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ADEPT

ADEPT. 1. ADEPT. The Big Picture. 2. ADEPT Intended Audience. Students in IHE Teacher Prep Programs. Teachers. TEAM Evaluators. School & District Administrators. IHE Faculty Members & Administrators. Members of State Board of Education. Members of State Education Committees.

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ADEPT

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  1. ADEPT 1

  2. ADEPT The Big Picture 2

  3. ADEPT Intended Audience • Students in IHE Teacher Prep Programs • Teachers • TEAM Evaluators • School & District Administrators • IHE Faculty Members & Administrators • Members of State Board of Education • Members of State Education Committees • Legislators 3

  4. Level of UnderstandingofADEPT • 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

  5. - + Perceptions ofADEPT ADEPT is . . . 5

  6. ADEPT Legislation State Board of Education Regulation R 43-205.1 http://www.scteachers.org/scteachers/Adept/regulat.htm 6

  7. SC Department of EducationDivision of Teacher Quality Teacher Certification Teacher Education Title II - Teacher Enhancement Grant Teacher Induction and Evaluation (ADEPT) 7

  8. Professional • Teaching What isADEPT? South Carolina’s system for . . . • Assisting, • Developing, & • Evaluating 8

  9. How do most people spell ADEPT? A DEP T 9

  10. Induction & Mentoring Formal Evaluation (TEAM) The ADEPTSystem Informal Evaluation (GBE) 10

  11. ADEPT System  Contract Status 11

  12. ADEPT Questions • Who? • Why? • How? • What? • When? 12

  13. Who? • General (Classroom Teachers and Interns) • Special Areas • School Guidance Counselors • Library Media Specialists • Speech-Language Therapists 13

  14. ADEPT Special Areas:Commonalities • All employed under teacher contracts • All make important contributions to the goal of the school organization: to help students achieve in life • All have professional responsibilities that are unique to their positions 14

  15. Why? The adults who work in schools are the single most important element in ensuring success for students. (Danielson & McGreal, 2000) 15

  16. Why? (Danielson & McGreal, 2000) • Quality Assurance • Professional Development 16

  17. How? • The ADEPT System includes • Summative Evaluations - for the purpose of making consequential decisions. • Formative Evaluations - for the purpose of enhancing the professional skills of teachers. 17

  18. The Criteria • The entire evaluation system must be • Fair • Cohesive • Comprehensive 18

  19. What? The ADEPT regulation defines minimumcriteria for evaluating professional competence, based on high standards of teaching performance. 19

  20. Evaluation Standards Articulated standards or expectations for competent practice are the defining attributes of any profession. 20

  21. 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. 21

  22. ADEPT Standards • are called PERFORMANCE DIMENSIONS (PD’s) 22

  23. ADEPT PD’s provide a blueprint for • 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 23

  24. PD Clusters • Planning • Instruction/Service Delivery • Management • Professionalism 24

  25. PD Components • Dimension Description (key elements are bulleted) • Competent Performance Description 25

  26. The ADEPTSystem Induction & Mentoring 26

  27. Safety Physiological Maslow’s Hierarchy of Needs 27

  28. Induction & Mentoring Rationale • 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 28

  29. Induction/Mentoring Requirements • Comprehensive orientation session • Assistance team (peer mentor and building administrator) • Training for all assistance team members • Two-way observations • Consultations • Monthly meetings of novice professionals • Written and oral feedback (Fall & Spring) • Program feedback 29

  30. The ADEPTSystem Formal Evaluation (TEAM) 30

  31. A DEP T 31

  32. Safety Physiological Maslow’s Hierarchy of Needs Love, Affection, Belongingness 32

  33. Formal Evaluation • Conducted on • allfirst and second annual contract personnel. • allprovisional contract personnel. • designated continuing contract personnel, at the recommendation of the principal or district. • State Model: Teacher Evaluation and Assistance Model (TEAM) 33

  34. Formal Evaluation Assumptions • Professionals should benefit from appropriate evaluations of their job performance. • Evaluation decisions should be based on typical job performance. • The majority of professionals are competent practitioners. 34

  35. Formal Evaluation Assumptions • Professionals who consistently perform their job duties at levels below State/District standards can be identified. • The appropriateness and effectiveness of service delivery are context-specific. • Personnel must be evaluated by experienced peers and administrators who have successfully completed an evaluator training program. 35

  36. Formal Evaluation Process Preliminary Steps (5) Data Collection & Documentation Evaluation Judgments (2) Evaluation Conferences (2) 36

  37. Formal Evaluation 5 Preliminary Steps • Assigning the 3-member evaluation team • Trained building administrator • Trained, experienced peer (matched in terms of grade level and/or area) • Trained (other) evaluator 37

  38. Formal Evaluation 5 Preliminary Steps • Conducting Orientation Sessions • PD’s • Evaluation Process (What will happen and when) • Use of the evaluation results 38

  39. Formal Evaluation 5 Preliminary Steps • Conducting Pre-Evaluation Contacts • Making introductions • Sharing information (scheduling, etc.) • Explaining special circumstances • Asking questions 39

  40. Formal Evaluation 5 Preliminary Steps • Submitting Long-Range Plans 40

  41. Formal Evaluation 5 Preliminary Steps • 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 41

  42. Formal Evaluation Data Collection & Documentation • Reviewing the Long-Range Plan 42

  43. Formal Evaluation Data Collection & Documentation • Gathering evidence regarding Short-Range Planning (typically via Short-Range Planning Interviews) 43

  44. Formal Evaluation Data Collection & Documentation • Conducting Observations 44

  45. Formal Evaluation Data Collection & Documentation • Reviewing Professional Responsibilities 45

  46. Formal Evaluation Evaluation Judgments • Preliminary and Final Evaluation Judgments • Based on team Consensus • Each PD is judged: “Competent” or “Needs Improvement” (NI) • Overall judgment: • Competent: 0 or 1 PD judged as “NI” • Needs Improvement: 2 - 3 PD’s judged as “NI” • Unsatisfactory: > 4 PD’s judged as “NI” 46

  47. 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 PD 47

  48. Induction & Mentoring Formal Evaluation (TEAM) The ADEPTSystem Informal Evaluation (GBE) 48

  49. The ADEPTSystem Informal Evaluation (GBE) 49

  50. Self Actualization Esteem Love, Affection, Belongingness Safety Physiological Maslow’s Hierarchy of Needs 50

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