ADEPT Orientation
For Faculty, Supervisors and
Cooperating Teachers
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.
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:
1. Initial
2.Professional
Contract
• A contract is an employment
agreement with the local school
district.
• Three “levels” of contracts:
1. Induction
2.Annual
3.Continuing
Career Development
• How it fits together. . .
Teaching
Certificat
e
(Teaching “license”
from the
state)
Beginning: Year 1
Length: 1 year
Initial
Contract Level
(Employment
agreement from
the school
district)
●
Induction and Mentoring (Goal: To
provide beginning teachers with
support and assistance to facilitate
their successful transition into the
profession.)
●
Formal Evaluation (Goal: To provide
teacher quality assurance to our
stakeholders—the students, their
parents, and our taxpayers.)
Induction
Beginning: Year 2
Length: 1 to 4
years
Initial
ADEPT Process
Annual
or
●
or
●
Beginning: Upon
successful
completion of
the formal
evaluation
and obtaining
a professional
certificate
Length: Duration
of career
●
Professional
Continuing
or
●
Diagnostic Assistance (Goal: To
provide additional support and
assistance to teachers in their second
or third year of employment.)
Goals-based Evaluation (Goal: To
support teachers’ ongoing professional
development.)
Goals-Based Evaluation (Goal: To
support teachers’ ongoing professional
development.)
Formal Evaluation (Goal: To provide
teacher quality assurance to our
stakeholders—the students, their
parents, and our taxpayers.)
SC Department of Education
Teacher Contract Levels
Effective 7/22/04
INDUCTION
Transition
Assistance
Ready
Not Ready
ANNUAL
Diagnostic
Assistance
ANNUAL
Formal Eval. 1
Met
CONTINUING
(if eligible for
Professional
Certificate) or
ANNUAL
(e.g.,PACE, C&T)
GBE or
Discretionary
Formal Eval.
Not Met
ANNUAL
Diagnostic
Assistance
Met
ANNUAL
Formal Eval. 1
CONTINUING
GBE or
Discretionary
Formal Eval
Met
ANNUAL
Formal Eval. 2
Met
Not
Met
Ineligible to teach
until after 2 years
and stateapproved
remediation plan
completed, then
ANNUAL
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
CONTINUING
(if eligible for
Professional
Certificate) or
ANNUAL
(e.g., C&T)
GBE or
Discretionary
Formal Eval.
Not Met
OUT OF
PROFESSION
Not Met
ANNUAL
Formal Eval. 2
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
Met
Not
Met
Ineligible to teach
until after 2 years
and stateapproved
remediation plan
completed, then
ANNUAL
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
Not Met
OUT OF
PROFESSION
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
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.
What are performance
standards?
• 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.”
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
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
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
What is the relationship between
domains and performance
standards?
What are key elements?
• In simplest terms, the key elements
give meaning to the performance
standards by identifying their most
important components.
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.”
What is the relationship between
performance standards and key
elements?
• APS 6 contains three key elements:
A.The teacher demonstrates a thorough
command of the discipline that he or
she teaches.
B.The teacher provides appropriate
content.
C.The teacher structures the content to
promote meaningful learning.
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.
How many key elements
are there?
• Domain 1: Planning
– APS 1: LRP
– APS 2: SRP
– APS 3: Assessment
• Domain 2: Instruction
–
–
–
–
APS
APS
APS
APS
4:
5:
6:
7:
High Expectations
Strategies
Content
Monitor/Enhance
5 key elements
3 key elements
3 key elements
3
3
3
3
key
key
key
key
elements
elements
elements
elements
How many key elements
are there?
• Domain 3: Environment
– APS 8: Environment
– APS 9: Class Management
3 key elements
3 key elements
• Domain 4: Professionalism
– APS 10: Responsibilities
5 key elements
How many key elements
are there?
•
•
•
•
•
Domain 1: Planning
Domain 2: Instruction
Domain 3: Environment
Domain 4: Professionalism
TOTAL
11 key elements
12 key elements
6 key elements
5 key elements
34 key elements
The complete ADEPT SDE document including key elements can be
located at:
http://www.scteachers.org/ADEPT/evalpdf/adept_guidelines.pdf
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.
Within the revised ADEPT formal
evaluation model there are six
sources of data.
1.
2.
3.
4.
5.
6.
The long-range plan (APS 1)
The unit work sample (APSs 2 and 3)
The classroom observation records
(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)
What is meant by
formative assessment?
• 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).
What is meant by
summative assessment?
• 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.
How Can We Prepare Our
Teacher Candidates?
Preconstruction Phase - during predirected 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
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
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
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 ………
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
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
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
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
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.
Paperwork/Forms
•
•
•
•
Long-range Plan (APS 1)
Unit Work Sample (APSs 2 and 3)
Lesson Observations (APSs 4-9)
Professional Development Goals (APS 10)
At USC Upstate, there are forms available on the
SOE webpage to evaluate Domain I and APSs 4-9
during directed teaching. Each major has its own
version of the Teacher Work Sample which
prepares our students for the Unit Work Sample.
The Professional Development Plan is
included in Domain IV of their exit
portfolio during directed teaching.
SAFE-T, the teacher evaluation
instrument effective 2009-2010, is
reflected both in our portfolio and
Teacher Work Sample. For more
information on this, go to
www.scteachers.org.