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Professional Learning Programs

Hisar School’s professional learning programs are designed in alignment with the school’s strategic plan, mission, vision, and values. Professional learning requests may come from school staff or put forward by the school administrations, centers, and department heads to achieve development goals. Staff at Hisar School may deliver training within the school based on the areas in which they have received professional learning. Furthermore, in collaboration with national and international organizations, highly skilled and qualified Hisar School teachers may provide training and consultancy services following established guidelines.

 

The program also encompasses professional learning initiatives for new staff during the orientation period, as well as professional learning programs for both academic and administrative staff during the seminar period in June and August. It reflects the outcomes of the department meetings, consultations with school administrations, and needs analysis conducted by the Professional Learning Center (PÖMER).

These training programs are aligned with the strategic plan, encompassing all academic and administrative departments of the school, and are planned to be ongoing. 

Workshops on artificial intelligence and conferences such as BETT fall into this category.

A. Graduate Programs

Master’s and Ph.D. Programs 

These include graduate programs offered by the universities Hisar collaborates with and the programs suggested by the participants in their respective fields at different universities which are partially supported by the school. 

SUNY Master’s in Multidisciplinary Studies since 2015 and MEF University Master’s in Learning Sciences since 2019 fall into this category.

B. Certificate Programs

These include long-term training programs by universities or well-known institutions in the field. Certificate programs, collaborative projects, and curriculum development training programs that support institutional demands and needs in line with the school’s mission and vision fall into this category.

  • Columbia University CPET training programs, creation of joint programs and other collaborative projects
  • PTC programs for school administrators
  • Harvard GSE Advanced Educational Leadership programs for school administrators and some other HGSE programs
  • Phillips Exeter Academy professional learning programs
  • ECIS professional learning programs
  • Global Schools Advocates Program
  • College Board – Advanced Placement (AP) Programs
  • Understanding by Design (UbD) Training
  • TeacherX teacher training platform
  • Coursera online training platform
C. Education Technology Trainings Program

These training programs address the guidelines and expectations outlined by the Information Strategies Center, focusing on the digital competencies required of staff and the effective integration of technology into educational settings. Additionally, they encompass national and international conferences, seminars, and workshops for education technologies.

D. Child Protection Training Programs

These programs are aligned with the school’s strategic plan and encompass yearly training sessions for new staff, as well as academic and administrative teams. They also include supervision sessions provided for the child protection committee and address all consultancy requirements in this field.

E. Sustainability Training Programs

It covers all internal and external training programs and consultancies on sustainability. The Global Schools Advocacy Program falls into this group.

F. International College Counseling

These are the training and conferences that the International College Counseling Office must participate in throughout the year.

The CIS Global Forum on International Admission and Guidance and the International Association for College Admission Counseling Conference (ACAC) fall into this category.

G. Language Courses

The program encompasses Turkish language courses for international teachers and English language courses for national staff. Based on the needs, these programs might be offered biennially. 

H. Occupational Health and Safety Trainings Program

The program encompasses training required for  health and safety. (first aid, AKUT, etc.) The training may be offered to the the all school staff or specific groups.

These programs address developmental areas identified by schools according to their goals and priorities.

A. Subject and Competency-Based Training Programs

1. Academic Enrichment Programs

It includes practice and feedback-based counseling and supervision training from experts in their fields for all schools or certain departments, either collectively or individually. These programs may involve reviewing curriculum work in specific areas or overall and may last for a determined period or be spread over a longer duration.

2. Social-Emotional Development Programs

It encompasses socio-emotional field studies which include practice and feedback-based counseling and supervision training from experts in their fields for all schools or certain departments, either collectively or individually. The program may last for a determined period or be spread over a longer duration.

The year-long supervision and case studies received from experts by the Psychological Counseling and Guidance Department and all teachers, focusing on student development, fall into this category.

B. Conferences, Seminars and Workshops

This category encompasses highlighted topics in PÖMER’s needs analysis, as well as those aligned with the school’s strategic priorities and participation in training programs, conferences, seminars, and workshops. These activities, designed to promote advanced learning, expertise, and professional networking, may be organized internally or through external resources.

These are training programs where employees from the same or different academic and administrative departments come together to enhance their subject-specific or interdisciplinary knowledge and skills.

A. Conferences, Seminars, Symposiums and Workshops

This category encompasses highlighted topics in PÖMER’s needs analysis and participation in conferences, seminars, and workshops in the field of education. These activities, designed to promote advanced learning, expertise, and professional networking, may be organized internally or through external resources.

B. Interdisciplinary and Interdepartmental Programs

This category encompasses training programs for employees from the same or different academic and administrative departments, enabling them to collaboratively enhance their expertise and skills both within and beyond their respective fields.

This category includes training programs pursued by employees in line with their self-identified professional learning goals. It encompasses individual training requests submitted by staff and those recommended or guided by their administrators. 

These are training programs offered by Hisar School to national and international institutions and are conducted through structured professional learning environments where staff provide mutual support and learn from one another in academic, administrative, and socio-emotional fields. Activities under this category extend to learning and practice communities for national and international educators and encompass the practical application of research-based ideas, action research, and other research initiatives.

Internal Communities of Practice and Learning

Training received by facilitators who are qualified and experienced in the field of education and competency in this area is included in this group. These can be planned as face-to-face, online, or hybrid. Additionally, efforts to share the training received with the school community and to integrate it back into learning environments are also included in this group.

External Communities of Practice and Learning

Training programs and consultancy services provided by competent facilitators who received training of trainers programs, to national and international educational communities fall into this category. 

Hisar School Professional Learning Center conducts internal and external research and development activities to enhance academic and administrative processes. These efforts aim to refine educational practices, foster innovation, and support data generation.

 

Action research serves as a powerful method for advancing teachers’ professional development and improving educational practices. By promoting active participation of Hisar staff in action research and other R&D projects, the center supports their contribution to enriched learning environments and unique outputs. Action research involves systematic inquiries into educational methods, conducted by teachers, administrators, and academic departments. This process enables educators to reflect on and transform their classroom practices, fostering critical thinking and continuous professional growth. Integrating data-driven evaluations encourages innovation and supports sustainable improvements.

 

Research and development activities are conducted through interdisciplinary collaboration with experts, national and international educational institutions, universities, school administrations, academic centers, and other relevant departments. These partnerships facilitate the creation of innovative educational models, digital learning environments, and advanced pedagogical approaches. Pilot implementations are carried out, monitored through data collection, and systematically documented to contribute valuable insights to the field of education.

 

Hisar School Professional Learning Center will continue to integrate scientific and action research to develop projects that promote sustainable progress in education, provide strategic contributions to the institution’s academic and administrative framework, and further enhance the culture of research.