ADEPT Orientation

1. ADEPT Orientation For Faculty, Supervisors and Cooperating Teachers

2. Note to Participants • This ADEPT seminar is intended to provide cooperating teachers and supervising faculty with the knowledge and skills to assist and assess teacher candidates relative to the ADEPT System requirements. • This seminar will not qualify participants to serve as ADEPT evaluators of practicing teachers.

3. Certificate • The teaching certificate is the educator’s “license” to teach. Certificates are issued by the State Department of Education, and they are valid in all school districts in South Carolina. • Two “levels” of certificates: • Initial • Professional

4. Contract • A contract is an employment agreement with the local school district. • Three “levels” of contracts: • Induction • Annual • Continuing

5. Career Development • How it fits together. . .

7. SC Department of EducationTeacher Contract LevelsEffective 7/22/04

8. What is the overall structure of ADEPT? ADEPT is structured around five major concepts: • Domains • ADEPT Performance Standards (APSs) • Key Elements • Data • Formative and summative assessments

9. What are domains? • Domains are categories of related performance standards. • Within the ADEPT system, four domains are used to organize not only the performance standards, but the data that are collected as well. Specifically, domains are used to organize the data in such a way as to facilitate the decision-making process.

10. What are performancestandards? • Performance standards are statements of what teachers should know and be able to do in order to be effective. • For example, APS 6 states that “An effective teacher possesses a thorough knowledge and understanding of the discipline so that he or she is able to provide the appropriate content for the learners.” • For ease of communication, APS 6 is labeled “Providing Content for Learners.”

11. Domains and Related ADEPT Performance Standards (APS) • Domain I – Planning • APS 1 – Long-range Planning (LRP) • APS 2 – Short-range Planning (SRP) • APS 3 – Planning for Assessment

12. Domains and Related ADEPT Performance Standards • Domain II – Instruction • APS 4 – High Expectations for Learners • APS 5 – Using Instructional Strategies • APS 6 – Providing Content • APS 7 – Monitoring and Enhancing Learning

13. Domains and Related ADEPT Performance Standards • Domain III – Environment • APS 8 – Maintaining a Learning Environment • APS 9 – Managing the Classroom • Domain IV – Professional Development • APS 10 – Fulfilling Professional Responsibilities

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

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

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

17. What is the relationship between performance standards and key elements? • APS 6 contains three key elements: • The teacher demonstrates a thorough command of the discipline that he or she teaches. • The teacher provides appropriate content. • The teacher structures the content to promote meaningful learning.

18. What is the relationship between performance standards and key elements? • Within each performance standard, each key element statement is followed by a paragraph that defines and describes the key element. • The definitions and descriptions are intended to explain the key elements. They are not intended to be all-inclusive or to be used as presence/absence checklists.

19. How many key elements are there? • Domain 1: Planning • APS 1: LRP 5 key elements • APS 2: SRP 3 key elements • APS 3: Assessment 3 key elements • Domain 2: Instruction • APS 4: High Expectations 3 key elements • APS 5: Strategies 3 key elements • APS 6: Content 3 key elements • APS 7: Monitor/Enhance 3 key elements

20. How many key elements are there? • Domain 3: Environment • APS 8: Environment 3 key elements • APS 9: Class Management 3 key elements • Domain 4: Professionalism • APS 10: Responsibilities 5 key elements

21. How many key elements are there? • Domain 1: Planning 11 key elements • Domain 2: Instruction 12 key elements • Domain 3: Environment 6 key elements • Domain 4: Professionalism 5 key elements • TOTAL 34 key elements The complete ADEPT SDE document including key elements can be located at: http://www.scteachers.org/ADEPT/evalpdf/adept_guidelines.pdf

22. What is meant by data? • Data refer to information that is collected during the ADEPT process that is relatively free from a judgment of value or worth of the teacher based on the information.

23. Within the revised ADEPT formal evaluation model there are six sources of data. • The long-range plan (APS 1) • The unit work sample (APSs 2 and 3) • The classroom observationrecords (APSs 4-9) • The teacher’s reflections on instruction and learning (APSs 4-9) • The professional review (APS 10) • The professional self-assessment and the professional growth and development plan (APS 10)

24. What is meant by formativeassessment? • Formative assessment refers to the process of analyzing data and using the information to inform and improve practice. • Formative assessment is an ongoing process that occurs at every level of the ADEPT System (preservice, induction, formal evaluation, diagnostic assistance, GBE).

25. What is meant by summativeassessment? • Summative assessment refers to the process of analyzing data and using the results to make high-stakes, consequential decisions (i.e., successful completion of directed teaching). • Summative assessment occurs most often at the preservice and evaluation levels of the ADEPT System.

26. How Can We Prepare Our Teacher Candidates? Preconstruction Phase - during pre-directed teaching coursework EXAMPLES from APS 1 – Long-range Planning • Summarize the 5 key elements in LRP • Analyze LRPs from teachers in same content area • Describe the purpose of LRP

27. APS 1A (Preconstruction Phase continued) • Describe various types of student information • Describe how to obtain each type of student information • Discuss the ways in which various types of student information may impact learning APS 1B • Define instructional goals and tell how they are developed • Identify appropriate SC Content Standards and SPA standards being used • Analyze the standards for cognitive processes required and levels of performance

28. APS 1C (Preconstruction Phase continued) • Define an instructional unit • Describe factors that influence the development/selection of units (e.g., standards to be taught, curriculum maps, planning and pacing guides, materials) APS 1D • Compare and give examples of formal vs. informal, formative vs. summative assessments • Describe how curriculum, instruction, and assessment are interrelated • Describe different record-keeping systems

29. APS 1E (Preconstruction Phase continued) • Describe various classroom management techniques • Discuss the ways in which school and district policies relate to classroom management • Describe best practices in classroom management • Describe types of essential, noninstructional routines that impact classroom management These are the building blocks for APS 1. If students master these during coursework, then field experiences from practica to directed teaching (aka clinical experience) will give them opportunities to construct/demonstrate competence. So we move on to the ………

30. Construction Phase Practica (rehearsal)Directed Teaching (dress rehearsal) Examples from APS 1 – Long-range Planning • Determine the appropriate format for LRP APS 1A • Obtain various types of student information – number, ethnicity, culture, gender, SES • Context (e.g. classroom, community) • Students with special needs • Other

31. APS 1B (Construction Phase continued) • Develop LRP instructional goals that are clear, developmentally appropriate, aligned with standards, described in terms of student performance (not activities) APS 1C • Identify instructional units that relate to curricular themes, areas of knowledge, or skills/processes; standards based; provide time for adequate coverage of key material; expose students to a variety of cultural, intellectual, social perspectives; and follow a logical progression

32. APS 1D (Construction Phase continued) • Develop/select assessments that are appropriate for the goals and content; include formal/informal types; have evaluation criteria clearly stated • Develop/select a record-keeping system that is confidential, well-organized, and provides a way to analyze student data APS 1E • Develop a classroom management system that is appropriate for the students, consistent with school/district policies, states rules in positive terms focused on behavior, and includes procedures for handling noninstructional routines efficiently

33. Unit Orientation How does ADEPT look at USC Upstate? The overarching concepts for our program are found in our Core Values and Dispositions (CVD): • Reflective teaching practice • Learner-centered pedagogy • Performance-based assessment • Diversity • Professional responsibility

34. The CVDs guide our total program. ADEPT is implemented as follows: • The Preconstruction Phase is developed in coursework and early field experiences. • The Construction Phase “foundation” is built during field experiences in methods classes. • The Construction Phase “finish work” is completed during directed teaching (aka clinical experience). The goal is for the teacher candidate to be ready to be a practicing teacher at the conclusion of the clinical experience.

35. Paperwork/Forms • Long-range Plan (APS 1) • Unit Work Sample (APSs 2 and 3) • Lesson Observations (APSs 4-9) • Professional Development Goals (APS 10) (Insert link to forms once developed and agreed upon)