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1. Are You

2. What is

3. Levels of Understanding ADEPT • I know I do not know. • I have basic information but I cannot explain it to others. • I understand and can explain ADEPT. • I can apply the ADEPT standards. • I can analyze the ADEPT standards and create new ways of utilizing them. • I could teach this ADEPT session.

4. Assisting Developing Evaluating Professional Teaching

5. The Criteria • The entire evaluation system must be • Fair • Cohesive • Comprehensive

6. The Criteria The ADEPT regulation defines minimumcriteria for evaluating professional competence, based on high standards of teaching performance.

7. ADEPT Legislation SC State Board of Education Regulation R43-205.1

8. ADEPT Standards • apply to all contract levels • provide appropriate expectations for what all school-based professionals in South Carolina should know and be able to do. • reflect fundamental principles of competent professional practice. • are consistent with nationally recognized standards.

9. ADEPT Standards Provide a systematic way of: -providing assistance to novice members of the profession -designing assessments which may be used to make decisions about continued practice of the profession -promoting continuous professional development

10. Understanding the Terminology of ADEPT

11. Definition of Terms ADEPT Performance Standards • – the standards, or expectations, for competent practice. The ADEPT system includes separate sets of APS’s for four groups of professionals, as follows: • General and Special Education Teachers • (10 APS’s) • School Guidance Counselors (7 APS’s) • Library Media Specialists (7 APS’s) • Speech-Language Therapists (10 APS’s)

12. ADEPT Performance Standards The ten APSs for classroom-based teachers are grouped into four domains. Planning Instruction Environment Professionalism

13. Definition of Terms Teaching Certificate – the “license” to practice, issued by the State Department of Education.

14. Definition of Terms Contract – the employment agreement between the school district and the teacher. -The contract level (i.e., induction, annual, or continuing) must be indicated on the teacher contract.

15. Contract Levels Induction – First year of teaching Annual - Second/third year of teaching Continuing – Highest level of professional teaching in South Carolina (similar to tenure in other states) *Diagnostic Assistance *May be Used if teacher has not been deemed acceptable on Annual evaluation

16. Contract Flowchart

17. Definition of Terms Diagnostic Assistance ♦Annual (Contract) Diagnostic Assistance (ADA) replaces provisional contracts ♦Provided if needed at the annual contract level. ♦One year only; only once in career span. ♦For teachers who show potential but who are not ready for formal evaluation. ♦May be provided either after the induction year orafter the first unsuccessful formal evaluation.

18. Definition of Terms ADEPT System Process – the type(s) of assistance that must be provided and/or evaluation(s) that must be conducted, as specified in the ADEPT statute, regulation, and guidelines.

19. Induction & Mentoring Formal Evaluation (TEAM) The ADEPTSystem Informal Evaluation (GBE)

20. Definition of Terms Induction • First year teacher provided with mentoring assistance. One year only. • The district may decide not to re-hire the teacher the next year. In this event, the teacher is eligible to seek employment in another school district at the annual-contract level. • OR • The district may elect to re-hire the teacher at the annual-contract level the next year.

21. Induction and MentoringRationale • -Increase retention • -Improve professional performance • -Promote the personal and professional well-being of novices • -Transmit the school system culture and expectations • -Satisfy state and district requirements

22. Induction/Mentoring Requirements -Comprehensive orientation session -Assistance team (peer mentor and building administrator) -Training for all assistance team members -Two-way observations and Consultations -Monthly meetings of novice professionals -Written and oral feedback (Fall & Spring) -Program feedback

23. Definition of Terms Annual (after Successful Induction Year) Following the induction year, the teacher is eligible for employment at the annual contract level under one of the following two ADEPT processes, at the discretion of the school district: Annual Contract – Formal Evaluation using the ADEPT formative and summative instruments OR Annual Contract – Diagnostic Assistance

24. Definition of Terms Continuing • Teachers must pass the formal evaluation at the annual-contract level in order to be eligible to advance to a continuing contract and a professional teaching certificate. • Teachers at the continuing-contract level are not subject to summative evaluation. They will use a formative self-evaluation known as the GBE, Goals Based Evaluation.

25. Definition of Terms ADEPT Process • The ADEPT System includes • Formative Evaluations - for the purpose of enhancing the professional skills of teachers. • Summative Evaluations - for the purpose of making consequential decisions.

26. Definition of Terms Formative Feedback – involves low-stakes assessments of teaching performance conducted for the purpose of informing, guiding, and improving practice. Formative feedback may be obtained from others and/or from self-evaluations. Formative feedback is an important component of the induction, diagnostic assistance, and informal evaluation (GBE) processes.

27. Definition of Terms Formal Evaluation A summative assessment of teaching performance upon which high-stakes, consequential decisions are based. Used with Annual contract teachers.

28. Formal Evaluation State Model: Teacher Evaluation and Assistance Model (TEAM) • Conducted on • -allfirst and second annual contract personnel. • -alldiagnostic assistance personnel. • -designated continuing contract personnel, at the recommendation of the principal or district.

29. Formal Evaluation 5 Preliminary Steps • 1. Assigning the 3-member evaluation team • -Trained building administrator • -Trained, experienced peer (matched in terms of grade level and/or area) • -Trained (other) evaluator

30. Formal Evaluation 5 Preliminary Steps (cont.) • 2. Conducting Orientation Sessions • -Performand standards (APD’s) • -Evaluation Process (What will happen and when) • -Use of the evaluation results

31. Formal Evaluation 5 Preliminary Steps (cont.) • 3. Conducting Pre-Evaluation Contacts • -Making introductions • -Sharing information (scheduling, etc.) • -Explaining special circumstances • -Asking questions

32. Formal Evaluation 5 Preliminary Steps (cont.) • 4. Submitting Long-Range Plans and Unit Work Sample

33. Formal Evaluation 5 Preliminary Steps (cont.) • 5. Conducting Team Planning • -Evaluation team members agree on a general plan for completing the evaluation process • -Must adhere to State and District timelines for interviews, observations, and consensus judgments, and conferences • -Complete the Planning Guide

34. Formal Evaluation Data Collection & Documentation Reviewing the Long-Range Plan Gathering evidence regarding Short-Range Planning Conducting Observations Reviewing Professional Responsibilities

35. Formal Evaluation Evaluation Judgments • Preliminary (Formative) and Final (summative) Evaluation Judgments • 2. Based on team Consensus • 3. Each PD is judged: “Competent” or “Needs Improvement” (NI)

36. Formal Evaluation Evaluation Conferences • Preliminary and Final Evaluation Conferences • -Entire evaluation team meets with teacher • -Teacher receives the written Overall Judgment and the Consensus Evaluation descriptions for each APS

37. Definition of Terms Informal Evaluation – most often referred to as GBE (Goals-Based Evaluation). At this stage, experienced, successful teachers are expected to engage in self-assessment and reflection in order to develop goals that promote student achievement through continuous professional growth and contributions to the profession.

38. Informal Evaluation Goals Based Evaluation • Used with successful experienced (continuing contract) professionals. • Focuses on increasing professional learning via • reflection on practice • self-assessment • collaboration • self-directed inquiry

39. Informal Evaluation Goals Based Evaluation Requirements Professionals develop three professional goals. Goals are developed in collaboration with the building administrator. One goal must be accomplished annually. The maximum evaluation period is three years.

40. Informal Evaluation Goals Based Evaluation Requirements • 5. Goals are to be supportive of school district strategies and school renewal plans. • 6. Goals are to promote professional growth and development • in a subject area • in strategies, technology, or assessment • through professional service

41. Informal Evaluation Goals Based Evaluation Requirements • 7. For each goal, the professional must develop • plans for accomplishing the goal (objectives/strategies) • evidence to demonstrate the accomplishment of the goal (measure) • a process for monitoring progress towards accomplishing the goal (benchmarks)

42. Courses at Winthrop teaching the ADEPT Standards EDUC 110- Introduction EDUC 310/610 – ADEPT I EDUC 390/660 – ADEPT II EDUC 391/475 – Using ADEPT Evaluation in the field

43. Web Site http://www.scteachers.org/scteachers/Adept/evaluation.htm

44. Levels of Understanding ADEPT • I know I do not know. • I have basic information but I cannot explain it to others. • I understand and can explain ADEPT. • I can apply the ADEPT standards. • I can analyze the ADEPT standards and create new ways of utilizing them. • I could teach this ADEPT session.

45. Are You