.D., Communication and Media Studies, EMU [in progress]. Özkan ÖZÇINAR, Senior Instructor. B.A., English Language and Literature, Istanbul University; M.A., Teaching English as a Foreign Language, Reading University; C.E.L.T.A., I.C.E.L.T. (RSA/Cambridge). Özlem ESERER, Senior Instructor. B.A., Foreign Language Education, Middle East Technical University; M.A., English Language Teaching/Educational Studies, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge). Öztül ÖZDAĞ, Instructor. B.A., English Language Teaching, Istanbul University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

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Pembe N. GARİP, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching/Educational Studies, EMU; C.O.T.E. (RSA/Cambridge).

Pembe TINAZCI, Senior Instructor. B.A., English Language Teaching, Gazi University; M.A., English Language Teaching, Gazi University; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Pembe TUNA, Instructor. B.A., English Language Teaching, EMU; I.C.E.L.T. (RSA/Cambridge).

Peray HARMAN, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Studies, EMU; M.A., Visual Arts and Visual Communication Design, EMU. Peril EMİROĞULLARI, Senior Instructor. B.A., English Language Teaching, 9 Eylül University; M.A., English Language Teaching and Literature, 9 Eylül University; C.E.E.L.T. II (RSA/ Cambridge).

Pınar HÜDAOĞLU, Senior Instructor. B.A., English Language Teaching, Hacettepe University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Pınar LEVENT, Instructor. B.A., English Language Teaching, EMU; M.A., English Language Teaching, Kingston University; I.C.E.L.T. (RSA/Cambridge).

Ramadan EYYAM, Asst. Prof. Dr. B.A., Linguistics, Hacettepe University; M.A., English Language Teaching/Educational Sciences, EMU; Ph.D., Educational Sciences, EMU; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge) [Director].

Refika İLKAN, Instructor. B.A., English Language Teaching, Hacettepe University; C.O.T.E. (RSA/Cambridge).

Ruşen KARAKAYA, Instructor. B.A., English Language Teaching, EMU; M.A., Educational Sciences, EMU; I.C.E.L.T. (RSA/Cambridge).

Sahra H. EMRE, Instructor. B.A., English Language Teaching, Anadolu University; C.E.E.L.T. II (RSA/Cambridge).

Seda EMİRZADEOĞLULARI, Senior Instructor. B.A., English Language and Humanities, EMU; M.Ed., Educational Sciences, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Selcan SINAL, Senior Instructor. B.A., English Literature and Humanities, EMU; M.A., English Language Teaching, EMU; C.O.T.E. (RSA/Cambridge).

Selda GÖÇER, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

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Sena TOPUKÇUOĞLU, Instructor. B.A., English Language Teaching, EMU; M.A., English Language Teaching, EMU; I.C.E.L.T. (RSA/Cambridge).

Serap KESEN, Instructor. B.A., English Language and Humanities, EMU; C.E.E.L.T. II (RSA/Cambridge).

Seren BAŞOR, Senior Instructor. B.A., English Language Teaching, Boğaziçi University; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge). Şerife AŞIKSOY, Instructor. B.A., English Language Teaching, 9 Eylül University; C.O.T.E. (RSA/Cambridge). Şerife KURT, Senior Instructor. B.A., English Language Teaching, EMU; M.A., Language and Literacy, Manchester University. Şerife NALBANTOĞLU, Instructor. B.A., English Language Teaching, Gazi University; C.O.T.E. (RSA/Cambridge). Şerife ÖZYAHYALAR, Senior Instructor. B.A., English Language Teaching, Middle East Technical University; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Sevcan ARABACIOĞLU, Instructor. B.A., English Language Teaching, EMU; M.A., English Language Teaching, EMU; I.C.E.L.T. (RSA/Cambridge).

Sevdiye TOKER, Senior Instructor. B.A., English Language and Literature, Boğaziçi University; M.Ed., Educational Sciences, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Seven ATAKAN, Instructor. B.A., English Language and Literature, EMU. Sevilay KÜÇÜKSU, Instructor. B.A., English Language and Literature, EMU; M.A., European Studies and Linguistics, University of Michel de Montaigne; C.E.L.T.A., I.C.E.L.T. (RSA/Cambridge).

Sinem ÇAVUŞOĞLU, Instructor. B.A., English Language Teaching, EMU; I.C.E.L.T. (RSA/Cambridge).

Süleyman DOĞAN, Senior Instructor. B.A., English Language Teaching, Gazi University; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Sultan TAŞKIRAN, Instructor. B.A., English Language and Literature, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Suna ALLAHKERİM, Instructor. B.A., English Literature and Humanities, EMU; M.A., English Literature and Humanities, EMU; I.C.E.L.T. (RSA/Cambridge).

Sündüs ÖZÇOBAN, Instructor. B.A., English Language Teaching, EMU. 95

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Suriz GÜNAY, Senior Instructor. B.A., English Language and Humanities, EMU; M.A., English Studies, EMU; C.E.E.L.T. II (RSA/Cambridge).

Suzan ÖZDİLEK, Instructor. B.A., English Language Teaching, Boğaziçi University; C.O.T.E. (RSA/Cambridge).

Tahir EŞLİK, Senior Instructor. B.A., English Language Teaching, Istanbul University; M.A., English Langauge Teaching, EMU. Tunç NALBANT, Senior Instructor. B.A., English Language Teaching, Hacettepe University; M.A., English Language Teaching/Educational Sciences, EMU; C.O.T.E. (RSA/Cambridge).

Ulaş GÖKÇE, Senior Instructor. B.A., Russian Philology, Kiev State Linguistic University; M.A., Russian Philology, Kiev State Linguistic University.

Veli MUTLU, Senior Instructor. B.A., English Language Teaching, Selçuk University; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

Verda ŞENER, Senior Instructor. B.A., English Language and Literature, EMU; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Yelda ÇUBUKCU, Senior Instructor. B.A., Turkish Language Literature, Istanbul University; M.A., Turkish Language Literature, Istanbul University; B.A., Sociology, Anadolu University (distant education) [in progress].

Yeliz ERDOĞAN, Senior Instructor. B.A., English Literature and Humanities, EMU; M.Ed., Educational Sciences, EMU; C.O.T.E. (RSA/Cambridge).

Yeşim B. OKTAY, Asst. Prof. Dr. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; Ph.D., English Language Teaching, EMU. Yeşim BAŞAY, Instructor. B.A., English Language and Literature, Hacettepe University.

Yeşim DEDE, Senior Instructor. B.A., Greek Language and Literature, Ankara University; M.A., International Relations, EMU. Yonca AYBAY, Senior Instructor. B.A., Child Development and Education, Hacettepe University; M.A., Child Development and Health, Hacettepe University; Ph.D., Communication and Media Studies, EMU [in progress].

Zalihe BAYRAM, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Studies, EMU; C.E.L.T.A. (RSA/Cambridge).

Zehra ERTAY, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language and Humanities, EMU; C.O.T.E. (RSA/Cambridge).

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Zehra ÜNVEREN, Senior Instructor. B.A., English Language and Literature, EMU; C.O.T.E., C.E.E.L.T. II, RSA Dip./D.O.T.E. (RSA/Cambridge).

Zehra YETİNER, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language and Humanities, EMU; C.O.T.E. (RSA/Cambridge).

Zekiye DELLALOĞLU, Instructor. B.A., Turkish Language and Literature, EMU; C.E.E.L.T. II (RSA/Cambridge).

Zekiye ESENTUNA, Senior Instructor. B.A., English Language and Literature, EMU; M.A., English Language Teaching, EMU; C.E.E.L.T. II (RSA/Cambridge).

Ziya TOKHAN, Senior Instructor. B.A., Linguistics, Hacettepe University; M.A., English Language Teaching, EMU; C.O.T.E., C.E.E.L.T. II (RSA/Cambridge).

b) IT Team

Alev ÖZGÖKER

Zihni SAYGILI

Ext. no: 1179 alev.ozgoker@emu.edu.tr South Campus, office no PREP220 Ext. no: 2346 zihni.saygili@emu.edu.tr South Campus, office no PREP113

c) Secretaries Pembe KARA

Bilge OKTA

Sevgi YELKANAT

2153 pembe.kara@emu.edu.tr South Campus, office no PREP223 1330 bilge.okta@emu.edu.tr South Campus, office no PREP213 2423 sevgi.yelkanat@emu.edu.tr North Campus, office no 0AA.0104

d) EPS Administrator Ercan ERCANLAR

2188 ercan.ercanlar@emu.edu.tr South Campus, office no PREP021

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e) SSSC and ERC Omid Nassery

Sertaç Özdemir

Sonay Acar

2177 omid.nassery@emu.edu.tr South Campus, SSCC 3062 sertac.ozdemir@emu.edu.tr North Campus, ERC 2145 sonay.ezel@emu.edu.tr South Campus, ERC

f) Support Staff Halit Kurt Özlem Dağtekin Sultan Dinleyici Özgül Abiç Havva Kurt Hacer Abat Hatice Güzelel

3944 South Campus, PREP A Ground Floor 2187 South Campus, PREP A Ground Floor 2187 South Campus, PREP A Ground Floor 2187 South Campus, PREP A Ground Floor 3294 South Campus, PREP A Ground Floor 3294 South Campus, PREP A Ground Floor 3294 South Campus, PREP A Ground Floor

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IMPORTANT TELEPHONE NUMBERS

All EMU phone numbers (extensions) can be called by adding 630 in front of the extension numbers.

EPS STUDENT AFFAIRS & PROMOTION TEAM

1112

EPS ADMINISTRATIVE AFFAIRS TEAM

2150

EPS SECRETARY’S OFFICE

2153

FL SECRETARY’S OFFICE

2423

STUDENT COUNSELING, RESEARCH AND DEVELOPMENT CENTRE

2261

FLEPS TT&PD ROOM

3292

FL MEETING ROOM

3064

EPS ERC

2145

FL ERC

3062

EPS SSSC

2177

EPS TEA HOUSE

2327

EPS CANTEEN

2157

FL CANTEEN

1239

FLEPS FAX NUMBER

2324

EPS ASSISTANCE EMAIL ADDRESS

epsassist@emu.edu.tr

WEBSITE

http://fleps.emu.edu.tr

EMU CENTRAL

1111

EMU SECURITY

1444

EMU HEALTH CENTRE

2200

POLICE RESCUE

155 / 366 5310 / 366 5321

FIRE

199 / 366 5389

HOSPITAL

366 5328 / 366 2876

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APPENDIX A: FLEPS Professional Development Questionnaire

FLEPS PROFESSIONAL DEVELOPMENT QUESTIONNAIRE (based on TDFRAM - Teacher Development Framework) *DP: Development Phase (see the second I’m willing page for an overview of each of the DPs, I am at to receive I am at and also refer to the document – TDFRAM DP* 3 support in DP* 1/2 for a detailed description of each of the areas this area below) Planning Teaching and Learning: 1. Learner needs & learning processes 2. Curriculum and syllabus (the teaching & learning programme) 3. Lesson aims and outcomes 4. The lesson – tasks, activities & materials Teaching and Supporting Learning: 1. Teaching methodology 2. Resources/Materials 3. Interacting with learners 4. Lesson management 5. Using digital media 6. Monitoring learning 7. Learner autonomy Assessment of Learning: 1. Assessment and the curriculum 2. Test types – selection, design and administration 3. Impact of assessment on learning 4. Assessment and learning processes Language, Communication and Culture: 1. Using the target language effectively with learner 2. Applying the principles of the Common European Framework for Reference 3. Giving sound language models and guidance 4. Handling relevant cultural issues as part of language learning 5. Applying practical insights from linguistics and psycholinguistics The Teacher as Professional: 1. Self-assessment and teacher autonomy 2. Collaborative development 3. Exploratory teaching 4. Lesson observation 5. Professional conduct

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OVERVIEW OF LANGUAGE TEACHER COMPETENCES ACROSS THREE PHASES OF DEVELOPMENT Development Phase 1 Teachers at this level are competent replicators.

They have pre-service teaching qualifications and can follow models of good practice. They plan, teach and reflect on their teaching effectively, and are responsive to guidance and feedback.

Development Phase 2 Teachers at this level are aware practitioners.

They have greater confidence and show initiative in planning, delivery and evaluation. They are open to and aware of issues that arise in the learning and teaching process, and can independently identify and implement appropriate teaching strategies, seeking guidance as necessary.

Teachers at this level are engaged in the further development of their teaching skills in the context of systematic institutional development programmes.

Within an institutional environment conducive to professional development, teachers at this level have gained a clear understanding of the nature and value of continuing professional selfdevelopment, can identify their professional needs, and can set objectives for continued professional growth.

Development Phase 3 Teachers at this level are expert facilitators.

They have mastered a broad range of skills and strategies related to learning and teaching processes. They are competent in curriculum and syllabus development, creating teaching materials and developing assessment tools for use by others. They can also provide informed and instructive guidance to other teachers.

Teachers at this level understand the need for continuing professional development even at this high level of competence, and are fully engaged in this, both as learners and as trainers or mentors of less experienced colleagues.

Sample Self-Assessment: Teaching and Supporting Learning:

1.

2.

3.

4.

5.

6.

7.

Teaching methodology Resources/Materials Interacting with learners Lesson management Using digital media Monitoring learning Learner autonomy

I am at DP* 1/2

I’m willing to receive support in this area

I am at DP* 3

X X X X X X X

I’m willing to offer support to other teachers in this area

X X

X X

According to this sample survey response above, the respondent teacher believes s/he is at DP 3 in areas 1 – 4, and willing to offer other teachers support (on demand) in areas 3 & 4. The teacher also thinks s/he is at DP 1 (or 2) regarding areas 5 - 7 and willing to receive training support in areas 5 & 7.

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APPENDIX B: List of Abbreviations

IELTS:

International English Language Testing System.

TOEFL iBT:

Internet-based Test of English as a Foreign Language.

TOEFL PBT:

Paper-based Test of English as a Foreign Language.

TOEFL CBT:

Computer-based Test of English as a Foreign Language.

GCE:

General Certificate of Education.

IGCE:

International General Certificate of Secondary Education.

UCE:

Uganda National Examinations Board Certificate of Education.

FCE:

First Certificate in English.

CPE:

Certificate of Proficiency in English.

CAE:

Cambridge English: Advanced.

City & Guilds:

City & Guilds International English Test.

LCCI:

London Chamber of Commerce and Industry.

WAEC:

The West African Examinations Council.

WASSCE:

The West African Senior School Certificate Examination.

SSSCE:

Senior Secondary School Certificate Examination (Ghana).

NECO:

National Examination Council (Nigeria).

NABTEB:

The National Business and Technical Examinations Board (Nigeria).

ZIMSEC:

The Zimbabwe School Examinations Council.

NSC:

National Senior Certificate (South Africa).

Ieb:

Independent Examinations Board (South Africa).

ECZ:

Examinations Council of Zambia.

HIGCSE:

Higher International General Certificate of Secondary Education (South Africa).

NSSC:

Namibia Senior Secondary Certificate.

KNEC:

Kenya National Examination Council.

SAT:

The SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Achievement Test).

NEAEA:

National Educational Assessment and Examinations Agency (The Ethiopian General Secondary Education Certificate Examination).

NECTA (CSEE):

The National Examinations Council of Tanzania (The Certificate of Secondary Education Examination).

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APPENDIX C: FLEPS Sample Letter of Leave Request

Tarih xxxxxxxxxxx Kime: xxxxxxxxxxxxxxxxxx (imza) Müdür Yardımcısı, YD

Kimden: xxxxxxxxxxxxxxx (imza) Öğretim Elemanı, YD

Konu: İzin talebi hakkında (idari / yıllık / sağlık)

xxxxxxxxxxxxxxxxxxx nedenlerinden dolayı xx-xx-xxxx tarihleri arasında / tarihinde (yurtdışında bulunacağımdan / rahatsızlığımdan / tedavi göreceğimden / refakatle gitmem gerektiğinden dolayı) izin kullanmam gerekmektedir. Belirtilen tarihlerdeki ders telafisi aşağıdaki şekilde yapılacaktır.

Yapılamayacak Yapılamayacak Dersin Tarihi Dersin Saati

Telafi Türü (Pay-back, Swap, Substitution)

Gereğinin yapılmasını saygılarımla arz ederim.

103

Kimin Yapacağı

Make-up Dersin Tarih ve Saati