| EDUCATIONAL ADMINISTRATION AND PLANNING (TURKISH, NON-THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EAP5103 | Finance and Governance in Educational Institutions | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ATAKAN ATA |
| Course Lecturer(s): |
Assoc. Prof. SİNEM VATANARTIRAN Dr. BETÜL TARHAN ALKAN |
| Recommended Optional Program Components: | None |
| Course Objectives: | The purpose of the course is to familiarize the participants with the contemporary methods and techniques in inspection and evaluation and to enable them with the necessary strategies to channel these skills into educational settings. |
|
The students who have succeeded in this course; I. Students will discuss and internalize the concept of planning and evaluation. They will also get familiarize with the different types of evaluation II. Students will learn approaches and principles in planning and evaluation within the context of education III. Students will be able to implement institutional evaluation procedures IV. Students will learn and implement appraisal V. Students will get to know the qualities of the inspectors as well as develoing their interpersonal and human relations VI. Students will discuss the importance of the concepts of motivation, institutional climate and health within the context of education |
| The course will focus on three major areas that are driving the current evaluation and assessment movement in education: institutional performance; teaching and learning; and student learning and development. In so doing, this course will provide students with theoretical frameworks for understanding evaluation as well as the necessary quantitative and qualitative tools to design and provide valid and reliable empirically-based evidence. The course will also focus on how such evidence is used to evaluate and inform institutional policy as well as strategies for continuous improvement. |
| Week | Subject | Related Preparation |
| 1) | Types of inspection | |
| 2) | The concept of evaluation and inspection: Definition and Scope (Dimensions) | |
| 3) | Approaches and Principles of Inspection | |
| 4) | School inspection and evaluation | |
| 5) | Inspecting Administrative Processes | |
| 6) | Inspecting teaching and in class processes | |
| 7) | Evaluating Teacher Performance | |
| 8) | Inspectors Qualities: Role, Responsibility, Behaviour and Process | |
| 9) | Leadership in Inspection | |
| 10) | Human Relations in Inspection | |
| 11) | Mid Term | |
| 12) | Motivation and Morale in Inspection | |
| 13) | Inspection and School Climate, Culture and Health | |
| 14) | Değerlendirme and Mentoring |
| Course Notes / Textbooks: | Sergiovanni, Thomas J. and Robert J. Starrat.Supervision.(1993). Fifth Ed. New York: Mc Graw Hill |
| References: | Hoy, A.W.& W.K. Hoy.(2009). Instructional Leadership: A Research-based guide to learning in schools. 3rd edition. Boston: Allyn and Bacon. Cogan, Morris. Clinical Supervision.(1973). Boston: Houghton Mifflin. Goldhammer, Robert., Robert Anderson and Robert J. Krajevsky. Clinical Supervision.(1980).2 d edi. New York: Holt, Rinehart and Winston. Hick, Hanne J. Educatuonal Supervision in Principle and Practice.(1960). Hopkins, W. Scott and Kenneth D. Moore. Clinical Supervision. (1993). Wisconsin: WCB Brown and Benchmark. Hoy, W. K.and P. B. Forsyth. Effective Supervision: Theory into Practice.(1986).New York: Random House . |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Quizzes | 2 | % 15 |
| Homework Assignments | 2 | % 10 |
| Presentation | 1 | % 10 |
| Project | 1 | % 20 |
| Midterms | 1 | % 15 |
| Final | 1 | % 20 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Evaluate and apply the theories related to assessment, measurement, quality assurance and accountability systems in educational administration. | 3 |
| 2) | Develop awareness and deep understanding of administrative theories, and leadership; higher education finance, law, and planning and history of educational administration and will be able to discuss on these concepts. | 4 |
| 3) | Integrate learning activities, such as writing reports, problem-solving projects and simulation exercises, methods and techniques for career planning and university catalog analysis. | 4 |
| 4) | Identify concepts related to the most recent information, tools and other scientific sources of educational administration and leadership from the perspectives of national and international standards and use these concepts in their school lives. | |
| 5) | Understand the roles, functions, and interrelationships among schools major constituents, including students,teachers, school administrators, staff, alumni and parents and reflect these into their own experiences. | 5 |
| 6) | Promote diversity initiatives within educational settings. | 4 |
| 7) | Understand developmental theories and develop ideas on these theories. | 4 |
| 8) | Evaluate current educational policies in the context of its possible impact on the future of schools. | 3 |
| 9) | Understand main theories and concepts of educational administration and economy and apply these for the analysis and development of educational systems. | 4 |
| 10) | Understand professional ethics principles in the field and discuss on the practices at schools. | 5 |
| 11) | Critically evaluate research in the field of educational administration and apply their expertise to the further development of educational administration in both national and international platforms. | 5 |
| 12) | Plan and conduct action research studies to implement emerging practices and policies in educational administration and share the results of the data analysis with the community | 5 |