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         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
Legislators
                                         3
       Level of Understanding
              of ADEPT
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
          Perceptions of
                 ADEPT
ADEPT is . . .




     -           +
                           5
                                 ADEPT
                              Legislation

State Board of Education Regulation

                   R 43-205.1


http://www.scteachers.org/scteachers/Adept/regulat.htm


                                                         6
       SC Department of Education
     Division of Teacher Quality

       Teacher Certification

         Teacher Education

Title II - Teacher Enhancement Grant

 Teacher Induction and Evaluation
              (ADEPT)
                                       7
                         What is
                        ADEPT?
South Carolina’s system for . . .
        Assisting,
        Developing, &
        Evaluating
        Professional
        Teaching
                                    8
 How do most people
      spell ADEPT?



A D   E   P T

                      9
          The ADEPT
             System
 Induction & Mentoring


Formal Evaluation (TEAM)


Informal Evaluation (GBE)

                            10
              ADEPT System 
                Contract Status
Induction/Mentoring Induction Contract


Formal Evaluation   Annual, Provisional,
(TEAM)              (designated)
                    Continuing Contract
Informal Evaluation (successful)
(GBE)               Continuing Contract

                                           11
     ADEPT
   Questions
Who?
Why?
How?
What?
When?
               12
                      Who?
General (Classroom Teachers and
 Interns)
Special Areas
  School Guidance Counselors
  Library Media Specialists
  Speech-Language Therapists
                                   13
          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
                         Why?
The adults who work in schools
are the single most important
element in ensuring success for
students. (Danielson & McGreal, 2000)
                                        15
                      Why?
          (Danielson & McGreal, 2000)


Quality Assurance

Professional Development

                                        16
                          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.

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          The Criteria
The entire evaluation system
 must be
            Fair

          Cohesive

       Comprehensive

                                18
                    What?

The ADEPT regulation defines
minimum criteria for evaluating
professional competence, based on
high standards of teaching
performance.

                                    19
               Evaluation
               Standards
Articulated standards or
expectations for competent
practice are the defining
attributes of any profession.


                                20
       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
        ADEPT Standards
are called


  PERFORMANCE DIMENSIONS
              (PD’s)



                           22
                    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
            PD Clusters

Planning

Instruction/Service Delivery

Management

Professionalism

                                24
                  PD
           Components
Dimension Description
 (key elements are bulleted)

Competent Performance
 Description
                               25
        The ADEPT
           System
Induction & Mentoring




                        26
         Maslow’s
Hierarchy of Needs




      Safety

   Physiological
                     27
                    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
          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
          The ADEPT
             System


Formal Evaluation (TEAM)




                           30
A D   E   P T

                31
         Maslow’s
Hierarchy of Needs



Love, Affection, Belongingness

           Safety

        Physiological
                                 32
       Formal Evaluation
Conducted on
  all first and second annual contract personnel.
  all provisional contract personnel.
  designated continuing contract personnel, at
   the recommendation of the principal or district.


State Model: Teacher Evaluation and
 Assistance Model (TEAM)
                                                      33
          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
          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
      Formal Evaluation
               Process
     Preliminary Steps (5)


Data Collection & Documentation


   Evaluation Judgments (2)


  Evaluation Conferences (2)
                                  36
      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

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       Formal Evaluation
5 Preliminary Steps

Conducting Orientation Sessions
  PD’s
  Evaluation Process (What will happen and
   when)
  Use of the evaluation results



                                              38
       Formal Evaluation
5 Preliminary Steps

Conducting Pre-Evaluation Contacts
  Making introductions
  Sharing information (scheduling, etc.)
  Explaining special circumstances
  Asking questions


                                            39
      Formal Evaluation
5 Preliminary Steps

Submitting Long-Range Plans




                               40
       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
      Formal Evaluation
Data Collection & Documentation


Reviewing the Long-Range Plan




                                  42
      Formal Evaluation
Data Collection & Documentation

Gathering evidence regarding Short-
 Range Planning (typically via Short-
 Range Planning Interviews)




                                        43
      Formal Evaluation
Data Collection & Documentation


Conducting Observations




                                  44
       Formal Evaluation
Data Collection & Documentation


Reviewing Professional Responsibilities




                                           45
        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
       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

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          The ADEPT
             System
 Induction & Mentoring


Formal Evaluation (TEAM)


Informal Evaluation (GBE)

                            48
          The ADEPT
             System



Informal Evaluation (GBE)

                            49
         Maslow’s
Hierarchy of Needs
             Self
        Actualization

           Esteem


Love, Affection, Belongingness

           Safety

        Physiological
                                 50
     Informal Evaluation
     Goals Based Evaluation
Used with successful experienced
 (continuing contract) professionals.
Focuses on increasing professional
 learning via
  reflection on practice
  self-assessment
  collaboration
  self-directed inquiry                51
Informal Evaluation
Goals Based Evaluation

 Rationale:
 There should be no time off
 from growing professionally.
        (Danielson & McGreal, 2000)


                                      52
           Informal Evaluation
Goals Based Evaluation Requirements

  Professionals develop three professional goals.
  Goals are developed in collaboration with the
   building administrator.
  One goal must be accomplished annually.
  The maximum evaluation period is three years.


                                                     53
       Informal Evaluation
Goals Based Evaluation Requirements

 Goals are to promote professional growth
  and development
   in a subject area
   in strategies, technology, or assessment
   through professional service



                                               54
       Informal Evaluation
Goals Based Evaluation Requirements

 For each goal, the professional must develop
   plans for accomplishing the goal
    (objectives/strategies)
   evidence to demonstrate the accomplishment of
    the goal (measure)
   a process for monitoring progress towards
    accomplishing the goal (benchmarks)

                                                55
          Informal Evaluation
Goals Based Evaluation Requirements


 Goals are to be supportive of school district
  strategies and school renewal plans.




                                                  56
       Level of Understanding
              of ADEPT
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.
                                         57
                Reference

Danielson, C. & McGreal, T. L.
(2000). Teacher evaluation to
enhance professional practice.
Alexandra, VA: Association for
Supervision and Curriculum
Development.

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                          ADEPT


http://www.scteachers.org/scteachers/Adept/
              evaluation.htm




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