1. ADEPT for School Guidance Counselors
October 2011

2. A D E P T
Assisting
Developing
Evaluating
Professional
Teaching

3. ADEPT Infrastructure
System
Statewide
Dynamic

4. The ADEPT System The ADEPT System is based on sets of
performance standards that
establish the expectations for what all educators in South Carolina should know and be able to do, and
reflect fundamental principles of competent professional practice.

5. Performance Standards
The Importance of
Performance Standards
Articulated standards or expectations for competent practice are the defining attributes of any profession.

6. ADEPT Performance Standards
There are four sets of ADEPT
Performance Standards (APSs):
classroom-based teachers
school guidance counselors
speech-language therapists
library media specialists
Special
Areas

7. ADEPT Performance Standards
The ADEPT Performance Standards (APSs) were originally called “Performance Dimensions.”
The term “ADEPT Performance Standards” is synonymous with the term “Performance Dimensions.”

8. APSs for School Guidance Counselors
Were developed by a statewide group of counselors representing the public schools and institutions of higher education
Are aligned with established standards for the profession
Apply to school guidance counselors throughout all stages of their careers—from beginning to retirement

9. ADEPT Career Continuum
developing teacher candidates
assisting beginning teachers through induction and mentoring
evaluating teachers for high stakes decisions
developing exemplary teachers
ADEPT
Performance
Standards

10. APSs for School Guidance Counselors
NOTE: The APSs for classroom-based teachers have recently been revised. However, the APSs for the three special areas have NOT been affected.
The 2003 APSs (i.e., Performance Dimensions) and formal (summative) evaluation processes are still in effect for all of the special areas.

11. APSs for School Guidance Counselors
Information available on the Web

15. Scroll down

16. ADEPT Materials
ADEPT Videos

18. APSs for School Guidance Counselors
There are seven APSs for school guidance counselors.
Each APS includes a
description of the standard and
key considerations regarding the standard

19. Key Considerations Are included in the Evidence Documentation template
Are examples of components of each performance dimension
Are not necessarily all of equal importance
Are not universally applicable to all guidance counselors in all settings
Are context-specific

20. APSs for School Guidance Counselors
APS 1: Long-Range Planning
APS 2: Short-Range Planning of Guidance and Counseling Activities
APS 3: Development and Use of Assessments

21. APSs for School Guidance Counselors
APS 4: Providing Guidance and Counseling Services
APS 5: Providing Consultation Services
APS 6: Coordinating Guidance and Counseling Services
APS 7: Fulfilling Professional Responsibilities

22. ADEPT for Practicing Educators
Certificate
Contract

23. Terminology
Certificate – your license to work in the schools, issued by the SCDE
Contract – your employment agreement with the school district
ADEPT process – the ADEPT-related procedures that will apply to you, depending on your contract level, your certificate level, and your performance.

24. South Carolina Department of Education
Teacher Contract Levels (Effective 2004)

25. Assisting Beginning Educators
ADEPT Induction and Mentoring for First-Year Educators
Purpose
 New educator effectiveness
 New educator retention
Strategies
Year-long locally designed induction programs
Support from trained mentors
Emphasis on assistance
Status
Initial Certificate
Induction Contract
At-will employee (formal evaluation not required)

26. ADEPT Formal Evaluation
Evaluating Educators
ADEPT Formal Evaluation
Purpose
Quality Assurance
Strategies
Year-long formal evaluation process
Team of trained, certified evaluators
Status
Initial Certificate/Annual Contract or
Professional Certificate/ Continuing Contract

27. ADEPT Formal Evaluation Results Annual-Contract Educators
Evaluating Educators
ADEPT Formal Evaluation Results
Annual-Contract Educators
Certificate Advancement
Contract Advancement
Certificate Suspensions
District Employment Decisions
IHE Ratings

28. Counselors Formal Evaluation Materials
Guidelines
Evidence Documentation
Interview Form
Reflection on Counseling Session
Reflection on Guidance Session
Consultation Survey
Consultation Summary Report
Professional Performance Description
Professional Self-Report
Evaluation Summary
Long-Range Planning Form (optional)

29. School Guidance Counselors Formal Evaluation
Each formal evaluation year includes two cycles: a preliminary evaluation period and a final evaluation period.
Prior to the beginning of the preliminary evaluation period, the counselor must receive a comprehensive orientation to the evaluation process.

30. School Guidance Counselor Formal Evaluation
Data Collection
Long-range plans (APS 1)
Interviews (APSs 2, 3, and 6)
Observations (APS 4)
Reflections (APS 4)
Surveys (APS 5)
Professional Self-Report (APS 7)
Professional Performance Description (APS 7)

31. At-A-Glance School Guidance Counselor Formal Evaluation Evaluator 2
(Certified Counselor)
Evaluator 2
(Supervisor/
Administrator)
Complete the LRP (APS 1)
*Begin distributing the “Consultation Survey” forms (APS 5)
Review the LRP; complete the documentation for APS 1
Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

32. At-A-Glance School Guidance Counselor Formal Evaluation Evaluator 2
(Certified Counselor)
Evaluator 2
(Supervisor/
Administrator)
Participate in interviews (APSs 2, 3, and 6)
Conduct the counseling interview; complete the documentation for APSs 2, 3, and 6
Conduct the guidance interview; complete the documentation for APSs 2, 3, and 6
Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

33. At-A-Glance School Guidance Counselor Formal Evaluation
Evaluator 1
(Certified Counselor)
Evaluator 2
(Supervisor/ Administrator)
Complete the counseling or guidance “Reflection” following each observation
(APS 4)
Conduct the counseling observation; *review the “Counseling Reflection”; complete the documentation for APS 4
Conduct the guidance observation; *review the “Guidance Reflection”; complete the documentation for APS 4
*Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

34. At-A-Glance School Guidance Counselor Formal Evaluation
Evaluator 1
(Certified Counselor)
Evaluator 2
(Supervisor/ Administrator)
Analyze the results of the “Consultation Survey”; complete the “Consultation Summary Report” (APS 5)
Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

35. At-A-Glance School Guidance Counselor Formal Evaluation
Evaluator 1
(Certified Counselor)
Evaluator 2
(Supervisor/ Administrator)
Complete the “Professional Self-Report” (APS 7)
Review the “Consultation Summary Report”; complete the documentation for APS 5
Review the “Consultation Summary Report”; complete the documentation for APS 5
Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

36. At-A-Glance School Guidance Counselor Formal Evaluation
Evaluator 1
(Certified Counselor)
Evaluator 2
(Supervisor/ Administrator)
Complete the “Professional Self-Report” (APS 7)
*Administrator: Complete the “Professional Performance Description”
(APS 7) during each evaluation cycle

37. At-A-Glance School Guidance Counselor Formal Evaluation
Evaluator 1
(Certified Counselor)
Evaluator 2
(Supervisor/ Administrator)
Review the “Professional Self-Report”
Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

38. At-A-Glance School Guidance Counselor Formal Evaluation Evaluator 2
(Certified Counselor)
Evaluator 2
(Supervisor/
Administrator)
Review the “Professional Performance Description”; complete the documentation for APS 7

39. At-A-Glance School Guidance Counselor Formal Evaluation Evaluator 2
(Certified Counselor)
Evaluator 2
(Supervisor/
Administrator)
Hold the consensus meeting; complete the consensus documentation and the “Evaluation Summary”

40. At-A-Glance School Guidance Counselor Formal Evaluation Evaluator 2
(Certified Counselor)
Evaluator 2
(Supervisor/
Administrator)
Participate in the evaluation conference to discuss the evaluation results; all participants sign the summary form; school guidance counselor receives a copy

41. School Guidance Counselor Formal Evaluation
Evaluation Judgment
In order to meet the overall competency standard, the school guidance counselor must meet the standard on all seven of the APSs at the time of the final evaluation.

42. Continuous Development
During this phase of ADEPT, school guidance counselors
must have successfully completed the ADEPT formal evaluation and advanced to a professional teaching certificate
receive a continuing contract from the school district
are eligible to participate in goals-based evaluation (GBE)

43. Goals-Based Evaluation
GBE is based on the premise that every educator, no matter how skilled or experienced, must always continue to improve.
GBE must be relevant and important to the educator.
GBE is the basis for each educator’s certificate renewal.

44. Goals-Based Evaluation
The GBE process is the same for all educators.
There are two types of GBE:
Research & Development GBE
Competence-Building GBE

45. Goals-Based Evaluation
Competence-Building GBE
Research and Development GBE

46. Research & Development GBE
Through inquiry and collaboration, educators direct their own professional development within the context of the performance standards.

47. Research & Development GBE
Involves action research (inquiry)
Goals can be developed and addressed individually or in groups
Goals may be carried over for more than one year, subject to the approval of the GBE supervisor
Is a seven-step, iterative process

48. Research & Development GBE
Step 5
Analyze the data
Step 2
Develop a research plan.
Step 3
Implement the plan
STEP 1
Ask a question, then turn it into a research goal.
Step 6
Reflect on the analysis; determine implications
Step 7
Disseminate the findings
Step 4
Collect data

49. Research & Development GBE
Goals
Must be aligned with one or more of the appropriate APSs.
Must indicate the educator’s change or improvement over time.
The educator must pursue at least one goal every year.

50. Competence-Building GBE
If performance weaknesses have been identified and documented over time, one or more goals must address these weaknesses.
An educator can be required to address no more than three goals during any one time period.

51. ADEPT Histories ADEPT History
Year
District
Current Contract
Results
Hiring Status
Next Year Contract
2011
Richland 01
Continuing - GBE
No Data
2010
Met or Ready
Rehired
2009
Annual - Formal 1
2008
Induction
Discussion Question: Should the certification area in which the educator was employed/evaluated be added to each year of the educator’s ADEPT History record?

52. The Current ADEPT System for School Guidance Counselors
School Guidance Counselor Performance
School Guidance Counselor Quality

53. The Future of Evaluation
School Guidance Counselor Performance
Student Performance
School Guidance Counselor Effectiveness

54. QUESTIONS?

55. Division of School Effectiveness
ADEPT Staff
Contact Information
Division of School Effectiveness
Briana Timmerman,
PhD
Director, Instructional Practices and Evaluations
(803)
1429 Senate St. Columbia, SC
Joseph Tadlock
Educator Evaluation Team Leader
(803)
Anita Parker
Teacher Evaluation
Goals-Based Evaluation (GBE)
(803)
Patti Fowler
ADEPT for Teacher Candidates
Induction & Mentoring
(803)