All of our teachers are college graduates. We are choosing teachers who are aware that children are the most valued thing for their parents and believe that every child is special.
We accept children older than 3 years. We are careful in keeping the number of girls and boys same. We accept students throug counseling service’s test. This test is conducted in a warm atmosphere in which children feel at ease. All of the information will be taken from parents who are the closest people to their children and know more about them. Observations and measurements will be done during academic year and if it is needed, counseling service will be provided to students. Age difference of classes is in 12 months and every class involves both children at upper and lower age range Class placements are being done according to feedback from teachers and counseling service’s repots. Thus, class placements are accomplished with the specialists’ opinions.
In the primary school, the classes are formed by a committee constituted of the teachers and Counseling Service through considering the balances of the children in all academic, social and cognitive areas. The teachers are changed once in two years; the new classes are formed following the evaluations again conducted by the same committee at the end of 2nd Class. The reason of this change is to contribute in enabling them to be individuals who can comply with the innovations, are open minded and have developed social skills; as well to enrich their educational term by means of letting them to meet with a new point of view.
4. What are your conditions for accepting children to school? Do you evaluate the children according to any selection criteria while accepting them to school?
We accept the students according to the student applications received via the telephones of the school (444 5 632) or www.mecokullari.k12.tr web page.
The priority is given to the children of BUMED members during the registration of the children to the school.
If there is vacancy, then the applications are opened for non-members and the order of the application is considered.
The candidate students who wants to make registration initially participates in “Student Recognition Study”.
5. Do you accept special education needed students? If you accept, how do you place them into classes? Do you have inclusion education program and special education trainers?
We cannot accept student with special education needs due to the lack of special education program and specialists. However, we can accept student who can adapt to classes with the report of the counseling service. You should state your child’s needs during registration in order to respond adequately. An agreement is concluded with the families to provide support to the school during this process. It is expected from them to be open to all directions of the school, as well to evaluate these directions. In necessary cases, commissioning a shadow teacher may be asked provided that all costs are met by the families. There is no shadow teacher practice at our school.
6. How do you evaluate children’s development and academic improvement throughout the academic year?
Children’s development and academic success is regularly followed by development scales, teachers’ observations, and portfolios. We always share the results with parents. Furthermore, such information is regularly shared with the parents. All records about the children are transferred to the next teacher at the end of the year and these records are kept at the file of the Counseling Service.
Our school uses different assessment and evaluation tools. There is no written evaluation scale in the first three classes; however the readiness, developments and target achievements of the students are monitored and assessed by means of alternative assessment tools. And at the end of the terms, the interim report / development reports are shared with the parents. The written assessment is initiated at the 4th Class as mentioned in the curriculum of the Ministry of National Education.
Acting with “we do not grow up class, but individuals” philosophy, BUMED MEC Schools pays attention on the individual differences. According to the talents, areas of interest and skills of the students, differentiated course atmospheres are formed during the courses in case of necessity; and the home tasks are formed according to their requirements. The Counseling Service monitors the development processes of the students one by one and provides the support to meet their individual requirements. The distinctness of being a boutique school is felt more clearly in the interest and individual approach to the students.
Our objective is to be an institution that is dedicated to; 1.To be bound up Ataturk’s principles and reforms, to make difference with our unique perspective, to value our parents and workers. 2.To have determined goals in academic and social areas, and to be always open to develop. 3.To follow the recent works in education area and apply, learn and teach these works. 4.To be an institution that responds children’s social, scientific, individual and cultural needs and attracts children to attend. 5.To provide parent-teacher association with mutual sharing by internalizing the significance of family in child education. 6.To wonder, scrutinize, and participate decision making as being an institution. 7.To raise individuals who enjoy while learning, have self-esteem, and are always optimistic. 8.To raise individuals who love their homeland, protect universal values, and think critically and creatively.
We are an independent institution and serve the educational needs of the international and the bilingual communities of Istanbul. We believe: That every child has a unique potential for learning and personal growth which must be supported and nurtured by the school That the school should provide a child-focused and challenging learning environment in order to foster that growth That the school should offer a balanced programme to support children’s social/emotional, cognitive, creative and physical developments That the school environment should provide safe opportunities for creative exploration of the world around us That the school supports the family and community needs of the international and bilingual child and recognizes the learning partnership between home and school That the school programs should develop children’s individuality and promote a joy for learning That the school recognizes and actively promotes the practice of those shared living global values such as cooperation, respect and honesty which nourish the growth of social responsibility and global awareness That every child has the right to equality of opportunity without discrimination on any grounds such as gender, race, colour, language, religion, ability/disability, social background or appearance.