Induction Program

Induction Program for the Newly-Recruited Faculty

Description: At the beginning of each academic year, the English Preparatory School organizes initial training sessions for newly recruited instructors. These sessions, conducted both online and in person, introduce new instructors to the system of the Preparatory Program, instructors' responsibilities, and the institution's educational philosophy. 

Objectives: The objectives of the Induction Program, organized by the Bilgi Teacher Development Center (TDC), are to:

• Create a secure, positive, and collaborative learning environment,
• Highlight the importance of the “developmental training” concept,
• Emphasize the value of team spirit and collaboration,
• Introduce the essential elements of the school system (such as materials, teaching methods, and administrative issues) to the new instructors to and facilitate their adaptation,
• Model classroom teaching through sessions designed with the principle of loop input,
• Support new instructors in developing lesson plans aligned with Bilgi University’s teaching philosophy,
• Allow instructors to internalize the information gained from sessions through reflective and experimental tasks,
• Initiate an ongoing developmental training process

The following procedures apply to new instructors:

1. Attending the Induction Program offered by TDC,
2. Involvement in the Lesson Plan Group Project (including drafting a lesson plan, receiving feedback from trainers, revising as needed, and resubmitting),
3. Taking part in Senior Instructor Lesson Observation Process

• Observing two classes taught by a senior instructor,
• Documenting reflections on observed classes using reflection forms and sharing them with the senior instructor to facilitate feedback exchange,
• Sharing the reflection forms from both observations with the TDC,

• In-class trainer observation (conducted by teacher trainers),
• Preparing a formal lesson plan for the observation,
• Conducting a “Pre-Observation Meeting” with the teacher trainer to discuss the lesson plan and receive feedback and suggestions,
• Completing the class observation,
• Attending a “Post-Observation Meeting” with the teacher trainer to review the observation report and get feedback,
• Completing further action tasks (such as a second trainer observation, peer observation, video observation, reading articles, or conducting classroom research) assigned by the trainer (if necessary).

• Attending TDC and Level Coordinator Support Meetings (if needed)
• Receiving support from a mentor assigned (if needed) (Buddy Support System)
• Attending mini workshops organized by teacher trainers throughout the academic year (optional),
• Receiving individual training and guidance from trainers.