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ADEPT Framework

ADEPT Framework. What is ADEPT?. ADEPT is a comprehensive system for A ssisting , D eveloping, and E valuating P rofessional T eaching. The scope of ADEPT ranges from college students preparing to become teachers to teachers in the twilight of their careers. What is the basis for ADEPT?.

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ADEPT Framework

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  1. ADEPT Framework www.scteachers.org

  2. What is ADEPT? ADEPTis a comprehensive system for Assisting, Developing, and Evaluating Professional Teaching. The scope of ADEPTranges from college students preparing to become teachers to teachers in the twilight of their careers.

  3. What is the basis for ADEPT? ADEPT is based on a consensually-determined definition of effective teaching. This definition includes • domains, • performance standards, and • key elements.

  4. Is effective teaching the same for all educators? No. Currently, there are four categories of educators within ADEPT: • classroom-based teachers, • school guidance counselors, • speech-language therapists, and • library media specialists.

  5. What are the domains for classroom-based teachers? The four domains are as follows: • Planning • Instruction • Environment • Professionalism

  6. What are performance standards? Performance standards are statements of what teachers should know and be able to do to be effective (that is, to positively influence student learning).

  7. In terms of classroom-based teachers, how do the ADEPT Performance Standards (APSs) fit into the Domains?

  8. The first domain, PLANNING, includes • APS 1: Long-Range Planning • APS 2: Short-Range Planning of Instruction • APS 3: Planning Assessments and Using Data

  9. The second domain, INSTRUCTION, includes • APS 4: Establishing & Maintaining High Expectations for Learners • APS 5: Using Instructional Strategies to Facilitate Learning • APS 6: Providing Content for Learners • APS 7: Monitoring, Assessing, and Enhancing Learning

  10. The third domain, ENVIRONMENT, includes • APS 8: Maintaining an Environment that Promotes Learning • APS 9: Managing the Classroom

  11. The fourth domain, PROFESSIONALISM, includes • APS 10: Fulfilling Professional Responsibilities

  12. What are key elements? In simplest terms, the key elements give meaning to the performance standards by identifying their most important aspects or components.

  13. How many key elements are there for classroom-based teachers? • APS 1 and APS 10 each contain 5 key elements. • Each of the other ADEPT performance standards contains 3 key elements.

  14. In summary, effective teaching for classroom-based teachers is defined by • 4 domains, • 10 performance standards, and • 34 key elements.

  15. Further. . . These domains, standards, and key elements apply to classroom-based teachers throughout their career continuums—from pre-professional preparation through full retirement from the teaching profession.

  16. How does ADEPT assist and develop teachers? ADEPT has three primary methods for assisting and developing teachers: • Teacher preparation programs include ADEPT as a primary source of teacher development.

  17. How does ADEPT assist and develop teachers? ADEPT has three primary methods for assisting and developing teachers: • Induction & mentoring programs focus on ADEPT as a primary source of teacher assistance.

  18. How does ADEPT assist and develop teachers? ADEPT has three primary methods for assisting and developing teachers: • Goals-Based Evaluation (GBE) focuses on continuous teacher development.

  19. How does ADEPT evaluate teachers? ADEPT has two primary methods for evaluating teachers: • Summative ADEPT Formal Evaluation for Classroom-Based Teachers (SAFE-T) • Goals-Based Evaluation (GBE)

  20. How is evaluation defined? Evaluation refers to the process of making informed judgments based on • the domains, performance standards and key elements, and • evidence of teacher performance.

  21. What is SAFE-T? SAFE-T is the Summative ADEPT Formal Evaluation of Classroom-Based Teachers

  22. What is SAFE-T? SAFE-T is a highly consequential formal evaluation process. Results are used to make • state-level decisions (e.g. certificate advancement; sanctions against certificates);

  23. What is SAFE-T? SAFE-T is a highly consequential formal evaluation process. Results are used to make • district-level decisions (e.g., continuation of employment; contract level eligibility), and

  24. What is SAFE-T? SAFE-T is a highly consequential formal evaluation process. Results are used to make • higher education decisions (e.g., the effectiveness of the teacher preparation program)

  25. What is SAFE-T? SAFE-T replaces the original ADEPT formal evaluation models for classroom-based teachers (e.g., TEAM, STEP, FEAT, TEP).

  26. What are the stages of the evaluation process? • Stage I: Preparation • Stage II: Collection of evidence • Stage III: Deliberation • Stage IV: Judgments

  27. So, how does SAFE-T work?SAFE-T Stage I: Preparation • The district establishes its annual evaluation timeline.

  28. What is the length of time required to conduct SAFE-T? • SAFE-T must cover a minimum of 90 working days over the course of a single academic year. • SAFE-T must consist of two evaluation periods (also referred to as evaluation cycles) that are roughly equal in length (i.e., approximately 45 working days each).

  29. When is SAFE-T conducted? • The entire preliminary (i.e., first) evaluation period must occur during the first semester of the school year. • At least a portion of the final (i.e., second) evaluation period must occur during the second semester of the school year.

  30. When does SAFE-T begin and end? • The preliminary evaluation period begins on the date the teacher orientation is held. • The final evaluation period ends on the date that all final evaluation conferences must be completed, but must end before April 15.

  31. SAFE-T Stage I: Preparation • An ADEPT evaluation team is appointed for each teacher who is scheduled to undergo SAFE-T.

  32. What are the evaluation team membership criteria? • Each team must consist of a minimum of two trained and appropriately qualified evaluators. • One of the members must be designated to serve as the team chair.

  33. What are the evaluation team membership criteria? • A minimum of three evaluators is required for teachers undergoing highly consequential formal evaluations.

  34. SAFE-T Stage I: Preparation • Each teacher receives a comprehensive orientation to the SAFE-T process.

  35. SAFE-T Stage II: Collection of Evidence Six types of evidence are collected: • Long-range plan and teacher reflections • Unit work sample and teacher reflections • Classroom observation records • Teacher reflections on observed lessons • Professional performance review(s) • Professional self-assessment

  36. SAFE-T Stage II: Collection of Evidence The evidence is compiled as follows: • All evidence is placed in a dossier. A dossier is an organized collection of data, somewhat like a portfolio. • The dossier is maintained by the team chair.

  37. SAFE-T Stage III: Deliberation • Each team member conducts an independent review of the dossier according to the criteria described in the ADEPT formal evaluation summary. • The evaluation team members meet to discuss their independent ratings and reach consensus.

  38. SAFE-T Stage IV: Judgments • Based on the evidence, the team must reach consensus at each of the following three levels: • a judgment regarding each key element, • a judgment regarding each domain, and • an overall judgment of effectiveness.

  39. SAFE-T Stage IV: Judgments • When consensus has been reached at all three levels, the evaluation team prepares a written report. • One or more members of the evaluation team meet with the teacher to present the results to the teacher in writing and orally.

  40. How does GBE work?GBE Stage I: Preparation • The principal determines which of the two types of GBE is appropriate for each teacher: • research & development (R&D) GBE or • competence-building GBE.

  41. How does GBE work? If yes, If no,

  42. GBE Stage I: Preparation • In R & D GBE, the educator forms a research question, either independently or in collaboration with colleagues, then transforms the question into one or more goals.

  43. GBE Stage I: Preparation • In competence-building GBE, the administrator brings the specific performance concern(s) to the attention of the teacher and works with the teacher to develop one or more goals that address the concern(s).

  44. GBE Stage II: Collection of Evidence • In R & D GBE, the teacher and supervisor determine the appropriate type(s) of evidence that must be collected for each goal. The teacher is responsible for collecting and compiling the evidence.

  45. GBE Stage II: Collection of Evidence • In competence-building GBE, evidence is collected in basically the same manner as in SAFE-T, based on the established goal(s). If, for example, the established goal relates to APS 2, the evidence would need to include a unit work sample.

  46. GBE Stage III: Deliberation • In R & D GBE, the supervisor reviews and discusses the available evidence with the teacher at least annually. • In competence-building GBE, the administrator reviews the evidence at least twice annually.

  47. GBE Stage IV: Judgments • In both types of GBE, one of three possible judgments can be rendered relative to each goal: • the goal has been met; • progress toward meeting the goal is satisfactory; or • progress toward meeting the goal has not been made or is unsatisfactory.

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