ADEPT
Training Module for Cooperating
Teachers and Supervising Faculty
www.scteachers.org
1
ADEPT System Functions
The ADEPT System has three functions:
• Assisting
• Developing
• Evaluating
2
Planning
APS 1
APS 2
APS 3
Instruction
Professionalism
APS 10
Student
Achievement
Environment
APS 8
APS 9
APS 4
APS 5
APS 6
APS 7
Domain
APS
Element
4
Domain
Planning
APS
APS 1
# Elements
5
Planning
Planning
APS 2
APS 3
3
3
Instruction
Instruction
Instruction
Instruction
Environment
Environment
Professionalism
APS 4
APS 5
APS 6
APS 7
APS 8
APS 9
APS 10
3
3
3
3
3
3
5
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.
6
ADEPT Seminar
Part II
7
USCA Requirements
• The summative evaluation process must be aligned with
the ADEPT formal evaluation guidelines, must include
appropriate data collection, and evidence documentation
procedures.
• Each teacher education program must submit an ADEPT
plan to the SCDE annually.
• The ADEPT plan must describe the specific ways in which
the teacher education program prepares teacher
candidates by integrating the ADEPT Performance
Standards throughout course work and field experiences.
SCDE, 2006
8
USCA ADEPT Procedures
Domain 1: Planning
APS 1
• APS 1. The intern gathers student
demographic information and prior
student achievement levels, surveys
students to determine their interests and
from this information, identify factors
likely to impact student learning
• Share test scores, school and community
demographics, IEP, ESOL, etc. and
developmental levels
9
USCA ADEPT Procedures
Domain 1: Planning
APS 1
• Dialogue about standard-based long range learning and
developmental goals, curriculum guidelines, appropriate
standards, sequencing of instructional unit, appropriate
evaluation processes and appropriate procedures for
managing the classroom
• Begin this dialogue during the first week, US will set the
date for LRP submission (in 3 weeks)
• Discuss the intern’s two week unit and its place in the
LRP
10
USCA ADEPT Procedures
Domain 1: Planning
APS 1
• Internship Form L, Long Range Plan
Checklist and Template
11
USCA ADEPT Procedures
Domain 1: Planning
APS 1
• ADEPT Professional Standards EvaluationRating Review Criteria
12
USCA ADEPT Procedures
Domain 1: Planning
APSs 2 and 3
• The intern develops unit objectives that facilitate
student achievement of appropriate standards, longrange learning and developmental goals, develops
instructional plans that include content, strategies,
materials and resources appropriate for students and
uses student performance data to guide short-range
planning
• The intern develops/selects and administers a variety of
appropriate assessments, gathers and accurately
analyzes student performance data and uses info to
guide planning and uses assessment data to assign
grades that accurately reflect student progress
13
APSs 2 and 3
• Set guidelines for submitting short-range plans,
provide guidance regarding appropriate content,
require detail, USCA Lesson Plan form, clear
objectives, coach for higher level thinking and
problem solving
• Assessment guidance moving intern to
develop/select assessments to monitor student
progress and plan instruction and use appropriate
technology to store data for analysis
14
USCA ADEPT Procedures
Domain 1: Planning
APSs 2 and 3
• Suggest appropriate intervals for intern to
utilize informal and formal assessments to
determine student progression toward
accomplishing learning objectives
• Challenge the intern to utilize a variety of
evaluation criteria (scoring rubrics,
vignettes, rating scales, etc.)
15
USCA ADEPT Procedures
Domain 2: Instruction
APSs 4 - 7
• The intern establishes, communicates and
maintains high expectations for student
achievement, participation and assists
students assume responsibility for their
own learning
• The intern effectively uses a variety of
appropriate instructional strategies
16
USCA ADEPT Procedures
Domain 2: Instruction
APSs 4 - 7
• The intern demonstrates a thorough command
of the discipline providing appropriate content
that is structured to promote meaningful
learning
• The intern continually monitors student learning
during instruction by using a variety of informal
and formal assessments and uses this
information to guide instruction and provide
appropriate instructional feedback to all
students
17
USCA ADEPT Procedures
Domain 2: Instruction
APSs 4 - 7
• Assist the intern in understanding appropriate
levels of expectations for all students, guide the
intern in their ability to motivate students to
engage in self-assessment and reflection, assist
the intern in their understanding of students’
stages of learning and strategies to promote
students’ higher levels of thinking and
performance
• Model Best Practice
18
USCA ADEPT Procedures
Domain 2: Instruction
APSs 4 - 7
• Assist intern with available technology, expect
intern to draw content from a variety of
intellectual, social and/or cultural perspectives,
assist the intern in identifying and addressing
the sources of student problems in mastering
content
19
USCA ADEPT Procedures
Domain 3: Environment
APSs 8 and 9
• The intern creates and maintains a physical and
emotional environment that is safe and
encouraging for all students and that facilitates
cooperation and teamwork among students
• The intern manages student behavior
appropriately, maximizes instructional time and
manages non-instructional routines efficiently
20
USCA ADEPT Procedures
Domain 3: Environment
APSs 8 and 9
• Provide the intern with space for
materials, orient the intern to school
policy regarding development and
duplication of instructional materials,
assist the intern in becoming a more
“culturally competent” educator
21
USCA ADEPT Procedures
Domain 3: Environment
APSs 8 and 9
• Discuss district and school policies regarding
behavioral rules and consequences, encourage
the intern to modify their management plan to
accommodate individual needs, assist the intern
as they encourage students to assume
responsibility for their own behavior
• Assist the intern with transitions and strategies
for non-instructional routines
22
USCA ADEPT Procedures
Domain4: Professionalism
APS 10
The intern is an advocate for all students,
works to achieve organizational goals of the
school, is an effective communicator, exhibits
professional behavior and is an active learner.
23
USCA ADEPT Procedures
Domain 4: Professionalism
APS 10
• Allow the intern to communicate, in a
variety of formats, with parents/guardians
regarding student expectations, progress
and performance
24
USCA ADEPT Procedures
Domain 4: Professionalism
APS 10
• Expect the intern to exemplify
professional demeanor, demonstrate
initiative and quality in all areas
• Support the intern in self reflection and
collaboration that fosters professional
growth
25
USCA ADEPT Procedures
Domain 4: Professionalism
APS 10
• Clinical/Internship Experiences
Dispositions Evaluation (Form M)
26
USCA ADEPT Procedures
• The Cooperating Teacher and the University
Supervisor will continuously discuss the intern’s
progress relative to each APS.
• The informal ADEPT Observation is vital to the
process. Minimally 4 ADEPT Observations, plus
the Midterm and Final ADEPT Observations are
required.
27
USCA ADEPT Procedures
• The CT and the US will collaborate on the
intern’s performance and the US will
determine the final grade.
• The intern can only miss one key element
under each domain
28
Observation Activity
• Purpose
– Practice
– Collegial sharing
– Improving assessment instrument
29
Quality Feedback
Quality feedback is constructive
Immediate
Frequent
Honest
Offers solutions
30
Directions
•
•
•
•
View video.
Take notes.
Complete observation form.
Share observations and personal ratings with
table members.
• Share observations with the whole group.
31