Www.scteachers.org 1 ADEPT Training Module for Cooperating Teachers and Supervising Faculty Winthrop University

www.scteachers.orgwww.scteachers.org 11

ADEPTADEPTTraining Module for Training Module for Cooperating Teachers and Cooperating Teachers and Supervising FacultySupervising Faculty

Winthrop UniversityWinthrop University

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Note to participantsNote to participants

This ADEPT seminar is intended to This ADEPT seminar is intended to provide cooperating teachers and provide cooperating teachers and supervising faculty with the knowledge supervising faculty with the knowledge and skills to assist and assess teacher and skills to assist and assess teacher candidates relative to the ADEPT candidates relative to the ADEPT System requirements.System requirements.

This seminar will This seminar will notnot qualify qualify participants to serve as ADEPT participants to serve as ADEPT evaluators of practicing teachers.evaluators of practicing teachers.

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ADEPT RetrospectiveADEPT Retrospective

1998: The ADEPT System went 1998: The ADEPT System went into effect statewide.into effect statewide.

The The systemsystem was not then—nor is was not then—nor is it now—consistently understood it now—consistently understood throughout the state.throughout the state.

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ADEPT System ADEPT System FunctionsFunctionsThe ADEPT System has three The ADEPT System has three

functionsfunctions::

AssistingAssisting

DevelopingDeveloping

EvaluatingEvaluating

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ADEPT ProcessesADEPT Processes

The ADEPT System has five processes:The ADEPT System has five processes:

PreservicePreservice

InductionInduction

Formal (Summative) EvaluationFormal (Summative) Evaluation

Diagnostic AssistanceDiagnostic Assistance

Informal (Formative) Evaluation: Goals-Based Informal (Formative) Evaluation: Goals-Based

Evaluation (GBE)Evaluation (GBE)

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ADEPT ADEPT Process + FunctionProcess + Function

Each ADEPT process has a primary Each ADEPT process has a primary functionfunction::

Preservice -- Preservice -- DevelopingDeveloping

Induction -- Induction -- AssistingAssisting

Formal (Summative) Evaluation -- Formal (Summative) Evaluation -- EvaluatingEvaluating

Diagnostic Assistance -- Diagnostic Assistance -- AssistingAssisting

Informal (Formative) Evaluation: Goals-Based Informal (Formative) Evaluation: Goals-Based

Evaluation (GBE) -- Evaluation (GBE) -- DevelopingDeveloping

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ADEPTADEPT

Career DevelopmentCareer Developmentfor Practicing for Practicing TeachersTeachers

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The teaching certificate is the The teaching certificate is the educator’s “license” to teach. educator’s “license” to teach. Certificates are issued by the State Certificates are issued by the State Department of Education, and they are Department of Education, and they are valid in all school districts in South valid in all school districts in South Carolina.Carolina.

Two “levels” of certificates:Two “levels” of certificates:1.1. InitialInitial

2.2. ProfessionalProfessional

CertificateCertificate

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A contract is an employment A contract is an employment agreement with the local school agreement with the local school district.district.

Three “levels” of contracts:Three “levels” of contracts:1.1. InductionInduction

2.2. AnnualAnnual

3.3. ContinuingContinuing

ContractContract

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Career Career DevelopmentDevelopment

How it fits together. How it fits together. . .. .

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Teaching Certificate

(Teaching “license” from the state)

Contract Level(Employment

agreement from the school district)

ADEPT Process

Beginning: Year 1Length: 1 year

Initial Induction

● Induction and Mentoring (Goal: To provide beginning teachers with support and assistance to facilitate their successful transition into the profession.)

Beginning: Year 2Length: 1 to 4 years

Initial Annual

● Formal Evaluation (Goal: To provide teacher quality assurance to our stakeholders—the students, their parents, and our taxpayers.)

or● Diagnostic Assistance (Goal: To provide

additional support and assistance to teachers in their second or third year of employment.)

or● Goals-based Evaluation (Goal: To support

teachers’ ongoing professional development.)

Beginning: Upon successful completion of the formal evaluation and obtaining a professional certificate

Length: Duration of career

Professional Continuing

● Goals-Based Evaluation (Goal: To support teachers’ ongoing professional development.)

or● Formal Evaluation (Goal: To provide

teacher quality assurance to our stakeholders—the students, their parents, and our taxpayers.)

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South Carolina Department of Education

Teacher Contract LevelsTeacher Contract LevelsEffective 7/22/04

INDUCTIONTransitionAssistance

ANNUALFormal Eval. 1

ANNUALDiagnosticAssistance

CONTINUING(if eligible forProfessionalCertificate) or

ANNUAL(e.g.,PACE, C&T)

GBE orDiscretionaryFormal Eval.

ANNUALDiagnosticAssistance


Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then

ANNUALFormal Eval.


CONTINUINGGBE or

DiscretionaryFormal Eval.

OUT OFPROFESSION

CONTINUING(if eligible forProfessional

Certificate) orANNUAL

(e.g., C&T)GBE or



Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then

ANNUALFormal Eval.

CONTINUINGGBE or


OUT OFPROFESSION

Ready Not Ready

Not Met

Not Met

Not Met

Not Met

Not Met

Not Met

Met

Met

Met

Met

Met

Met

CONTINUINGGBE or

DiscretionaryFormal Eval

CONTINUINGGBE or


Met

Met

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ADEPT SystemADEPT System

Induction

InductionAnnual

FormalEvaluation

DiagnosticAssistance

GBE

Continuing

GBEFormal

Evaluation

Initial Certificate

Professional

Certifi

cat

e

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ADEPT EvaluationsADEPT EvaluationsInformal (Formative)Informal (Formative) Results are used to Results are used to

assist teachers and to assist teachers and to develop and enhance develop and enhance teaching performanceteaching performance– PreservicePreservice– InductionInduction– Diagnostic AssistanceDiagnostic Assistance– Informal Evaluation Informal Evaluation

(GBE)(GBE)

Formal Formal (Summative)(Summative)

Results are used for Results are used for high-stakes, high-stakes, consequential consequential decision-makingdecision-making– Formal (Summative) Formal (Summative)

Evaluation)Evaluation)

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Results are used. . .Results are used. . . at the state level for certificate at the state level for certificate

advancement purposes.advancement purposes. at the district level to make contract at the district level to make contract

and employment decisions. and employment decisions. at the state level to determine when at the state level to determine when

sanctions should be taken against a sanctions should be taken against a teacher’s certificateteacher’s certificate

at the higher education level as a part at the higher education level as a part of each institution’s report cardof each institution’s report card

ADEPT Formal ADEPT Formal (Summative) (Summative) EvaluationEvaluation

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ADEPT RetrospectiveADEPT Retrospective

2003: The SDE commissioned a 2003: The SDE commissioned a comprehensive external comprehensive external evaluation of the ADEPT System evaluation of the ADEPT System (Anderson Research Group).(Anderson Research Group).

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ADEPTADEPT

Results of the comprehensive Results of the comprehensive external evaluation of the ADEPT external evaluation of the ADEPT System (Anderson Research System (Anderson Research Group, 2003) indicate that. . .Group, 2003) indicate that. . .

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The ADEPT System has The ADEPT System has many strengths.many strengths.

The ADEPT System. . .The ADEPT System. . .provides a clear and explicit provides a clear and explicit

definition of good teaching.definition of good teaching.contains clear expectations for contains clear expectations for

teacher knowledge and teacher knowledge and performance.performance.

provides a common language for provides a common language for teachers and administrators to talk teachers and administrators to talk about good teaching.about good teaching.

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The ADEPT System has The ADEPT System has many strengths.many strengths.

The ADEPT System. . . The ADEPT System. . . provides a common framework provides a common framework

for consensus and collaboration.for consensus and collaboration. includes multiple includes multiple

observers/evaluators.observers/evaluators. focuses on continued growth and focuses on continued growth and

development of teachers.development of teachers.

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The ADEPT System has had The ADEPT System has had positive statewide impact.positive statewide impact.

The ADEPT System has. . .The ADEPT System has. . . resulted in better prepared recent resulted in better prepared recent

college graduates.college graduates.helped novice teachers make the helped novice teachers make the

transition to classroom teaching.transition to classroom teaching. improved the effectiveness of improved the effectiveness of

classroom teachers.classroom teachers.

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The ADEPT System has had The ADEPT System has had positive statewide impact.positive statewide impact.

The ADEPT System has. . .The ADEPT System has. . . increased teacher professionalism.increased teacher professionalism. increased shared responsibility for increased shared responsibility for

good teaching.good teaching. resulted in more positive resulted in more positive

administrator-teacher administrator-teacher relationships.relationships.

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What is the overall What is the overall structure of ADEPT?structure of ADEPT?

ADEPT is structured around five majorADEPT is structured around five major

concepts:concepts:DomainsDomainsADEPT Performance Standards (APSs)ADEPT Performance Standards (APSs)Key ElementsKey ElementsDataDataFormative and summative assessmentsFormative and summative assessments

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What are What are domainsdomains? ?

Domains are categories of related Domains are categories of related performance standards. performance standards.

Within the ADEPT system, Within the ADEPT system, four domainsfour domains are used to organize not only the are used to organize not only the performance standards, but the data that performance standards, but the data that are collected as well. Specifically, are collected as well. Specifically, domains are used to organize the data in domains are used to organize the data in such a way as to facilitate the decision-such a way as to facilitate the decision-making process. making process.

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What are What are performanceperformance standardsstandards??

Performance standards are statements of Performance standards are statements of what teachers should know and be able to what teachers should know and be able to do in order to be effective.do in order to be effective.

For example, APS 6 states that “An For example, APS 6 states that “An effective teacher possesses a thorough effective teacher possesses a thorough knowledge and understanding of the knowledge and understanding of the discipline so that he or she is able to discipline so that he or she is able to provide the appropriate content for the provide the appropriate content for the learners.”learners.”

For ease of communication, APS 6 is For ease of communication, APS 6 is labeled “Providing Content for Learners.” labeled “Providing Content for Learners.”

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What is the relationship What is the relationship between domains and between domains and performance standards?performance standards?

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Domain 1: PlanningDomain 1: Planning•APS 1: Long-Range PlanningAPS 1: Long-Range Planning•APS 2: Short-Range Planning of Instruction APS 2: Short-Range Planning of Instruction •APS 3: Planning Assessments and Using Data APS 3: Planning Assessments and Using Data

Domain 2: InstructionDomain 2: Instruction•APS 4: Establishing & Maintaining High Expectations APS 4: Establishing & Maintaining High Expectations for for Learners Learners •APS 5: Using Instructional Strategies to Facilitate APS 5: Using Instructional Strategies to Facilitate Learning Learning •APS 6: Providing Content for Learners APS 6: Providing Content for Learners •APS 7: Monitoring, Assessing, and Enhancing APS 7: Monitoring, Assessing, and Enhancing Learning Learning

ADEPT Domains and ADEPT Domains and Performance StandardsPerformance Standards

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Domain 3: EnvironmentDomain 3: Environment•APS 8: Maintaining an Environment that APS 8: Maintaining an Environment that Promotes Promotes Learning Learning •APS 9: Managing the Classroom APS 9: Managing the Classroom

Domain 4: ProfessionalismDomain 4: Professionalism•APS 10: Fulfilling Professional Responsibilities APS 10: Fulfilling Professional Responsibilities

ADEPT Domains and ADEPT Domains and Performance StandardsPerformance Standards

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What are What are key key elementselements??

In simplest terms, the key In simplest terms, the key elements give meaning to the elements give meaning to the performance standards by performance standards by identifying their most important identifying their most important components.components.

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What is the relationship What is the relationship between performance between performance standards and key standards and key elements?elements?

As mentioned earlier, APS 6 As mentioned earlier, APS 6 (Providing Content for Learners) (Providing Content for Learners) states that “An effective teacher states that “An effective teacher possesses a thorough knowledge possesses a thorough knowledge and understanding of the and understanding of the discipline so that he or she is able discipline so that he or she is able to provide the appropriate content to provide the appropriate content for the learners.”for the learners.”

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APS 6 contains three key APS 6 contains three key elements:elements:

A.A. The teacher demonstrates a The teacher demonstrates a thorough command of the discipline thorough command of the discipline that he or she teaches.that he or she teaches.

B.B. The teacher provides appropriate The teacher provides appropriate content.content.

C.C. The teacher structures the content to The teacher structures the content to promote meaningful learning. promote meaningful learning.

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Within each performance standard, Within each performance standard, each key element statement is each key element statement is followed by a paragraph that defines followed by a paragraph that defines and describes the key element.and describes the key element.

The definitions and descriptions are The definitions and descriptions are intended to explain the key elements. intended to explain the key elements. They are They are notnot intended to be all- intended to be all-inclusive or to be used as inclusive or to be used as presence/absence checklists.presence/absence checklists.

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How many key How many key elements are there?elements are there? Domain 1: PlanningDomain 1: Planning

– APS 1: LRPAPS 1: LRP 5 key elements5 key elements– APS 2: SRPAPS 2: SRP 3 key elements3 key elements– APS 3: AssessmentAPS 3: Assessment 3 key elements3 key elements

Domain 2: InstructionDomain 2: Instruction– APS 4: High ExpectationsAPS 4: High Expectations 3 key elements3 key elements– APS 5: StrategiesAPS 5: Strategies 3 key elements3 key elements– APS 6: ContentAPS 6: Content 3 key elements3 key elements– APS 7: Monitor/EnhanceAPS 7: Monitor/Enhance3 key elements3 key elements

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How many key How many key elements are there?elements are there?

Domain 3: EnvironmentDomain 3: Environment – APS 8: EnvironmentAPS 8: Environment 3 key 3 key

elementselements– APS 9: Class ManagementAPS 9: Class Management 3 key 3 key

elementselements

Domain 4: ProfessionalismDomain 4: Professionalism– APS 10: ResponsibilitiesAPS 10: Responsibilities5 key elements5 key elements

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How many key How many key elements are there?elements are there?

Domain 1: PlanningDomain 1: Planning 11 key elements11 key elements

Domain 2: InstructionDomain 2: Instruction 12 key elements12 key elements Domain 3: EnvironmentDomain 3: Environment 6 key elements 6 key elements Domain 4: ProfessionalismDomain 4: Professionalism 5 key 5 key

elementselements

TOTALTOTAL 34 key elements34 key elements

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What is meant by What is meant by datadata??

Data refer to information that is Data refer to information that is collected during the ADEPT collected during the ADEPT process that is process that is relatively free relatively free from a judgment of value or from a judgment of value or worth of the teacher based on the worth of the teacher based on the informationinformation..

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Within the revised ADEPT Within the revised ADEPT formal evaluation model formal evaluation model there are six sources of there are six sources of data.data.

1.1. The The long-range plan long-range plan (APS 1)(APS 1)2.2. The The unit work sample unit work sample (APSs 2 and 3)(APSs 2 and 3)3.3. The The classroom observationclassroom observation recordsrecords

(APSs 4-9) (APSs 4-9)4.4. The teacher’s The teacher’s reflectionsreflections on on

instruction and learning (APSs 4-9)instruction and learning (APSs 4-9)5.5. The The professional reviewprofessional review (APS 10) (APS 10)6.6. The The professional self-assessmentprofessional self-assessment

and the and the professional growth and professional growth and development plandevelopment plan (APS 10) (APS 10)

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DossierDossier During the ADEPT formal evaluation During the ADEPT formal evaluation

process, all data are placed in a dossier process, all data are placed in a dossier that is maintained by the chair of the that is maintained by the chair of the evaluation team.evaluation team.

All evaluators have access to the All evaluators have access to the teacher’s dossier.teacher’s dossier.

The evaluators analyze the data in the The evaluators analyze the data in the dossier to arrive at their evaluation dossier to arrive at their evaluation judgments.judgments.

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What is meant by What is meant by formativeformative assessmentassessment??

Formative assessment refers to Formative assessment refers to the process of analyzing data and the process of analyzing data and using the information to inform using the information to inform and improve practice.and improve practice.

Formative assessment is an Formative assessment is an ongoing process that occurs at ongoing process that occurs at every level of the ADEPT System every level of the ADEPT System (preservice, induction, formal (preservice, induction, formal evaluation, diagnostic assistance, evaluation, diagnostic assistance, GBE).GBE).

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What is meant by What is meant by summativesummative assessmentassessment??Summative assessment refers to Summative assessment refers to

the process of analyzing data and the process of analyzing data and using the results to make high-using the results to make high-stakes, consequential decisions stakes, consequential decisions (i.e., successful completion of (i.e., successful completion of student teaching).student teaching).

Summative assessment occurs Summative assessment occurs most often at the preservice and most often at the preservice and evaluation levels of the ADEPT evaluation levels of the ADEPT System.System.

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ADEPT Seminar ADEPT Seminar

Part IIPart II

Documents

Www.scteachers.org 1 ADEPT Training Module for Cooperating Teachers and Supervising Faculty Winthrop University