For Faculty, Supervisors and Cooperating Teachers 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: Initial Professional

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

Career Development How it fits together. . .

ADEPT Process Initial Induction Annual Professional Continuing Teaching Certificate (Teaching “license” from the state) Contract Level (Employment agreement from the school district) ADEPT Process Beginning: Year 1 Length: 1 year Initial Induction Induction and Mentoring (Goal: To provide beginning teachers with support and assistance to facilitate their successful transition into the profession.) Beginning: Year 2 Length: 1 to 4 years Annual Formal Evaluation (Goal: To provide teacher quality assurance to our stakeholders—the students, their parents, and our taxpayers.) 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.) Beginning: Upon successful completion of the formal evaluation and obtaining a professional certificate Length: Duration of career Professional Continuing Goals-Based Evaluation (Goal: To support teachers’ ongoing professional development.)

SC Department of Education Teacher Contract Levels Effective 7/22/04

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.”

APS 6 contains three key elements: 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.

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 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

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

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

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. 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 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

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.