SFL - Staff Handbook - 15

BURSA TECHNICAL UNIVERSITY
School of Foreign Languages
Staff Handbook
2018 - 2019
SCHOOL OF FOREIGN LANGUAGES Staff Handbook | 2018 – 2019
TABLE OF CONTENTS
TABLE OF CONTENTS ......................................................................................................................................................1
1. ABOUT BTU SFL .............................................................................................................................................................3
1.1 Welcome Statement from the Director .........................................................................................................3
1.2 Overview of the SFL ..............................................................................................................................................4
1.3 Mission and Vision ................................................................................................................................................4
1.4 Aims of the SFL .......................................................................................................................................................5
1.5 Organizational Structure ....................................................................................................................................5
1.5.1 BTU SFL External Administrative Structure ......................................................................................5
1.5.2 BTU SFL Internal Organizational Structure........................................................................................5
1.5.3 Duties and Responsibilities .......................................................................................................................8
1.6 Decision Making Process ................................................................................................................................. 29
1.7 BTU SFL Website ................................................................................................................................................. 30
2. SFL POLICIES................................................................................................................................................................ 30
2.1 Curriculum Policy ............................................................................................................................................... 30
2.2 Quality Improvement Policy .......................................................................................................................... 31
2.3 Assessment Policy .............................................................................................................................................. 31
2.4 Cheating Policy..................................................................................................................................................... 33
2.5 Staff Recruitment Policy .................................................................................................................................. 33
2.6 Staff Orientation Policy..................................................................................................................................... 34
2.7 Professional Development Policy................................................................................................................. 34
2.8 Feedback Policy ................................................................................................................................................... 36
2.9 Complaints Policy ............................................................................................................................................... 37
3. CODE OF PROFESSIONAL PRACTICE ................................................................................................................. 37
3.1 Expectations.......................................................................................................................................................... 37
3.2 Record Keeping.................................................................................................................................................... 37
3.2.1 Student Attendance ................................................................................................................................... 37
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3.2.2 Assessments and Exams .......................................................................................................................... 38
3.3 Working Hours..................................................................................................................................................... 38
3.4 Absenteeism from Work .................................................................................................................................. 39
3.4.1 Cover for Absenteeism ............................................................................................................................. 40
3.4.2 Make-up Classes.......................................................................................................................................... 41
3.5 Meetings ................................................................................................................................................................. 41
3.5.1 Meeting Types.............................................................................................................................................. 41
3.5.2 Meeting Documents and Document Filing ....................................................................................... 43
3.6 Communication in the SFL .............................................................................................................................. 43
3.6.1 Electronic Document Managament System (EBYS) ..................................................................... 44
3.6.2 Email Communication .............................................................................................................................. 44
3.7 Teaching Hours .................................................................................................................................................... 44
3.8 Dress Code ............................................................................................................................................................. 45
3.7 Resources ............................................................................................................................................................... 45
3.9.1 Assessment and Inventory of Resources .......................................................................................... 45
3.9.2 Distribution of Resources ....................................................................................................................... 46
3.9.3 Damaged and Lost Materials ................................................................................................................. 47
3.10 Proctoring and Grading of Exam Papers ................................................................................................ 47
4. University Procedures .............................................................................................................................................. 49
4.1 Academic Calendar ............................................................................................................................................. 49
4.2 Safety Compliance and Regulation .............................................................................................................. 50
4.2.1 Maintenance of Building .......................................................................................................................... 50
4.2.2 Safety ComplianceRegulations.............................................................................................................. 50
4.2.3 Emergency Situations ............................................................................................................................... 51
4.3 Troubleshooting Roadmap ............................................................................................................................. 51
5. DISCIPLINARY ISSUES.............................................................................................................................................. 53
5.1 Disciplinary Issues for Staff ............................................................................................................................ 53
5.2 Disciplinary Issues for Students ................................................................................................................... 53
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1. ABOUT BTU SFL

1.1 WELCOME STATEMENT FROM THE DIRECTOR
Dear colleague,
Welcome to Bursa Technical University! It is a great pleasure to have you in the School of
Foreign Languages. As a member of our staff, you are now part of an “Innovative State
University” which prioritizes to be a research university, thereby producing knowledge,
technology, social and artistic values. So as to help BTU achieve this goal, we try our best to
provide students with the foreign language skills they will need throughout their educational,
professional, and social lives. As the Director of the SFL, I am committed and willing to provide
you with a teaching environment in which you can feel the pleasure of teaching and the joy of
being an instructor at our university. I trust in your knowledge, experience, and capability to
make vital contributions for the further improvement of our School. On behalf of the entire
School of Foreign Languages staff, I give you our very best wishes for fulfillment and success at
Bursa Technical University.
Best Regards,
Murat Bayrak
Director
School of Foreign Languages
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1.2 OVERVIEW OF THE SFL
The School of Foreign Languages (SFL) at Bursa Technical University offers an educational
program divided into four quarters consisting of the Level 1, Level 2, Level 3, and Level 4
(Academic Skills). English language classes have been offered by the SFL since September 2011.
1.3 MISSION AND VISION
Mission
Our mission is to endow our students with the English language knowledge and skills that they
will need throughout their undergraduate education and to help them develop into effective,
productive, and successful individuals in their academic, social, and professional lives. In this
regard, we seek to prepare the necessary foundation for our students to use the knowledge and
skills that they have acquired effectively and to ensure the success of our students by
strengthening their foreign language reading, writing, speaking, and listening skills. As such, we
aim to contribute to the education, scientific research, and social services of Bursa Technical
University.
Vision
In light of our mission stated above, we strive to remove the obstacle of a foreign language in
order for our university to hold a distinguished place among institutions of higher education,
first in Turkey and also among international universities. Our vision is for our graduates to
obtain positions at the highest level of the national and international arenas by actively using
their foreign language skills and knowledge in scientific research, partnerships, and other
endeavors. Our vision is to realize these aims with perfection.
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1.4 AIMS OF THE SFL
At the SFL, we are committed to providing the highest standard of education to our students. We
aim to:
 improve students’ language skills so that that they can pursue their academic studies in
their departments in English
 provide foreign language education in a safe and well-equipped environment
 help students adopt a multicultural perspective through our academic curriculum
 encourage students to be life-long learners
 engage students in taking initiative in their learning process
 improve the quality of teaching and learning for the benefit of our students
1.5 ORGANIZATIONAL STRUCTURE

1.5.1 BTU SFL EXTERNAL ADMINISTRATIVE STRUCTURE
The SFL is managed by an administrative team that includes the Director, two Assistant
Directors, and an administrative staff support network headed by the SFL Secretary. The SFL
administrative team connects the SFL with other units of the university. The external
administrative organization structure of the SFL for the 2018-2019 academic year is illustrated
in Diagram 1.
1.5.2 BTU SFL INTERNAL ORGANIZATIONAL STRUCTURE
The SFL is organized in four major levels, including the Director, Assistant Directors, Unit and
Office Coordinators, and Team Members. The management is headed by the Director and two
Assistant Directors. Instructors are assigned to Units responsible for preparing the curriculum
and course materials for their respective skill courses. The SFL also includes a Testing Office
responsible for preparing exam materials. Each division is headed by one Coordinator and
includes Team Members to assist with the completion of Unit and/or Office duties.
The organization structure of the SFL for the 2018-2019 academic year is illustrated in
Diagram 2. The organizational structure of the administrative unit can be found in Diagram 3.
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Diagram 1- BTU SFL External Administrative Organization Structure
SFL Director
Murat BAYRAK
SFL Administrative Board

SFL Board Murat BAYRAK (Head)
Mustafa SARIOĞLU (Member)
Murat BAYRAK (Head) Göksel ÖZTÜRK (Member)
Mustafa SARIOĞLU (Member) Abdullah IŞIKLAR (Member)
Göksel ÖZTÜRK (Member) Murat ERTAŞ (Member)
Akın GÖLER (Rapporteur) Ender Gökhan GECE (Member)
Akın GÖLER (Rapporteur)
Assistant Director Assistant Director SFL Secretary

Mustafa SARIOĞLU Göksel ÖZTÜRK
Strategic Student Editorial Department

Development Affairs Department Secretariat
Department Department
Administration Health, Accrual Security Unit

and Finance Culture and Accounting
Department Sports
Department
Technical
Personnel Library and Goods and
Services and
Department Documentation Materials
Maintenance
Department
Unit
Construction Purchases Cleaning

Information
and Technical and Services
Technology
Works Transactions
Department
Department
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Diagram 2- SFL Organization Structure for the 2018-2019 Academic Year

DIRECTOR
Murat BAYRAK
DIRECTORS
Mustafa SARIOĞLU Göksel ÖZTÜRK

ASST.
(Staff Affairs) (Student Affairs)
Main Course Unit Academic Skills Communication Testing Office

Coordinator Unit Coordinator Unit Coordinator
Coordinator
UNITS & OFFICES
H. Cem ÖZEMRE Tuğba TÜLLEF Aytül K. TUTUŞAN

Jason MAGARGLE
Professional Materials Design and Translation Office Distance

Development Unit Development Office Education Unit
Coordinator Dr. Ahmet Serkan
TANRIÖVER & Kader MUTLU Meral ÖZTÜRK
Mustafa ÇOBAN
Bahattin ASLAN
Main Course Unit Material Design and

Development Office Accreditation Committee
Figen TOPRAK
Gülfem SÜER Abdurrahman KUTLUAY
H. Sümeyra PEKTAŞ UĞUZ Aydın FIRAT Murat BAYRAK
Melek KAYMAZ MERT Hasan Hüseyin ŞAHİN
TEAM MEMBERS
Nazım DİKMEN Leyla DENİZ ERTAŞOĞLU Göksel ÖZTÜRK

Özlem Y. YARDIM Miriam GAGLIARDI
Seda MERTER ATAYGÜL Olesia ORLOVA DEMİRKOL Mustafa SARIOĞLU
Zeynep Selin DÜRER Rıza BATIR
Hasan Cem ÖZEMRE
Testing Office Sıdıka ÖZEMRE

Academic Skills Unit
Dilah YAVUZ
Amal MECHRAOUI
Elvan ŞENTÜRK Kader MUTLU
Mariia PIATKOVA
Sıdıka ÖZEMRE
Dr. Nilüfer RÜZGAR
Susana YUSUPOVA Bahattin ASLAN
Sidal ÖNER
Mustafa ÇOBAN
Communication Unit Melek KAYMAZ MERT

Baya MARAF Professional
Franceska GROPAJ Development Unit Patricia DENISA DİTA
Magdelana KESKİN Miranda KARJAGDIU
Shamim NAKYANJA Dr. Özgür ŞAHAN
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Diagram 3 – Organizational Structure of the Administrative Unit of the SFL for the 2018-
2019 Academic Year
ADMINISTRATIVE UNIT
SFL Secretary
Akın GÖLER
Director’s Secretary Financial & Support

Dilek ÖZGEN Services
Esengül POLAT
Staff Affairs Student &

Tuğba ALKAN Foreign Staff Affairs
Melih YENER
Student Affairs
Alparslan TESKİ
1.5.3 DUTIES AND RESPONSIBILITIES
The following section provides comprehensive job descriptions for the administrative and
academic staff within the School of Foreign Languages for the 2018-2019 academic year. The job
descriptions provided below pertain to each job within the organizational structure of the
School of Foreign Languages, as found on the Organizational Structure Flow Chart. This section
provides an overview of each job description, including detailed information of the tasks,
responsibilities, and channels of communication at each level.
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1.5.3.1. Director
Murat BAYRAK
Director
2018-2019 Academic Year
Job Description and Responsibilities
The Director, who is appointed with the approval by the Rectorate’s Office,
1. Executes responsibilities in accordance with Article 4 of Higher Education Law no. 2547.
2. Selects two Assistant Directors to aid in the execution of his responsibilities.
3. Serves as the head of the School of Foreign Languages (SLF) Council and the SFL
Administrative Council, and ensures that the decisions made by these councils are properly
implemented.
4. Ensures for orderly and productive work carried out among units within the SFL.
5. Ensures that information reports concerning the general regulation and performance of the
SFL, such as strategic planning reports, annual activity reports, and audit reports are prepared
and delivered.
6. Ensures that the SFL budget is efficiently, productively, and economically prepared.
7. Ensures that the number of employees is sufficient to meet the needs of the SFL and is
responsible for evaluating and strengthening the SFL’s staff accordingly.
8. Observes and supervises the units within the SFL and its staff at every level.
9. Prepares employment record reports for academic and administrative staff.
10. Takes the necessary precautions to increase the SFL’s physical conditions in accordance with
its student capacity.
11. Takes the necessary precautions to administer the SFL’s development and growth in a
rational manner.
12. Works to increase and carry out the SFL’s scientific research and publishing activities in a
systematic manner.
13. Carries out any other tasks that may be assigned to him/her in accordance with the legal
measures pertaining to the SFL.
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1.5.3.2. Assistant Directors
Mustafa SARIOĞLU
Assistant Director (Staff Affairs)

1. Executes the duties of the SFL Director in case of the Director’s absence.
2. Carries out tasks and duties assigned by the SFL Director.
3. Oversees the coordination of teaching and learning for the foreign language preparatory
classes.
4. Prepares the teaching schedule for each academic quarter.
5. Ensures that additional course payments are properly made.
6. The Assistant Director (Staff Affairs) is responsible for coordinating communication and tasks
between the SFL and the following departments:
a. Department of Strategic Development
b. Department Administrative and Financial Affairs
c. Department of Staff Affairs
d. Department of Construction and Technical Works
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Göksel ÖZTÜRK
Assistant Director (Student Affairs)

1. Executes the duties of the SFL Director in case of the Director’s absence.
2. Carries out tasks and duties assigned by the SFL Director.
3. Oversees the coordination of teaching and learning for the departmental foreign language
classes.
4. Prepares the teaching schedule for each academic quarter.
5. Ensures that the School of Foreign Languages website is up-to-date and accurate in its
information.
6. The Assistant Director (Student Affairs) is responsible for coordinating communication and
tasks between the SFL and the following departments:
a. Department of Student Affairs
b. Department of Health, Culture, and Sports
c. Department of Library and Documentation
d. Department of Information Technology
1.5.3.3. Coordinators
Coordinators are responsible for preparing the course syllabi, pacing calendars, and other
materials necessary for their respective skill. They are responsible for organizing and ensuring
the successful execution of their respective course(s) and are expected to work in close
cooperation with the other Coordinators, their Team members, the management, and the
instructors teaching their respective skill. The specific responsibilities of each Coordinator are
outlined below:
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H. Cem ÖZEMRE
Main Course Unit Coordinator

1. Prepares the Main Course Syllabus for Level 1, Level 2, and Level 3 by stating detailed outcomes
and objectives. The Main Course Coordinator should update these documents every year in
accordance with the needs of the university.
2. Chooses the course books for Level 1, Level 2, and Level 3 as well as for the repeat level groups
before the start of the academic year.
3. Prepares pacing calendars for Level 1, Level 2, and Level 3 as well as for the repeat level groups
before the start of the academic year. Since Main Course classes are shared by two instructors, the
pacing calendar should be presented hourly to facilitate the division of instruction. Homework also
should be included in the pacing calendar.
4. Prepares Starter Week booklets, if necessary, for the Level 1, Level 2 and Level 3 in accordance
with the syllabus followed for that level.
5. Files and archives Main Course class materials, including grammar, vocabulary, and
communication worksheets and PowerPoint slides, by downloading, saving or/and scanning the
materials to the shared O-Drive. Hardcopies of the material are filled and archived in case of technical
problems with the online system.
6. Arranges Unit and general meetings on a regular basis to deal with academic and administrative
matters related to the course.
7. Ensures the smooth running of the course by informing instructors about the planned materials,
shared documents, objectives, and pacing calendars.
8. Ensures that course documentation, including course outcomes, is clearly specified and that any
course changes undergo the appropriate approval procedures.
9. Acts as a communication channel between the relevant Team members and instructors teaching
the course, informing them of course-related matters, especially dates and materials.
10. Coordinates activities with Team members.
11. Cooperates with other Coordinators, the Testing Office, instructors teaching the course, and the
management to create efficient systems to support the course.
12. Collaborates with the materials development office to create, update, and improve documents,
worksheets, and related materials on the shared O-Drive on a regular basis.
13. Collects and provides feedback to identify areas for improvement and leads the process to
implement any recommended changes with proper approval.
14. Analyzes feedback and statistical data and reports on the course each year.
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Tuğba TÜLLEF
Academic Skills Unit Coordinator

1. Prepares the Academic Skills Course Syllabus for the Academic Skills Level by stating detailed
outcomes and objectives. The Academic Skills Coordinators should update these documents every
year in accordance with the needs of the university.
2. Chooses the course books for both the Academic Skills Level as well as for the repeat Academic
Skills Level groups before the start of the academic year.
3. Prepares pacing calendars for Academic Skills Level as well as for the repeat Academic Skills Level
groups before the start of the academic year. Since Academic Skills classes are shared by two
instructors, the pacing calendar should be presented hourly to facilitate the division of instruction.
Homework also should be included in the pacing calendar.
4. Carries out routine course administration, including arranging Unit and general meetings and
ensuring that worksheets, audio files, and others materials are available on the shared O-Drive.
5. Ensures that course documentation, including course outcomes and other materials, is clearly
specified and that any course changes undergo the appropriate approval procedures.
6. Ensures the smooth running of the course in accordance with general departmental guidelines;
this includes dealing with any questions or problems that may arise in relation to the course.
7. Collaborates with Team members, the Testing Office, and the management to create efficient
systems to support the course.
8. Acts as a communication channel between the relevant workgroup members and the instructors
teaching the course, informing them of course-related matters, especially dates and materials.
9. Plans and implements the design and development of the course, including syllabus and materials.
10. Collaborates with the materials development office to create, update, and improve documents,
worksheets, and related materials on the shared O-Drive on a regular basis.
11. Coordinates the activities of the Team members.
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Jason Cody MAGARGLE

Communication Unit Coordinator

1. Assists Main Course and Academic Skills Units with the design and development of the Main
Course and Academic Skills Syllabi by analyzing the objectives and outcomes of these courses from a
communicative perspective.
2. Collaborates with Main Course and Academic Skills Coordinators on the selection of the course
books for the regular and repeat groups before the start of the academic year.
3. Assists the Main Course and Academic Skills Units with the planning, design and development of
the communicative course materials.
4. Collaborates with Main Course and Academic Skills Coordinators on preparation of pacing
calendars for all levels as well as for the repeat groups before the start of the academic year.
5. Collaborates with the Testing Office on the preparation and organization of speaking exams.
6. Arranges Unit and general meetings on a regular basis to deal with academic and administrative
matters related to the Unit.
7. Ensures that communicative worksheets, audio files, and others materials are available on the
shared O-Drive; and updates these materials on a regular basis.
8. Ensures that the Communication Unit documentation is clearly specified and that any changes
related to the Unit undergo the appropriate approval procedures.
9. Deals with any questions or problems that may arise in relation to the Unit.
10. Plans extra-curricular activities and ensures that club events and extra-curricular activities are
carried out properly by Team members.
11. Collaborates with Team members, the Testing Office, and the management to create efficient
systems to support the unit.
12. Acts as a communication channel between the relevant workgroup members and the instructors
teaching the courses, and informs them of unit-related matters.
12. Coordinates the activities of the Team members.
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Aytül KANAT TUTUŞAN

Testing Office Coordinator

1. Coordinates the preparation of all in-term exams, the BTU YDS (Proficiency Exam), and the
BTU STS (Placement Exam). The exam preparation process includes all the steps from writing
exam questions to classifying printed exam sheets into envelopes prior to the exam.
2. Files and archives testing materials appropriately, either in the online directory shared only
among Testing Office members or in the common folders shared with all instructions. In
addition to the online directory, a hardcopy of all written exams is filed and archived in case of
technical problems. (NOTE: The archiving process described here is only for the purpose of
storing soft and hard copies of prepared and finalized exams. Exam envelopes are submitted to
the responsible administrative officer and archived under the structure of the administration.)
3. Maintains testing office resources in a secure and organized manner, including sample course
books in the Testing Office library and printable resources in the e-library.
4. Maintains clear and effective lines of communication within the Testing Office members, with
other instructors, and with the management through written correspondence and regular
meetings.
5. Determines and announces the dates and times of in-term exams as well as the names of
proctors and graders and information about required materials or exam reminders.
6. Coordinates the distribution of exam materials prior to the exam and organizes meetings
about the exam process as required.
7. Contributes to the curriculum design process by evaluating the outcomes of the assessment
process in line with curriculum activities.
8. Oversees the exam preparations of the Testing Office members and approves of the final
drafts of the exams before printing.
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Dr. Ahmet Serkan TANRIÖVER Bahattin ASLAN

Materials Design & Development Materials Design & Development
Unit (MDDU) Coordinator Unit (MDDU) Coordinator
2018-2019 Academic Year 2018-2019 Academic Year
1. Creates, designs, revises, edits, and proofreads course materials in accordance with the
content of each particular course (Main Course and Academic Skills Course) and in the light of
the outcomes and objectives of the courses in collaboration with the administration, main course
unit and academic skills unit coordinators and as requested by the management of the SFL.
2. Researches new and existing materials in the field of ELT covered at schools of foreign
languages and assesses the materials’ reliability, validity, and suitability for use in relation with
the current curriculum, academic and educational policies of the SFL.
3. Develops authentic and/or (semi-)structured instructional ELT course materials such as

original and topic-specific tests, four-skill based instructional documents, and supplementary
packs.
4. Searches for and revises online downloadable and photocopiable course materials and
implements the required materials into the curriculum by considering the ethical issues.
5. Keeps up with the latest educational and academic developments in the field of materials
design and development.
6. Analyses feedback and statistical data obtained from students and instructors through
surveys and questionnaires in order to identify students’ academic and professional needs and
educational opportunities, which opens a way for improving the quality and quantity of course
materials.
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Kader GÜLEÇ
Translation Office

1. Translates official documents as requested by the management of the SFL.
2. Completes translation tasks within the timeframe specified by the SFL management.
3. Provides support to the SFL by properly translating documents as needed.
Mustafa ÇOBAN
Professional Development Unit (PDU) Coordinator
1. Executes the professional development policy of the SFL.
(a) Investigates the professional development (PD) needs of the instructors.
(b) Organizes training programs such as seminars, workshops, other professional
development events in accordance with the needs and expectations of the instructors.
2. Executes the students and staff orientation policy of the SFL.
(a) Plans, organizes and executes the orientation programs of new prep-class students.
(b) Plans, organizes and executes the orientation programs of newly-recruited instructors.
(c) Prepares observation schedule for newly-recruited inexperienced instructors by taking the
consent of experienced instructors.
3. Prepares peer-observation schedule for voluntary instructors.
4. Observes lessons on a voluntary basis and by considering the ethical issues, and tries to
address the weaknesses of in-class instruction by providing relevant PD activities.
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1.5.3.4. Team Members

Team members are expected to support their respective Coordinator in the preparation and
planning of course syllabi, pacing calendars, and other materials for skill course(s). Team
members work collaboratively with each other and their Coordinator to ensure the successful
execution of their skill course(s). Team members are expected to execute the duties assigned to
them by the Coordinator and attend all Unit and/or Office meetings.
1.5.3.4.1 Main Course Unit Team Members
Figen TOPRAK Nazım DİKMEN

Main Course Unit Team Member Main Course Unit Team Member
Gülfem SÜER Özlem YAHYAOĞLU YARDIM

Havva Sümeyra PEKTAŞ UĞUZ

Seda MERTER ATAYGÜL
Main Course Unit Team Member
Main Course Unit Team Member
Melek KAYMAZ MERT Selin DÜRER


1. Supports the Main Course Coordinator in the execution of his/her duties and responsibilities.
2. Creates, revises, and updates course materials within the deadlines specified by the
Coordinator.
3. The following activities are assigned equally among all Team members, and Team members
are expected to complete the tasks assigned to them:
a. Preparing the Main Course Syllabus
b. Choosing the course book
c. Preparing pacing calendars
d. Preparing Starter Week booklets
e. Filing and archiving course materials
f. Preparing a list of instructor passwords and usernames for the online program
4. Attends regular Unit meetings to provide feedback and works toward the improvement of
the course.
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1.5.3.4.2 Academic Skills Unit Team Members
Amal MECHRAOUI Dr. Nilüfer RÜZGAR

Academic Skills Unit Team Academic Skills Unit Team
Member Member
Mariia PIATKOVA Sidal ÖNER

Academic Skills Unit Team Academic Skills Unit Team
Member Member

1. Supports the Academic Skills Coordinator in the execution of his/her duties and responsibilities.
2. Creates, revises, and updates course materials within the deadlines specified by the Coordinator.
3. Prepares speaking exam question and materials for all levels, including repeat groups, as assigned
by the Coordinator.
4. Attends regular Unit meetings to provide feedback and works toward the improvement of the
course.
1.5.3.4.3 Communication Unit Members
Baya MARAF Magdelena KESKİN

Communication Unit Communication Unit
Team Member Team Member
Franceska GROPAJ Shamim NAKYANJA

Communication Unit Communication Unit
Team Member Team Member

1. Supports the Communication Coordinator in the execution of his/her duties and responsibilities.
2. Creates, revises, and updates course materials within the deadlines specified by the Coordinator.
3. Prepares speaking exam question and materials for all levels, including repeat groups, as assigned
by the Coordinator.
4. Attends regular Unit meetings to provide feedback and works toward the improvement of the
course.
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1.5.3.4.4 Materials Design & Development Unit Team Members
Abdurrahman KUTLUAY Miriam GAGLIARDI

Unit Team Member Unit Team Member
Aydın FIRAT Olesia ORLOVA DEMİRKOL
Hasan Hüseyin ŞAHİN Rıza BATIR
Leyla DENİZ ERTAŞOĞLU

Materials Design & Development
Unit Team Member

1. Supports the Materials Design & Development Unit Coordinators in the execution of their duties
and responsibilities.
2. Creates, revises, and updates course materials within the deadlines specified by the Coordinators.
3. Attends regular Unit meetings to provide feedback and works toward the improvement of the unit.
1.5.3.4.5 Professional Development Unit Team Members
Dr. Özgür ŞAHAN Miranda KARJAGDIU

Professional Development Unit Professional Development Unit
(PDU) Team Member (PDU) Team Member

1. Supports the Professional Development Unit Coordinator in the execution of his/her duties and
responsibilities.
2. Attends regular Unit meetings to provide feedback and works toward the improvement of the unit.
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1.5.3.4.6 Testing Office Team Members
Susana YUSUPOVA Elvan ŞENTÜRK

Testing Office Team Member Testing Office Team Member
Sıdıka ÖZEMRE
Testing Office Team Member
Dilah YAVUZ
Testing Office Team Member

1. Assists the Coordinator in the preparation of exams. Each member is expected to complete the
tasks assigned to him/her within the timeline specified by the Coordinator.
2. Prepares, prints, and classifies all in-term exams at all levels. Tasks will be distributed within
the Testing Office to this aim.
3. Completes tasks as assigned for preparation of the BTU YDS (Proficiency) exam.
4. Writes and edits the questions for each section of the BTU YDS exam. Tasks will be distributed
within the Testing Office to this aim.
5. Adds the reviewed questions into the question bank in the proper format, selects questions
from the question bank to generate the relevant exam, and provides the final proofreading of the
exam.
6. Attends all Question Review & Edition meetings and other meetings called by the Testing
Office Coordinator.
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1.5.3.5 Instructors’ Duties
All instructors within the SFL are expected to complete the following tasks and responsibilities:

1. Abides by the rules and regulations specified in Civil Servants Law no. 657 and Higher
Education Council Law no. 2547.
2. Executes his/her teaching responsibilities appropriately and in accordance with SFL
guidelines by following the appropriate syllabi and pacing calendars and by using the
appropriate course materials and course books.
3. Maintains accurate attendance records by having students sign the attendance sheet for each
hour of class.
4. Enters the attendance into the automation system properly and in a timely fashion. Students
should be marked absent or present; other options (late, leave, etc.) cannot be marked without
the approval of the administration.
5. Begins and ends classes on time.
6. Conducts classes in English, in accordance with SFL policy.
7. Regularly attends meetings, workshops, and other departmental sessions organized by the
administration and/or the Coordinators.
8. Checks his/her BTU email address regularly and responds to emails sent by the
administration and the Coordinators in a timely fashion.
9. Checks the EBYS system regularly for tasks assigned by the administration.
10. Completes all tasks assigned by the administration by the specified deadline.
22
1.5.3.6 Administrative Unit

Akın GÖLER
School of Foreign Languages Secretary
1. Supervises, coordinates, and plans the execution of the work and duties pertaining to the SFL
Secretarial Unit in an organized, appropriate, and regular manner.
2. Carries out internal and external communication for the SFL.
3. Prepares and announces to the concerned parties the SFL Board and SFL Administrative
Board agendas in accordance with the SFL management’s instructions.
4. Serves as the rapporteur for SFL Board and SFL Administrative Board.
5. Ensures that board decisions are recorded and properly filed.
6. Ensures that all building, heating, lighting, cleaning, and maintenance (including minor repair)
services pertaining to the SFL are carried out in a continuous and secure manner.
7. Organizes ceremonies and formal events arranged by the SFL.
8. Prepares the SFL’s yearly financial budget and ensures that the application of the performance
budget is realized in the best possible manner by carrying out the necessary planning to ensure
that the budget is followed.
9. Purchases goods and services according to the needs of the SFL.
10. Coordinates the work of the Student Affairs office.
11. Maintains up-to-date records of the SFL’s supply inventory and operations, including the
input and output of goods.
12. Follows regulations pertaining to the activities of the SFL Secretarial unit.
13. Ensures coordination, provides an environment of cooperation and rapport, and solves any
problems that may arise between units and personnel within to the SFL Secretarial unit.
14. Generates projects to enhance the productive of the work of SFL units and personnel.
15. Prepares and arranges the annual activity report.
16. Supervises and directs the relevant personnel in their work.
17. Determines the in-service training needs of personnel within the SFL and coordinates with
the Personnel Department to arrange in-service training programs.
18. Follows up on the personal benefits and registration procedures for SFL personnel.
19. Takes disciplinary action in accordance with regulations when necessary as a disciplinary
superior to personnel staff.
20. Offers recommendations to the SFL management for procedures such as awarding prizes,
certificates of appreciation, and promotions for personnel staff.
21. Informs superiors on issues related to the work of assigned tasks.
23
22. Carries out any other tasks that may be assigned to him/her in accordance with the legal
measures pertaining to the SFL.
23. Exercises authority and fulfills tasks a similar nature, as assigned by superiors.
Dilek ÖZGEN
Director’s Secretary

1. Arranges appointments and monitors the telephone for the SFL Director.
2. Ensures that the secretary’s office is open during work hours.
3. Facilitates communication within the department by keeping up-to-date records of the
teaching staff’s contact information.
4. Answers, connects, and transfers telephone calls within and outside the city.
5. Ensures that meetings are held in an orderly fashion by arranging the dates and times of all
meetings held in the Director’s office.
6. Arranges and organizes the daily written, written decisions, and decision folders of the SFL
Board and the SFL Administrative and Discipline Board.
7. Monitors written correspondences submitted to the Director.
8. Updates and publishes news events and announcements on the SFL website.
9. Monitors the SFL email account daily.
10. Completes the course registration paperwork for learners interested in registering for
courses such as General English, YDS (Foreign Language Exam) Preparation, English Speaking,
German Speaking, or General German offered by the academic staff of the SFL.
11. Fulfills all tasks and duties assigned by the SFL Director and/or Secretary.
Melih YENER
Student Affairs and Foreign Instructors Support / Computer Management

When Melih YENER, the employee responsible for the duties listed below, is on leave, these duties
shall be executed by Alparslan TESKİ.

1. Assists with the administrative aspects of the hiring process for foreign national academic
staff including all necessary exchanges of correspondence.
2. Maintains correspondence with foreign national instructors after they have begun working,
guide their adaptation process and following up on matters such as health reports, leave
requests, and other official paperwork.
24
3. Processes the Make-up Class Forms submitted by foreign national instructors for classes they
do not teach due to reasons of excused leave or illness, submitted along with a health report,
during the academic year.
4. Completes all paperwork pertaining to the student disciplinary process.
5. Informs the relevant unit on the academic standing of students who have won scholarships
from the Prime Minister’s office.
6. Follows up on the needs of foreign national academic staff members who are staying in
university housing and provides information to the relevant units as necessary.
7. Contributes to the preparation of the SFL’s Annual Activity Report.
8. Maintains correspondence as necessary on matters pertaining to the SFL’s preparatory
classes and Placement Exam.
9. Assists the Assistant Directors in the preparation of the academic calendar.
10. Checks the classrooms belonging to the SFL at least once a week and prepares a report for
the SFL Secretary.
11. Informs the Health, Culture, and Sports Department in a timely manner of the dates on which
exams will be held and of the dates on which classes will not be given to ensure that the cafeteria
services are executed in a sound and efficient manner.
12. Executes all tasks assigned written or orally by the management of the SFL.
13.Arranges documents (such as student documentation and transcripts) by collecting the
necessary student petitions and maintaining written correspondence.
14. Fulfills requests made by students to freeze or cancel their enrollment in the School of
Foreign Languages.
15. Maintains communication with other departments within the institution as necessary for
student affairs.
16. Completes all tasks and assignments related to the SFL Preparatory Class student
Automation System.
17. Updates and prepares the SFL Preparatory Class student grade archive.
18. Follows measures, legislative decrees, directives, instructions, rules and memorandums.
19. Maintains end-of-year archiving, filing, and classification of all written documents within the
relevant service area and delivers documents to the relevant administrative archival unit after
five (5) years.
20. Completes any actions that fall within his/her scope of duty while preparing the SFL Activity
Report.
21. Fulfills any other tasks assigned written or orally by the School of Foreign Languages
management.
25
Alparslan TESKİ
Student Affairs & Resource Registration Control Supervisor / Data Preparation and
Control Operator (V.H.K.I)
When Alparslan TESKİ, the employee responsible for the duties listed below, is on leave, these
duties shall be executed by Melih YENER.

1. Completes any tasks necessary as the Resource Registration Control Supervisor within the
electronic KBS system.
2. Completes tasks concerning the maintenance and regulation of goods entering and leaving the
supply inventory.
3. Provides receipts for the administration of portable goods.
4.Maintains records of the department inventory.
5.Sends a Consumption Material Exit Report once every three months to the Strategy
Department within the BTU Rectorate.
6. Completes any tasks necessary concerning the request of portable goods within the electronic
KBS system.
7. Completes all tasks related to the purchasing of goods (such as direct supply) in a regular and
appropriate manner.
8. Records all purchases made through the Public Procurement Agency’s Electronic Public
Procurement Platform (EKAP-https://ekap.kik.gov.tr) by completing the “Direct Supply Form”
by the tenth day of each month following purchases made through Direct Supply (done in
accordance with the procedures specified by Article 22 of the Legal Procurement Code no.
4734).
9. Follows the procedures concerning liability and debt of all stock inventory used by the SFL or
its personnel.
10. Ensures that official mail is sent.
11. Maintains the necessary correspondence to ensure that requests made by telephone, fax, and
email are received by the Information Technology Department.
12. Follows through on the process of archiving exams administered by the English Preparatory
Program of the SFL.
13. Completes all tasks and assignments related to the SFL English Preparatory Program student
Automation System.
26
five (5) years.
16. Completes any actions that fall within his/her scope of duty while preparing the SFL Annual
Activity Report.
17. Fulfills any other tasks assigned written or orally by the SFL management.
Tuğba ALKAN
Staff Affairs / Computer Management
When Tuğba ALKAN, the employee responsible for the duties listed below, is on leave, these duties
shall be executed by Esengül POLAT.

1. Facilitates communication with the SFL Director’s Secretary by recording ingoing and
outgoing documents to and from the SFL for distribution to the concerned parties.
2. Completes the paperwork for external assignments domestically and abroad, both with and
without compensation for travel and food.
3. Regularly follows and completes all written correspondence concerning personnel.
4. Completes paperwork and written correspondences concerning the discipline of personnel.
5. Completes and classifies documents concerning maternity leave, annual leave, and excused
leave as well as health reports for academic and administrative staff in their respective personal
files.
6. Maintains records and fulfills tasks in accordance with Article 13/b-4 of Higher Education
Council Law no. 2547.
7. Follows and completes all written correspondence and documents concerning the department
heads of the university.
8. Sends to the respective departments completed documents concerning family allowance
situations and property declarations of academic and administrative staff.
9. Completes the recruitment procedures and written correspondences for Turkish instructors.
10. Completes all staff cadre procedures for academic and administrative staff.
11. Announces all changes in Promotion-Level and Degree advancement and provides a copy of
the necessary documentation in the personal folders of the concerned academic and
administrative staff.
27
12. Collects the Class Make-up Forms from academic personnel who are unable to give their
assigned lessons during the academic year due to reasons of excused leave or with a heath
report.
five (5) years.
Activity Report.
Esengül POLAT
Financial &Support Services (Accounting and Payroll)
When Esengül POLAT, the employee responsible for the duties listed below, is on leave, these duties
shall be executed by Tuğba ALKAN.

1. Completes all procedures pertaining to the assigned position during the preparation of the
SFL Annual Activity Report.
2. Prepares the SFL budget.
3. Completes all correspondences with the Strategic Development Department of the university.
4. Completes all internal and external correspondences pertaining to accounting.
5. Arranges the salary payments of academic and administrative personnel.
6. Completes all payments pertaining to the Additional Class (Ek Ders) payments of academic
staff.
7. Arranges the salary payments of foreign instructors.
8. Follows the memorandums and notices issued by the General Directorate of Budgetary and
Financial Control (http://www.kbs.gov.tr/index.html).
9. Completes written correspondences and paperwork pertaining to supplementary payments,
payment transfers, and revisions.
10. Completes written correspondences and paperwork pertaining to advance payments.
11. Completes all payments pertaining to domestic and international external assignments with
and without compensation for travel and food.
28
12. Monitors and specifies the amount that is to be paid for applications to courses offered by
the SFL.
13. Oversees the distribution of payment from courses and other training sessions for the
relevant instructors.
14. Processes the Promotion-Level and Degree advancement changes of academic and
administrative staff in the Payment Management System (Harcama Yönetim Sistemine, HYS).
15. Executes the salary payments of academic and administrative staff, paying particular
attention to the Additional Class (Ek Ders) payments that may be affected by cases of official
leave or health reports obtained during the teaching and learning period.
16. Executes the salary payments of academic and administrative staff, paying particular
attention to salary payments that may be affected by cases of official leave or health reports
obtained during the teaching and learning period.
five (5) years.
Activity Report.
1.6 DECISION MAKING PROCESS
The organizational structure of the SFL is designed to ensure that all members of the SFL
academic staff are involved in the decision making process. Both with respect to educational and
administrative aspects of the SFL, instructors are engaged from the classroom level up.
Instructors are encouraged to provide feedback to the various Units and Offices and
Coordinators based on their experiences in the classrooms. Coordinators hold regular meetings
with their Unit and/or Office members and general evaluation sessions with all instructors to
discuss issues and make decisions for the improvement of the educational program.
The Coordinators and Assistant Directors hold regular meetings to discuss the opinions and
suggestions of the academic staff as well as to decide on issues pertaining to the quality and
assessment of education. Decisions concerning administrative aspects of the SFL are confirmed
by the Director in consultation with the Assistant Directors. When required, the SFL
29
management works in cooperation with other departments for the adjudication and
implementation of certain decisions, as per university regulations.
1.7 BTU SFL WEBSITE
Information regarding the SFL, including up-to-date news and announcements, can be found on
our website: http://ydyo.btu.edu.tr/index.php. The SFL website is maintained by the
management, specifically the Assistant Directors and the Director’s Secretary. Through our
website, teachers and students can access information about the SFL, our teaching and
administrative teams, and other information including class hours, the academic calendar, the
exam calendar, and important forms. For general information about the university, including
announcements, news, and information about other departments, please visit the university
website: http://btu.edu.tr/
2. SFL POLICIES
2.1 CURRICULUM POLICY
The BTU SFL English Preparatory Program offers a modular-based English language teaching
system divided into academic quarters. Each level is comprised of 24 hours of English
instruction per week during seven-week periods. While the first three levels—Level 1, Level 2,
and Level 3—are developed on the basis of English for General Purposes (EGP), Level 4
(Academic Skills Level) aim to serve the goals of English for Academic Purposes (EAP). The
program, on the whole, gives more importance to listening, reading, and grammar than the other
skills such as speaking and writing. The students who are either successful at the Academic
Skills Level or receive at least 70 percentage points on the BTU YDS (Proficiency Exam) pass the
English Preparatory Program and continue their academic studies in their departments, where
100% or 30% of subject area courses are taught in English, such as Introduction to Mechanical
Engineering, Computer Programming, Thermodynamics, and Basic Chemistry.
The BTU Senate decides on the selection of 100% and 30% English-medium-of-instruction
courses according to the availability of the university’s academics staff’s English language
proficiency. Apart from the subject area courses taught in English, two-hour English courses
(ENG 101 and 102) are offered at all the departments in the first academic year. The BTU
curriculum is thus designed with the aim of preparing our students for successful, university-
level academic work in English.
30
2.2 QUALITY IMPROVEMENT POLICY

The SFL adopts an integrated skills approach that primary focuses on communication. The
curriculum of the SFL aims to provide quality language education to prepare its students for
their academic studies in English. In line with these aims, the needs of the students have been
determined through intensive research initiatives at first. These needs are perpetually revised in
view of the on-going feedback from the students and instructors, and they are then applied for
the improvement of education quality.
2.3 ASSESSMENT POLICY

The SFL is committed to developing and implementing its courses, the three components of
which are closely aligned and reinforce each other: learning objectives, instructional activities,
and assessment. Therefore, assessment activities are designed using appropriate tools to assess
whether the learning objectives are achieved, and the curricula are used to determine the
content for assessment.
Because the efficiency of the assessment system is given great significance, a separate unit, the
Testing Office, has been established in order to design, conduct, supervise, and improve
assessment activities for all courses offered in the SFL.
The main aim of assessment is to provide a clear picture of individual student progress for
instructors and students such that appropriate actions can be taken for further progress.
At the SFL, there are two ways for students to complete the English Preparatory Program
successfully. The first is for a student to finish the courses offered in the SFL with at least a 70%
success rate as a result of in-term assessment. That is, a student must pass the Academic Skills
Level with an average of at least 70 percent. The second way is for the student to take the BTU
YDS and earn a score of 70 percent or more. Students who are able to pass all their courses with
the required grades do not have to take the BTU YDS and directly pass the SFL Preparatory
English Program, whereas students who fail to achieve the required grades must take the BTU
YDS in order to continue their education in their departments. In addition, the students who
receive a minimum of 65 points from the Foreign Language Exam (YDS/YOKDIL) conducted by
OSYM; or receive a score equivalent to at least 65 points on the YDS/YOKDIL from a foreign
language exam accepted by our University Senate. For the current equivalence table, you can
visit OSYM’s website.
31
In-term Assessment
In-Term assessment activities involve exams and assignments that are designated to evaluate
whether a student’s progress meets the learning objectives for that particular course. The
assessment values determined for exams and assignments for each level have been designed to
balance four language skills. The assessment rates are shared with the teachers and the students
in detail with full transparency in order to demonstrate the aimed balance.
BTU ENGLISH PROGRAM ASSESSMENT TABLE

LEVEL 1 LEVEL 2 LEVEL 3 ACADEMIC SKILLS
60
60 60 60 60 60
pts RE Ex1 RE Ex2
%18
%20
RE
RE
pts pts pts pts pts
% %10 %10
RW Ex1
RW Ex2
RW Ex1
RW Ex2
RW Ex1
RW Ex2
%9 %9 %9 %9 %9
9
40
As As 40 40 40 40 40
pts As1 As2 As1 As2 As1 Ex1 As2 Ex2
%18
%20
WR
WR
1 2 pts pts pts pts pts
% %3 %3 %3 %3 %4 %6 %4 %6
%3 %3 %6 %6 %6 %6 %6
6
%20
Ex Ex Ex As1 As2 Ex
%18
SP
SP
%18 %18 %18 %5 %5 %10
%20
39pts 39pts 39pts 39pts 39pts 39pts Ex1 Ex2
%18
LS
LS
%9 %9 %9 %9 %9 %9 %10 %10
LVG Ex1
LVG Ex2
LVG Ex1
LVG Ex2
LVG Ex1
LVG Ex2
39pts 39pts 39pts 39pts 39pts 39pts Ex1 Ex2

%18
%20
VC
VC
%9 %9 %9 %9 %9 %9 %10 %10
22pts 22pts 22pts 22pts 22pts 22pts
%10
GR
Summary
%5 %5 %5 %5 %5 %5
Summary Summary Summary REading Exam 1 (10%)
ReadingWriting Exam 1 (%15) ReadingWriting Exam 1 (%15) ReadingWriting Exam 1 (%15) REading Exam 2 (10%)
WRiting Assignment 1 (%3) WRiting Assignment 1 (%3) WRiting Assignment 1 (%3) WRiting Assignment 1 (4%)
List.Vocab.Grammar Exam 1 (%23) List.Vocab.Grammar Exam 1 (%23) List.Vocab.Grammar Exam 1 (%23) WRiting Exam 1 (6%)
ReadingWriting Exam 2 (%15) ReadingWriting Exam 2 (%15) ReadingWriting Exam 2 (%15) WRiting Assignment 2 (4%)
WRiting Assignment 2 (%3) WRiting Assignment 2 (%3) WRiting Assignment 2 (%3) WRiting Exam 2 (6%)
List.Vocab.Grammar Exam 2 (%23) List.Vocab.Grammar Exam 2 (%23) List.Vocab.Grammar Exam 2 (%23) SPeaking Exam (10%)
SPeaking Exam (%18) SPeaking Exam (%18) SPeaking Exam (%18) SPeaking Assignment 1 (5%)
SPeaking Assignment 2 (5%)
LiSt. Exam 1 (10%)
LiSt. Exam 2 (10%)
VoCab. Exam 1 (10%)
VoCab. Exam 2 (10%)
BTU YDS (Proficiency Exam) Assessment
The BTU YDS exam consists of two stages which are implemented in three sessions. The sessions
include four separate exams and assess the proficiency levels for reading, vocabulary, language
structure, writing, listening and speaking. The proportional weights of each section on the exam
are given below.
32
Stage 1 Stage 2
%46 %54
Grammar Listening
%10 %18
Session 2
Vocabulary Writing
Session 1
%18 %18
Session 3
Reading Speaking
%18 %18
2.4 CHEATING POLICY

The SFL has a zero-tolerance cheating policy. Disciplinary action is taken against students caught
cheating, plagiarizing, or copying on exams and assignments. Instructors are required to report
these instances to the administration as they occur. Furthermore, the SFL utilizes URKUND, a
software program for the detection of plagiarism, to ensure the authenticity of its students’
work.
As part of its mission statement, the SFL aims to develop its students’ abilities to help them reach
their full academic, professional, and social potential. To this end, the SFL is therefore committed
to providing its students with the tools they need to be original, authentic, and ethical in their
academic and professional work.
2.5 STAFF RECRUITMENT POLICY

The teaching staff is an integral part of the SFL team. We have a dynamic teaching staff, and we
strive to continually improve ourselves in order to meet our students’ needs. Therefore, we seek
to recruit instructors who:
 have experience in teaching (preferably at tertiary level)
 have carried out and/or are open to academic studies in their fields
 are open to professional and academic development
 are life-long learners
 have team-work skills
 are highly-motivated
 respect different opinions, perspectives and beliefs
33
2.6 STAFF ORIENTATION POLICY

The orientation and training processes of new students and instructors to the SFL are important
for us. The Professional Development Unit (PDU) plans, organizes, and executes the student and
staff orientation policy of the SFL. Selected instructors first meet with our Director and Assistant
Directors. In this meeting the general structure of the SFL, its processes, and its procedures are
explained. Both the SFL’s expectations from its instructors and the instructors’ expectations
from the SFL are discussed. If newly-recruited instructors are inexperienced in teaching, the
PDU prepares an observation schedule for them so that they can benefit from more experienced
staff.
After this general meeting, instructors are assigned to Units and/or Offices (Main Course,
Academic Skills, Communication, Material Design and Development, Testing, Professional
Development, and Translation) according to needs of the SFL. Each Coordinator holds regular
meetings with his/her Team members to explain the procedures that are followed within the
Unit and/or Office, the relevant course materials, and the procedures for accessing
supplementary materials related to that skill. Coordinators are also available to answer any
questions that new Team members may have.
At the beginning of the academic year, an orientation program is arranged for both students and
staff. During this program, students meet their instructors, and the procedures for exams,
assessments, assignments, and attendance are explained. In addition to this orientation
program, a Starter Week program is arranged at the beginning of each academic year. During
Starter Week, instructors hold classes with students from different levels, using the course book
that is one level below the level of that class. In this way, students and instructors become
acquainted with SFL courses, materials and each other before the commencement of the
academic year.
2.7 PROFESSIONAL DEVELOPMENT POLICY

The SFL encourages the collective and individual development of its instructors. In order to
develop and apply an effective policy of professional development for our teaching staff, the
professional development needs of the academic staff are specified with a needs analysis survey.
In addition, different assessment methods (student assessment, peer-assessment, and self-
assessment) are carried out throughout the academic year as follows:
 Professional Development Needs Assessment Survey

This survey is conducted at the beginning of the academic year to identify the needs,
opinions, and expectations of the teaching staff regarding their professional
34
development as English instructors. Instructors assess themselves in terms of their

professional development activities and areas of need. Instructors are also asked to
specify their preferences in terms of delivery methods for professional development
activities. The results of the survey are evaluated by the PD Unit and reported to the SFL
management.
 Student Feedback Survey (Appendix 2)

This survey is conducted at the end of each academic quarter. Students assess their
instructors in terms of the instructor’s ability to use course materials effectively, answer
questions appropriately, and create an environment conducive to learning. The results of
the survey and the comments made by the students regarding their instructors are
evaluated by the SFL management and reported to the individual instructors.
 Coordinator Feedback Survey (Appendix 3)

This survey is delivered to the staff at the end of each semester specifically for the
assessment of Units and Coordinators. Instructors assess the Units and Coordinators in
terms of planning and organization, communication, teamwork, decision making and
problem solving, managing change and improvement of the course, and responsiveness
to complete the unit tasks in a timely manner. The results of the survey and the
comments made by the instructors regarding each Unit are reported to the relevant
Coordinators by the SFL management.
Following the analysis of the survey results, the shortcomings, needs, and expectations of our
instructors are identified. The PD Unit - in collaboration with the SFL management, fellow
Coordinators and instructors - addresses these needs by arranging seminars, workshops, and
other professional development events throughout the academic year.) In addition, the PD Unit
interviews instructors individually and in groups at various intervals to understand better the
professional development needs of the SFL team. Seminars, workshops, and other sessions are
organized at the SFL to meet the professional development needs of our staff. Our academic staff
can also attend seminars, workshops, and academic conferences at other universities or
institutions. Instructors should remember that, in order to attend an academic or professional
event, they are required to obtain official permission from the management following the
procedures outlined in the “Permission for Leave” sections of this handbook.
In addition to all these activities, our teaching staff is encouraged to conduct academic studies
and projects, both for the improvement of our institution and for their own professional
development. Our academic staff are ready to collaborate with those instructors interested in
carrying out academic research or studies.
35
2.8 FEEDBACK POLICY

The SFL is committed to the improvement of its educational programs through the evaluation of
feedback provided by students and academic staff. Regular feedback evaluations are conducted
by the SFL in order to assess the strengths and weaknesses of its educational programs.
Student Feedback on Instructors
Students provide anonymous feedback on instructor performance at the end of each quarter.
Students complete the feedback form (Appendix 2) online on the automation system prior to
receiving their final grades. In this way, students are encouraged to provide honest feedback and
are less likely to be influenced by their final grades when evaluating the performances of their
instructors. After student feedback is collected, it is evaluated by the Assistant Directors and
shared with the instructors. Instructors who receive low evaluation marks are required to meet
with the Assistant Directors to reflect on the previous academic quarter, discuss issues that may
have arisen from the evaluation forms, and brainstorm strategies for improvement as necessary.
In addition to evaluating instructor performance, students are also asked to evaluate the
content, assessment, and materials of the course. This information is evaluated by the Assistant
Directors and shared with the relevant Coordinators and Units, who may decide to implement
changes for the improvement of the course.
Instructor Feedback on Units
Instructors are encouraged to provide constructive feedback for Coordinators and Units by
completing the Instructor Feedback form of Coordinator/Unit Performance (Appendix 3).
Feedback is collected anonymously and allows instructors to make suggestions for the
improvement of course content, assessment, and material. Feedback results are collected by the
Assistant Directors and shared with the Coordinators. At the end of each academic semester,
instructors receive a link to the feedback form online and complete the form electronically.
In addition to the formal avenues of feedback and evaluation described above, instructors are
encouraged to provide feedback to the Coordinators throughout the academic year based on
their experiences in the classroom, working with the course material, and implementing the
assessment tools. Coordinators may ask for specific feedback from their Team members or other
instructors to address concerns related to a specific course.
36
2.9 COMPLAINTS POLICY

The SFL seeks to sustain fairness in its relationship with students and staff. Staff members may
submit written complaints, petitions, or other forms of appeals to the SFL management as they
deem necessary. Additionally, the Feedback and Complaints Box of the SFL provides staff
members the opportunity to submit anonymous feedback on any issue.
Similarly, students may submit complaints, petitions and grade appeals in situations they judge
to be unfair. Students should deliver their requests in written form to the administrative staff
office of the SFL. Petition samples are available on the student affairs website and in the SFL
Student Handbook.
3. CODE OF PROFESSIONAL PRACTICE
3.1 EXPECTATIONS
Instructors are expected to maintain a high code of professional conduct. We believe that, in
order to deliver the highest quality of education to our students, our academic staff must be
motivated and dedicated to our mission, vision, and aims. Instructors are expected to fulfill their
duties and responsibilities in a timely and appropriate manner. Harboring a sense of team spirit
that we find essential to our work, instructors are expected to encourage, assist, and cooperate
with one another. Regardless of their level of experience, instructors should be open to
professional development and improvement in the field. To this aim, we expect our instructors
to collaborate and work for the improvement of our educational programs.
3.2 RECORD KEEPING

In order to ensure the highest quality of education for our students, instructors are expected to
maintain accurate and up-to-date records of student attendance and assessment scores
throughout each academic quarter for every course they teach. Records should be maintained in
hard-copy format as well as entered into the automation system properly. The procedures for
record-keeping are outlined below.
3.2.1 STUDENT ATTENDANCE
Instructors are expected to take attendance every class hour and maintain accurate attendance
records, both in hardcopy format and on the automation system. At the beginning of each
quarter, instructors will receive the attendance lists for the class(es) they teach. Students must
37
sign in for every class hour they attend. The instructor is then responsible for entering the
attendance records into the automation system, which can be accessed from the BTU website
(http://obs.btu.edu.tr/) using the instructor’s ID number and password.
Students must attend at least 85 percent of class hours each quarter in order to qualify for the
final exam and the opportunity to advance to the next level. Students who fail to meet this
threshold receive an automatic failing grade for the quarter and must repeat the level regardless
of their exam scores or class average. Given this strict attendance policy, it is imperative that
instructors maintain accurate records and enter their attendance into the automation system
regularly.
Weekly attendance should be entered no later than the following Monday at 17:00. Students
should only be marked present or absent, unless special permission is obtained from the
management. At the end of each quarter, hardcopies of the attendance records with student
signatures should be delivered to Melih Yener in the Administrative Unit for archiving.
3.2.2 ASSESSMENTS AND EXAMS
In addition to maintaining accurate attendance records throughout each academic quarter,

instructors are expected to maintain records of student assessment and exam scores. Instructors
should maintain the hardcopy versions of the exams or assignments throughout the academic
quarter and submit these documents to SFL Student Affairs in the Administrative Unit for
archiving in three days after the announcement of the exam results. Additionally, instructors
should enter their student exam and assessment scores into the automation system in a timely
fashion. Instructors are encouraged to save and double-check the scores that they have entered
before publishing the grades on the automation system.
For certain exams, proctors may be required to return the exam envelopes to the Testing Office,
where they will be distributed to the assigned grader. This procedure will be assigned prior to
the exam and should be followed by all instructors.
3.3 WORKING HOURS

Official university working hours are as follows. These hours are determined by the Rectorate in
accordance with national law and enforced by the SFL management. All teachers are expected to
adhere to these working hours unless otherwise given special permission from the management.
Morning: 08.00 – 12.00

Lunch Break: 12.00 – 13.00
Afternoon: 13.00 – 17.00
38
3.4 ABSENTEEISM FROM WORK

Instructors are reminded that all leave and absenteeism must be approved by the management,
under all circumstances. Even if they do not have any teaching responsibilities scheduled,
instructors are required to obtain official permission before travelling outside the city.
Instructors should contact the Assistant Directors if they have any questions regarding leave or
the process of obtaining permission. Various forms of leave are discussed below.
Annual and Excused Leave
Instructors who have been employed for at least one year are entitled to annual leave of up to
twenty (20) days. All annual leave permission must be approved by the SFL management prior
to the leave period. Within their first ten years of employment, instructors are entitled to twenty
(20) days of annual leave. After ten years of employment, the annual leave period increases to
thirty (30) days.
Annual leave must be taken within the current year or the following year; otherwise, unused
annual leave days will expire. For instance, annual leave for 2018 can be taken in 2018 or 2019;
it cannot be taken in 2020.
If an instructor has been employed for less than one year, he or she is not entitled to annual
leave. In such cases, the instructor may take up to ten (10) days of excused leave. To receive
permission for excused leave, instructors must submit a petition stating their request for
excused leave to SFL management for approval.
Neither annual nor excused leave can be taken on academic calendar days. However, in
exceptional cases (e.g. death, health issues, etc.), instructors may request excused leave on
academic calendar days. If such requests for leave are granted and cause the instructor to miss a
class, he or she must:
 arrange a make-up class as soon as possible or,
 talk to the SFL management and his or her co-workers to arrange for another instructor
to cover the missed classes. (See “3.4.3. Cover for Absenteeism”)
Sickness and Health Leave
Instructors who miss work due to health issues are required to submit a medical report within
the same day.
39
Maternity leave is provided for expecting mothers and includes 16 weeks of leave (8 weeks
before birth and 8 weeks after birth). Maternity leave must be taken the 3 weeks prior the
expected due date. All documents related to maternity leave must be submitted to the SFL
management.
Following end of the maternity leave, instructors are entitled breastfeeding leave. Within the
first 6 months of birth, instructors are allowed 3 hours of leave per day for the purpose of
breastfeeding and childcare. Following the first 6 months, breastfeeding leave is reduced to 1.5
hours per day over the next 6 months.
Attending Academic Conferences
Instructors can receive permission to attend congresses, conferences, seminars and similar
events for purposes of academic and professional development. For domestic conferences or
events of up to one week in length, the instructor can receive permission from the SFL
management. Requests to attend academic conferences must be approved by the SFL Director.
International conferences and events exceeding 7 days in length must be approved by the
Rector.
Instructors who present presentations or posters at such events may be reimbursed by the
University up to a certain amount, as determined by the Rectorate. All reimbursements for both
domestic and international events must be approved by the Rector. Instructors are entitled to
reimbursement for 2 events per year (1 domestic event and 1 international event, or 2 domestic
events) as long as there is no budget restrictions for that academic year.
Instructors should seek approval for leave and travel permission to such events at least one
month in advance.
3.4.1 COVER FOR ABSENTEEISM
When possible, instructors are encouraged to arrange coverage for their classes missed due to
sickness or leave. In such instances, instructors may ask their colleagues to cover and/or to
exchange classes. Instructors are responsible for making these arrangements themselves and
seeking approval from the management. Any changes to the teaching schedule or exchange of
classes must be approved by the Assistant Directors prior to that class hour.
In case of prolonged absenteeism and/or when necessary, the management may assign
instructors to cover classes.
40
3.4.2 MAKE-UP CLASSES
Instructors are required to conduct make-up classes for lessons missed for any reason.
Instructors are required to complete a make-up form (telafi formu) prior to conducting their
make-up classes. Instructors must complete the form and submit it to the administration for
approval prior to their absenteeism, if permission for leave is pre-approved. If permission for
leave is not pre-approved, as in case of sickness or emergency, instructors are required to
complete and submit the make-up form immediately upon their return to work.
Make-up classes are typically conducted after school, Monday to Friday, and must be completed
before the end of the academic quarter.
3.5 MEETINGS
The following section describes the meeting schedule and forms used to record and file meeting
information. The academic staff meets regularly throughout the year at various levels to discuss
teaching, assessment, quality activities and strategies. Meeting agendas are set and shared prior
to meetings, and meeting minutes are taken by a pre-designated note-taker. The meeting
minutes and a summary report are compiled and filed in the electronic system for future
reference. The regular meetings as well as the meeting agendas ensure that sufficient time is
provided for the staff to discuss and carry out their duties.
3.5.1 MEETING TYPES
Meetings are organized regularly by the SFL management or a specific unit within the SFL to
facilitate communication and enhance the quality of the education provided in the SFL. The
purpose of these meetings is to provide SFL teaching staff with sufficient time to evaluate and
discuss various aspects of the teaching and learning process, including assessment, learning
objectives, and teaching activities. The meetings are arranged across multiple levels of the
organizational structure to ensure clear lines of communication within the SFL and to ensure
that staff members at all levels have the opportunity to actively participate in the planning of
teaching and learning objectives and activities.
An overview of the types of meetings organized and the procedures followed for recording and
archiving those meetings is provided below:
School Board meetings are organized throughout the year to discuss the status and development
of the SFL. They are chaired by the Director of the SFL and attended by board members. They do
41
not follow a set schedule but are called by the Director at regular intervals. As such, the number
of meetings per year and the contents of these meetings are flexible.
Coordinators meetings are organized to facilitate communication among Unit and Office
Coordinators and the SFL management. The meetings are chaired by an Assistant Director and
attended by the Unit and Office Coordinators. At these meetings, the Coordinators and the
management discuss the curriculum, assignments, materials, and aims of each skill course to
ensure cooperation and consistency within the SFL across skill classes. Coordinators are
expected to prepare reports on their respective skill courses prior to the meeting; this
information is then shared and discussed at Coordinator meetings. The dates and times of the
meetings are determined in advance and announced by the SFL management.
Unit and Office meetings are organized regularly for each Unit and/or Office in order to discuss,
reflect, and improve upon the curriculum design, assignments, materials, and aims of the
relevant skill course as necessary. The meetings are chaired by the Unit Coordinator and
attended by the Team members. The dates and times of the meetings are determined in advance
and announced by the respective unit coordinator. At these meetings, Team members are
expected to reflect upon the practices of the previous quarter and offer suggestions for the
improvement of the course.
Instructors meetings are organized to orient the SFL teaching staff to the curriculum, design, and
expectations of each skill course. They are organized by the relevant Unit coordinators and are
attended by all instructors. All instructors are expected to attend the meetings in order to
enhance communication, clarify expectations, and provide feedback about each course. The
purpose of these meetings is to prepare teachers for the skills courses that they will teach or
may have to substitute for throughout the year. The dates and times of the meetings are
determined in advance and announced by the respective unit coordinator.
In addition to the four meeting types outlined above, other meetings may be arranged
throughout the academic year. These meetings include but are not limited to seminars,
presentations, and workshops related to SFL administrative issues, professional development
opportunities, guest speakers, and other events that may arise throughout the year. The meeting
chairs, attendees, dates, and times are flexible, given that these meetings do not follow a fixed
schedule.
42
3.5.2 MEETING DOCUMENTS AND DOCUMENT FILING
For each of the meeting types outlined above, meeting documents should be recorded and filed
appropriately according to the procedures outlined below in order to ensure clear lines of
communication within the organizational structure. The meeting documents are designed to
provide a written record of the discussions and actions taken in order to provide for clear and
efficient communication at multiple levels.
Three documents are required for each meeting. These documents are:
1. The Meeting Agenda is prepared and delivered to the attendees before the meeting by
the meeting chair. The purpose of the meeting agenda is to acquaint the attendees with
the topics and tasks that will be discussed at the meeting and to allow the attendees
sufficient time to prepare for the meeting.
2. The Meeting Minutes are taken during the meeting by a predesignated note-taker. The
note-taker may be a fixed person for each meeting type or different people rotating
throughout the semester. The note-taker is announced with the distribution of the
meeting agenda and is expected to complete the meeting minutes form with information
about the topics discussed and decisions taken. All attendees are expected to initial the
meeting minutes.
3. The Summary Report is prepared immediately after the meeting by the meeting chair
or an attendee. The summary report provides a brief overview of the meeting discussion
and decisions; it serves as a summary record of the meeting for official purposes and as a
point of reference for those unable to attend the meeting. All attendees are expected to
sign the summary report.
These three documents should be archived properly both in hard-copy and soft-copy by the
relevant coordinator or meeting chair. A hard-copy of each document should be retained, and
the soft-copy should be properly uploaded to the shared O-Drive in the Meetings folder.
Attendees should initial the bottom of the meeting minutes form and sign the summary report
before archiving.
3.6 COMMUNICATION IN THE SFL

Electronic communication in the SFL occurs through two major channels: The Electronic
Document Management System (EBYS) and e-mail, each of which is described below:
43
3.6.1 ELECTRONIC DOCUMENT MANAGEMENT SYSTEM (EBYS)

In addition to regular meetings, the Electronic Document Management System (EBYS) is used to
facilitate communication within the SFL, particularly with regard to administrative issues and
the assignment of administrative tasks. The EBYS is an online system used by many state
institutions in Turkey to manage official communication within and between departments. In
addition to facilitating internal communication within the SFL, the EBYS allows for easy
communication between departments of BTU, such as between the Rectorate and the SFL. The
EBYS provides a professional, convenient, and accessible platform for official communication
and the distribution of tasks.
All staff members (administrative and teaching) are registered to the system automatically with
the help of the IT Department. Staff members have access to the EBYS website with the use of
the BTU email address username and password. Assignments and official announcements are
delivered to staff members through the system, and staff members receive an email confirming
the delivery of an assignment. Staff members may access the documents pertaining to the official
announcement or assignment by logging onto the EBYS website.
Through the EBYS, official communication is delivered from the SFL management to department
staff members. Teachers are accepted to check the EBYS regularly and follow through with any
official tasks that have been assigned to them.
3.6.2 EMAIL COMMUNICATION
While the EBYS is reserved for official administrative tasks, staff members are expected to
maintain regular professional communication through their BTU email addresses. Email
addresses are assigned to new staff members upon their arrival to the SFL and can be access
through the BTU website. Staff members should check their BTU email on a regular basis for
information regarding meetings, assignments, exams, materials, or other issues pertaining to the
execution of teaching objectives as well as administrative tasks.
3.7 TEACHING HOURS

The SFL teaching hours include five hours of lessons per day on weekdays except for Friday
throughout the academic year for a total of 24 hours of lessons per week. Four hours of lessons
are conducted on Fridays to allocate time for extra-curricular activities. Instructors are assigned
their teaching schedule by the administration at the start of each academic quarter. The
schedule of teaching hours is as follows:
44
Time Mon Tue Wed Thu Time Fri

09.15 - 10.00 09.00 - 09.45
10.15 - 11.00 10.00 - 10.45
11.15 - 12.00 11.00 - 11.45
12.00 - 12.45
13.00 - 13.45
14.00 - 14.45
3.8 DRESS CODE

Instructors are expected to dress cleanly and professionally while at work. Attire should be
appropriate for the profession. Instructors are encouraged to pay extra attention to their attire
at special occasions hosted by the university or while representing the SFL at meetings,
conferences, and formal events.
3.9 RESOURCES
The following sections provide an overview of the resources and resource distribution processes
within the SFL.
3.9.1 ASSESSMENT AND INVENTORY OF RESOURCES
Physical Resources
Each year, the inventory of resources within the SFL is assessed and reviewed by the
administrative unit. The process of assessing the inventory is led by the SFL Secretary and
supported by members of the administrative unit. The assessment includes a count of physical
resources available to the SFL and an evaluation of the quality of these resources. During the
assessment process, the administrative unit works to ensure that sufficient resources are
available to execute the teaching and learning objectives of the SFL.
An inventory list is maintained and updated regularly by the head of Staff Affairs. The inventory
list includes all physical resources available to the SFL and is updated to include the distribution
and need of resources (e.g. when resources are requested by the academic staff). When
additional physical resources are required, the administrative unit is responsible for purchasing
such items.
45
Human Resources
An evaluation of human resources is conducted regularly by the SFL management. The

assessment of human resources considers the needs of the SFL with respect to factors such as an
increase in student enrolment or an expansion of university departments. The SFL management
assesses the academic and administrative staff needs of the department and submits requests to
the Rectorate to hire additional personnel.
The SFL management is responsible for and carries out the process of hiring foreign-national
staff, with the approval of the Rectorate. To hire Turkish national staff, the SFL Director submits
a request to the Rectorate, which is then evaluated and sent to the Council of Higher Education
(YÖK) in Ankara for final approval before beginning the recruitment process.
Additional information on the recruitment and hiring processes of academic staff can be found in
the relevant sections of this handbook.
Review of Resources
A final review of physical and human resources is prepared each year in concurrence with the
Annual Activity Report. As part of this review process, the SFL management and the
administrative unit work in collaboration to determine the impact of resources on the
educational programs provided by the SFL.
3.9.2 DISTRIBUTION OF RESOURCES
Office Supplies
Teachers can receive office materials as needed by contacting the Staff Affairs officer. Teachers
will be asked to fill out a Resource Request Form (Taşınır İstek Belgesi) indicating the items that
they need and the quantity of each item requested. Forms are kept by the Staff Affairs officer,
who is also responsible for distributing resources to teachers.
Course Books and Supporting Materials
Teachers can receive a copy of the textbook and other supporting materials used in their courses
by contacting the Material Office at the beginning of each academic quarter. Teachers will
receive a copy of the Student’s Book, the Teacher’s Book, and audio CDs or online supporting
materials as available. Teachers are expected to use these resources in their courses and return
them to the Material Office at the end of each academic quarter.
46
Teachers can also borrow these materials throughout the quarter as necessary, such as when
substituting or preparing assessment materials for a course, by contacting the relevant Unit
Coordinator. In cases where the course book is not available from the Unit Coordinator, teachers
should contact Assistant Directors for assistance in obtaining the necessary course materials.
The Material Office are responsible for storing the textbooks for each course level and
maintaining an updated count of available course books for teachers. The Coordinators will
work in coordination with the Assistant Directors to ensure that a sufficient supply of textbooks
is available to teachers.
Other supporting materials, including additional handouts, worksheets, audio listening files, and
dictation files, are available to teachers on the share O-Drive. Teachers should check the relevant
course folder in the O-Drive for supporting materials related to their course. The pacing
calendars for each course as well as assessment rubrics are also available on the O-Drive.
3.9.3 DAMAGED AND LOST MATERIALS
Instructors should report damaged or lost materials to the Staff Affairs officer, who will make
arrangements for replacement materials and note the relevant changes in the inventory. In cases
where the instructor is responsible for the damage to or loss of the good, he or she may be
required to compensate financially for its replacement.
In case of damaged or lost course textbooks, teachers should report the damage or loss to the
relevant Unit Coordinator, who in turn will report the need for new or replacement textbooks to
the Assistant Directors.
3.10 PROCTORING AND GRADING OF EXAM PAPERS

Throughout the academic year, instructors are expected to proctor and grade regularly
scheduled exams. The exam schedule, including mid-term assessments and final examinations, is
announced at the beginning of each academic quarter. Prior to the exam dates, instructors are
informed either by the Testing Office or by the relevant Unit Coordinator of their proctoring and
grading duties. For in-term examinations, instructors are expected to grade their own class(es)’
assignments unless informed otherwise. For final examinations, proctoring and grading
assignments are allocated by the testing office to ensure that each instructor contributes equally
to the examination process.
When proctoring, instructors are expected to follow the procedures outlined on the test
envelope. Instructors should review the exam procedures prior to the start of the examination
and ensure that they have the proper resources, including the correct number of exam sheets
47
and audio files (if necessary). An answer key and/or rubric will be provided by the Testing Office
or Unit Coordinator to facilitate the grading of exams. Instructors are expected to follow the
answer key and/or rubric as specified by the Testing Office or Unit Coordinator.
Instructors should contact the Testing Office or the relevant Unit Coordinator for any questions
related to the administration and grading of exams.
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4. UNIVERSITY PROCEDURES
4.1 ACADEMIC CALENDAR
BURSA TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES 2018-2019 ACADEMIC CALENDER
21-24 August 2018 Eid Al-Adha Holiday
30 August 2018 Thursday Victory Day
Fall Semester Proficiency Exam (BTU YDS) - Session I (Including
10 September 2018 Monday
Graduate Applicants)
11 September 2018 Tuesday Fall Semester Proficiency Exam (BTU YDS) - Session II-III
12 September 2018 Wednesday Placement Test for Prep Students (BTU STS)
13 September 2018 Thursday English Exemption Exam (within the scope of 2547/5-ı)
17 September 2018 Monday Fall Semester Classes Begin
17 September 2018 Monday Quarter 1 Begins
29 October 2018 Monday Republic Day
16 November 2018 Friday Quarter 1 Ends
19 November 2018 Monday Quarter 2 Begins
1 January 2019 Tuesday New Year's Day
11 January 2019 Friday Quarter 2 Ends
11 January 2019 Friday Fall Semester Classes End
Beginning of Spring Semester Proficiency Exam (BTU YDS) -
14 January 2019 Monday
Session I (Including Graduate Applicants)
Beginning of Spring Semester Proficiency Exam (BTU YDS) -
15 January 2019 Tuesday
Session II-III
4 February 2019 Monday Spring Semester Classes Begin
4 February 2019 Monday Quarter 3 Begins
29 March 2019 Friday Quarter 3 Ends
1 April 2019 Monday Quarter 4 Begins
23 April 2019 Tuesday National Sovereignty and Children's Day
1 May 2019 Wednesday Labor Day
19 May 2019 Sunday Commemoration of Atatürk and Youth and Sports Day
24 May 2019 Friday Quarter 4 Ends
24 May 2019 Friday Spring Semester Classes End
27 May 2019 Monday End of Spring Semester Proficiency Exam (BTU YDS) - Session I
End of Spring Semester Proficiency Exam (BTU YDS) - Session II-
28 May 2019 Tuesday
III
4-7 June 2019 Eid Al-Fitr Holiday
Make-up Proficiency Exam (BTU YDS) - Session I ( Including
17 June 2019 Monday
graduate applicants)
18 June 2019 Tuesday Make-up Proficiency Exam (BTU YDS) - Session II-III
49
4.2 SAFETY COMPLIANCE AND REGULATION

The following sections contain information regarding the safety compliance and regulation
procedures at BTU, including emergency action plans, safety resources, and the monitoring of
physical resources to ensure compliance with government standards. Please note that safety
records and compliance with government regulations at maintained by the Director of Civil
Defense and the Civil Defense Council within the BTU Rectorate.
4.2.1 MAINTENANCE OF BUILDING
Building records are maintained by the Civil Defense Office, including records of building space,
laboratories, cafeterias, and other sites affiliated with the university. The maintenance and
safety regulation of campus infrastructure are evaluated annually in the report issued by the
Civil Defense Council.
The Yıldırım campus used by the SFL includes the following facilities: 9 laboratories, 38
classrooms, 18 technical rooms, 3 conference halls, 2 cafeterias, 1 canteen, 1 sports gymnasium,
and 140 offices for academic and administrative staff. The maintenance of these facilities is
under the authority of the Rectorate’s office.
4.2.2 SAFETY COMPLIANCE REGULATIONS
Safety compliance regulations are monitored by the BTU Rectorate, which prepares an annual
Civil Defense Plan (Sivil Savunma Planı) to ensure the safety and protection of employees and
students within BTU. The safety regulations pertaining to the SFL, including records of safety
resources, emergency action plans, and compliance with government safety regulations, are
subsumed under the responsibility of the Rectorate’s report. Within the Rectorate, the Director
of Civil Defense and the Civil Defense Council monitor safety regulations to ensure compliance
with government standards.
For specific issues pertaining to safety regulations at BTU or within the SFL, instructors should
contact the SFL administration, who will in turn contact the Director of Civil Defense and the
Civil Defense Council as necessary.
50
4.2.3 EMERGENCY SITUATIONS
Natural Disaster
Bursa is in a first degree (hazardous) seismic zone, meaning that there is a high earthquake risk.
Accordingly, the university maintains building standards in accordance with legal state
regulations to protect against earthquake damage.
Emergency situations
In case of emergency, the following numbers should be called:
In case of fire, the building contains the following

Fire 110 safety materials: 88 fire extinguishers, 19 fire
Police 155
alarms, and 46 fire hoses and cabinets.
Gendarme 156
General Secretary’s Office 3003205 In case of power failures or blackout situations, the
Emergency aid (Ambulance) 112 campus includes a back-up power generator which
Electrical failure 186 will be used.
Water failure 185

In case of emergency, the basement floor serves as
Natural gas failure 187
an air-raid shelter. Provisions for the following
service teams are provided, and members have been
selected among the academic and administrative personnel at the university: a fire assistance
team, rescue team, first aid service team, control center and headquarters team, safety and
guidelines team, social service team, and technical repair team. Members of these teams receive
training to prepare for emergency situations, and materials to support these teams are provided
by the Civil Defense Council.
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4.3 TROUBLE SHOOTING ROADMAP

IF YOU HAVE THIS PROBLEM… DO THIS…
1. Trouble accessing or entering attendance Contact the SFL Secretary .
on the automation system
2. Trouble entering your grades in the Contact the SFL Secretary, and inform the
automation system Assistant Directors of the problem.
3. Computer, IT, or other technical problems Contact the SFL Secretary.
in your classroom, office, or with your email
4. A problem related to the library Contact the SFL Secretary.
5. Issues related to school finance or pay Contact the SFL Secretary.
6. Want to request permission for leave or Contact the Assistant Director of Staff
travel permission Affairs.
7. Need office supplies or resources (e.g. Contact the head of Staff Affairs, and
markers, pens, staplers, etc.) complete a resource request form.
8. Missing or broken classroom supplies or Contact the SFL Secretary.
resources (e.g. desks, chairs, etc.)
9. Need textbooks or CDs for your courses Contact Material Design & Development
Unit Coordinator.
10. A question concerning pacing or course Contact the relevant Unit Coordinator
material
11. An issue of plagiarism in your classes Give the student a zero (0) for the
assignment. If possible, print and attach a
copy of the plagiarized source as evidence. If
the issue continues, contact the Assistant
Directors for further disciplinary action.
12. An issue of cheating on the exam Take the student’s exam sheet and if possible
take the cheating evidence. If there is no
evidence, write a report about the incident. In
either case, contact the Assistant Directors.
13. Disruptive or disrespectful student(s) in First, discuss the issue with the student. If the
class student does not respond, contact the
Assistant Directors.
14. A student suddenly becomes ill in class Send the student to the BTU nurse
15. You suddenly become ill while teaching Assign work to the students for the remainder
of the class. Contact the Assistant Directors.
16. You have to cancel class due to illness Contact the Assistant Directors. Arrange
coverage and/or a make-up class time. Obtain
a health report from your doctor.
17. Problems with the heating or air- Contact the SFL Secretary.
conditioning system
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5. DISCIPLINARY ISSUES
5.1 DISCIPLINARY ISSUES FOR STAFF
The SFL employs both Turkish and foreign instructors, for whom the recruiting and disciplinary
procedures differ in many ways. With respect to disciplinary issues, the SFL is bound to the
regulations of Turkish national law. For cases involving criminal allegations, violations of the
law, or neglect to complete work responsibilities by an SFL employee, the following provisions
will be applied:
1. Preliminary Investigation: A preliminary investigation is carried out by a commission

composed of at least three members. The commission members investigating the case
must be of equal or higher rank than the person under investigation. The commission
decides whether a final investigation should be conducted.
2. Investigation: If the preliminary investigation suggests that there has been a violation
of law or work procedures, an investigation process begins.
3. Decision: If necessary, the committee decides on appropriate disciplinary action

including penalties such as a warning, reprimand, administrative fine, or dismissal.
5.2 DISCIPLINARY ISSUES FOR STUDENTS

Disciplinary action may be taken against students who have violated BTU regulations and/or the
regulations of Turkish Higher Education law. Students are subject to the Disciplinary Code and
Procedure of Higher Education. Penalties are decided by a Disciplinary Committee that convenes
upon the request of the chairperson. Disciplinary actions are taken against offences such as
plagiarism and cheating, and penalties include warnings, suspensions ranging from one week to
two semesters, and expulsion from the university.
Instructors experiencing disciplinary problems with students should contact the Assistant
Directors immediately for assistance proceeding with disciplinary process.
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Appendix 1 – List of Abbreviations
BTU – Bursa Technical University
BTU YDS – BTU Proficiency Exam
EBYS – Electronic Document Management System
SFL – School of Foreign Languages
YÖK – Council of Higher Education
54
Appendix 2 – Student Feedback form of Instructor Performance
2018 - 2019 AKADEMİK YILI GÜZ YARIYILI 2. ÇEYREK ÖĞRENCİ GERİ BİLDİRİM
ANKETİ
GRUP NO: TARİH:
Sevgili Öğrencimiz,
Bu anket, sizlere daha iyi bir eğitim ve eğitim ortamı sağlamak için ihtiyacımız olan verileri toplamamızda bize yardımcı olacaktır. Bu
sebeple, vereceğiniz cevapların objektif ve doğru olması oldukça önemlidir. Sonuçlar gizli tutulacak olup katılımcılar yanıtları yetkili
olmayanlarla kesinlikle paylaşılmayacaktır. Yanıt kutularını aşağıdaki değerlere uygun şekilde doldurunuz. Katılımınız için teşekkür
ederiz.
Tamamen Katılıyorum: 5 | Katılıyorum: 4 | Kısmen Katılıyorum: 3 | Katılmıyorum: 2 | Kesinlikle Katılmıyorum: 1

Totally Agree: 5 | Agree: 4 | Partly Agree: 3 | Disagree: 2 | Totally Disagree: 1
ÖĞRETİM ELEMANININ PERFORMANSI HAKKINDAKİ GÖRÜŞLERİM
MY OPINIONS ABOUT THE PERFORMANCE OF THE INSTRUCTOR
Instructor 1 2 3 4 5
Öğretim elemanı, öğrencilerin sorduğu sorulara yeterli cevaplar

1 vermektedir.
The instructor gives adequate answers to the questions asked by the student.
Öğretim elemanı, öğrencilerin derse katılmaları için uygun ortamı
sağlamaktadır.
2
The instructor provides a convenient atmosphere for students to participate in the
lesson.
Öğretim elemanı, konuları ve kavramları anlaşılır bir şekilde
3 anlatmaktadır.
The instructor explains the topics and concepts clearly.
Öğretim elemanı, ders araç ve gereçlerini (akıllı tahta vb.) etkili bir şekilde
4 kullanmaktadır.
The instructor uses the teaching tools (smart borads, etc.) effectively.
Öğretim elemanı, yeni öğrenilen konular ile ilgili yeterli pratik yapılmasını
sağlamaktadır.
5
The instructor provides enough practice for the students to use the newly learned
topics.
Öğretim elemanı, tüm öğrencilere eşit ve saygılı bir şekilde
6 davranmaktadır.
The instructor treats all students in a respectful and fair manner.
Öğretim elemanı, öğrencilerin olumlu davranışlarını takdir etmektedir

7
The instructor appreciates students' positive behaviors.
Öğretim elemanı, ödevlere yeterli ve etkili dönüt vermektedir.

8
The instructor gives adequate and effective feedback on the assignments.
Öğretim elemanı; derslere zamanında başlayıp, dersleri zamanında
9 bitimektedir.
The instructor starts and finishes the lessons on time.
55
DERS İÇERİĞİ, KAYNAKLAR VE DEĞERLENDİRMELER HAKKINDAKİ GÖRÜŞLERİM

MY OPINIONS ABOUT THE COURSE CONTENT, MATERIALS, AND ASSESSMENT
1 2 3 4 5
Dersin hedeflerini anlıyorum.
1
I understand the objectives of the course.
Ders içeriği ve konuları benim seviyeme uygundur.

2
The level of the course content is appropriate for my level.
Derste kullanılan kitap(lar) ve diğer materyaller (fotokopi, slayt, video vb.)

ders hedeflerine uygundur.
3
The textbook(s) and other materials (worksheets, slides, videos etc.) which are
used in the class are appropriate for the course objectives
Bu derse ilişkin yetkinliğimin arttığını gözlemliyorum.
4
I can see my competence related to the relevant course improving.
Değerlendirme araçları (sınavlar, ödevler, projeler) yalnızca işlenen
konuları kapsamaktadır.
5
The evaluation tools (exams, homework assignments, projects) cover only the
topics taught in the class.
Sınav değerlendirmelerinin objektif bir şekilde yapıldığını düşünüyorum.
6
I think the exams are assessed in an objective way.
Tüm eğitim süreci, derslerinize girmekte olan öğretim elemanları ve diğer konular hakkındaki görüşlerinizi aşağıda
belirtiniz.
56
Appendix 3 – Instructor Feedback form of Coordinator/Unit Performance
2018 - 2019 ACADEMIC YEAR UNIT FEEDBACK FORM

(SAMPLE FORM – GENERIC)
This survey is designed to provide feedback on the Unit Coordinators for the improvement of the
education at BTU SFL. Please answer the questions honestly and provide detailed feedback as
appropriate. Your responses are recorded anonymously.
1 2 3 4 5
BELOW MEETS EXCEEDS
UNSATISFACTOR OUTSTANDIN
EXPECTATION EXPECTATION EXPECTATION
Y G
S S S
Performance is
Performance is Performance fails Performance is Performance is
regularly
consistently to meet job routinely above constantly
competent and
unacceptable requirements job requirements superior
dependable
Exceeds expectations
Below expectations
Meets expectations
Unsatisfactory
Outstanding
1 2 3 4 5
1 PLANNING AND ORGANIZATION
How effective is the coordinator in planning, organizing and
implementing actions?
2 COMMUNICATION
How effective is the coordinator communicating with other parties
(team members, fellow coordinators, and administration)?
3 TEAMWORK
How effectively does the coordinator work with fellow coordinators
and team members in a cooperative spirit?
4 DECISION MAKING / PROBLEM SOLVING
How effective is the coordinator in detecting and addressing
problems through timely and practical decision-making processes?
5 MANAGING CHANGE AND IMPROVEMENT
How effective is the coordinator in initiating necessary changes and
improving the unit's performance?
6 RESPONSIVENESS
How effective is the coordinator’s responsiveness to complete unit
tasks in a timely manner?
57
7. STRENGTHS
Which areas or behavioral aspects do you appreciate in the coordinator’s performance?
8. AREAS OF IMPROVEMENT
Which areas or behavioral aspects does the coordinator need to improve in his/her performance?
58
Appendix 4 – Meeting Agenda Form
MEETING AGENDA
Unit: Time:
Meeting Called By: Location: Note-taker:
Attendees:
Preparation:
ALLOTED DECISION
ITEM TOPIC TYPE OF ACTION
TIME REQUIRED?
59
Appendix 5 – Meeting Minutes Form
MEETING MINUTES
Unit: Time: Location:
Attendees:
Discussion:
Agenda
Item
#.....
Conclusion:
Action Item(s): Task Assigned to Deadline
Discussion:
Agenda
Item
#.....
Conclusion:
Action Item(s): Task Assigned to Deadline
60
Appendix 6 – Meeting Summary Form
SUMMARY REPORT GUIDELINES
In your summary reports, include the following information:
 Type of meeting (e.g. Coordinator, Unit, Committee, etc.)
 Date
 Location
 Meeting decisions, outcomes, and/or assigned tasks
 Signature of each attendees
61
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SFL - Staff Handbook - 15

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BURSA TECHNICAL UNIVERSITY

School of Foreign Languages

TABLE OF CONTENTS ......................................................................................................................................................1

1. ABOUT BTU SFL .............................................................................................................................................................3

1.1 Welcome Statement from the Director .........................................................................................................3

1.2 Overview of the SFL ..............................................................................................................................................4

1.3 Mission and Vision ................................................................................................................................................4

1.4 Aims of the SFL .......................................................................................................................................................5

1.5 Organizational Structure ....................................................................................................................................5

1.5.1 BTU SFL External Administrative Structure ......................................................................................5

1.5.2 BTU SFL Internal Organizational Structure........................................................................................5

1.5.3 Duties and Responsibilities .......................................................................................................................8

1.6 Decision Making Process ................................................................................................................................. 29

1.7 BTU SFL Website ................................................................................................................................................. 30

2.1 Curriculum Policy ............................................................................................................................................... 30

2.2 Quality Improvement Policy .......................................................................................................................... 31

2.3 Assessment Policy .............................................................................................................................................. 31

2.4 Cheating Policy..................................................................................................................................................... 33

2.5 Staff Recruitment Policy .................................................................................................................................. 33

2.6 Staff Orientation Policy..................................................................................................................................... 34

2.7 Professional Development Policy................................................................................................................. 34

2.8 Feedback Policy ................................................................................................................................................... 36

2.9 Complaints Policy ............................................................................................................................................... 37

3. CODE OF PROFESSIONAL PRACTICE ................................................................................................................. 37

3.2 Record Keeping.................................................................................................................................................... 37

3.2.1 Student Attendance ................................................................................................................................... 37

3.2.2 Assessments and Exams .......................................................................................................................... 38

3.3 Working Hours..................................................................................................................................................... 38

3.4 Absenteeism from Work .................................................................................................................................. 39

3.4.1 Cover for Absenteeism ............................................................................................................................. 40

3.4.2 Make-up Classes.......................................................................................................................................... 41

3.5 Meetings ................................................................................................................................................................. 41

3.5.1 Meeting Types.............................................................................................................................................. 41

3.5.2 Meeting Documents and Document Filing ....................................................................................... 43

3.6 Communication in the SFL .............................................................................................................................. 43

3.6.1 Electronic Document Managament System (EBYS) ..................................................................... 44

3.6.2 Email Communication .............................................................................................................................. 44

3.7 Teaching Hours .................................................................................................................................................... 44

3.8 Dress Code ............................................................................................................................................................. 45

3.7 Resources ............................................................................................................................................................... 45

3.9.1 Assessment and Inventory of Resources .......................................................................................... 45

3.9.2 Distribution of Resources ....................................................................................................................... 46

3.9.3 Damaged and Lost Materials ................................................................................................................. 47

3.10 Proctoring and Grading of Exam Papers ................................................................................................ 47

4. University Procedures .............................................................................................................................................. 49

4.1 Academic Calendar ............................................................................................................................................. 49

4.2 Safety Compliance and Regulation .............................................................................................................. 50

4.2.1 Maintenance of Building .......................................................................................................................... 50

4.2.2 Safety ComplianceRegulations.............................................................................................................. 50

4.2.3 Emergency Situations ............................................................................................................................... 51

4.3 Troubleshooting Roadmap ............................................................................................................................. 51

5.1 Disciplinary Issues for Staff ............................................................................................................................ 53

5.2 Disciplinary Issues for Students ................................................................................................................... 53

1. ABOUT BTU SFL

1.2 OVERVIEW OF THE SFL

1.3 MISSION AND VISION

1.4 AIMS OF THE SFL

1.5 ORGANIZATIONAL STRUCTURE

1.5.2 BTU SFL INTERNAL ORGANIZATIONAL STRUCTURE

Diagram 1- BTU SFL External Administrative Organization Structure

SFL Administrative Board

Assistant Director Assistant Director SFL Secretary

Strategic Student Editorial Department