1. ADEPT A D E P T
Assisting
Developing
Evaluating
Professional
Teaching

2. ADEPT Career Continuum
Developing
teacher candidates through course work, field experiences, and student teaching
Assisting
beginning teachers through induction and mentoring
Evaluating
teachers to help make high-stakes decisions about certification and contracts
exemplary teachers through goals-based evaluation
ADEPT Performance Standards

3. ADEPT Performance Standards for Classroom-Based Teachers
Domains
Performance Standards
Key Elements 4 10 34

4. Domains APSs Key Elements
3 Performance Standards (APSs 1, 2, and 3)
11 Key Elements (in this Domain)
PLANNING
DOMAIN
4 Performance Standards (APSs 4, 5, 6, and 7)
12 Key Elements (in this Domain)
INSTRUCTION
2 Performance Standards (APSs 8 and 9)
6 Key Elements (in this Domain)
ENVIRONMENT
1 Performance Standard (APS 10)
5 Key Elements (in this Domain)
PROFESSIONALISM

5. ADEPT Career Continuum
You are here.
SAFE-T happens here.
Developing
teacher candidates through course work, field experiences, and student teaching
Assisting
beginning teachers through induction and mentoring
Evaluating
teachers to help make high-stakes decisions about certification and contracts
exemplary teachers through collaboration and action research via goals-based evaluation
ADEPT Performance Standards

6. ADEPT for Teacher Candidates
Student teaching is the capstone ADEPT experience for teacher candidates.
Teacher candidates are in the pre-SAFE-T stage of their careers.
Teacher candidates must be assisted and evaluated relative to all ADEPT Performance Standards.
Teacher candidates must receive formative assistance and summative evaluations from both university and P-12 school faculty during student teaching.

7. Dual Roles for Faculty Summative Formative Facilitator Evaluator
(Coach)
Evaluator
(Gate Keeper)
Provide Coaching and Support
Provide Formative Feedback
Explain and Guide
Demonstrate/ Co-Teach
Make Judgments
Analyze and Critique Performance
Document Evidence
Formative
Summative

8. Teachers (Classroom-Based)
Summative A
ADEPT F
Formal E
Evaluation of T
Teachers (Classroom-Based)
SCDE/DEQL
Districts

9. What is SAFE-T? SAFE-T is a formal evaluation – a test.
The purpose of SAFE-T is quality assurance.
During SAFE-T, six types of evidence are collected to examine teacher performance.

10. Preparation
Leading up to (but not during!) SAFE-T, the same or similar processes can be used to collect and analyze the evidence for formative purposes.

11. Process vs. Purpose
When the chef tastes the soup, that’s ________________.
formative
When the customer tastes the soup, that’s ____________.
summative

12. Types of SAFE-T Evidence
Long-Range Plan (including Teacher Reflections)
Unit Work Sample (including Teacher Reflections)
Classroom Observations
Teacher Reflections on Observed Lessons
Professional Performance Review(s)
Professional Self-Reflection by the Teacher

13. Reflection
Why it’s important.

14. REFLECTION
Facilitator
Teacher Candidate
From To

15. Conscious Incompetence Unconscious Incompetence Unconscious Competence
REFLECTION
Conscious Incompetence
Conscious Competence
Unconscious Incompetence
Unconscious Competence

16. Domain 1: Planning APS 1: Long-Range Planning (5 key elements)
APS 2: Short-Range Planning of Instruction (3 key elements)
APS 3: Planning Assessments and Using Data (3 key elements)

17. Domain 1: Planning The emphasis in this domain is on
developing the “big picture” for the course (the evidence is the long-range plan—i.e., the course syllabus), and
increasing student achievement by using assessment data to help guide instructional planning (the evidence is the unit work sample).

18. Domain 1: Planning Teacher candidates need to know
how to obtain various types of student information, and which types are needed;
how to use student information to inform instructional planning;
the curriculum;
the types of assessments that are required;
how to align the curriculum, instruction, and assessments; and
how to analyze and use the results of formal and informal assessments to guide instruction.

19. Domain 1: Planning
Formative processes to assist the teacher candidate include
review and discussion of the teacher’s current (and previous) plans
collaborative planning and reflections
collaborative analysis of student performance and the implications for future plans

20. Domain 2: Instruction
APS 4: High Expectations for Learners (3 key elements)
APS 5: Instructional Strategies (3 key elements)
APS 6: Providing Content (3 key elements)
APS 7: Monitoring, Assessing, and Enhancing Learning (3 key elements)

21. Domain 2: Instruction
The emphasis in this domain is on using real-time, dynamic processes to match the learning to the learners. The evidence for this domain is obtained through the classroom observations and the teacher reflections on the observed lessons.

22. Domain 2: Instruction Teacher candidates need to know
how to determine the appropriate level(s) of expectations for the students
how to use the instructional strategies effectively, based on the content
how to best organize the presentation of the content
how to make real-time judgments about student learning,
how to determine when adjustments are needed, and how to make these adjustments “in flight”

23. Domain 2: Instruction
Formative processes to assist the teacher candidate include
demonstrations and co-teaching, followed by reflections
real-time coaching
immediate feedback following the lesson
collaborative reflections

24. Quick Tip What is the difference between APS 3 and APS 7?
APS 3 deals with the use of student information and assessment results to guide future instructional planning. It’s what happens before and after the lesson.
APS 7 deals with “real time” assessments and adjustments to instruction that occur during the actual lesson.

25. Domain 3: Environment
APS 8: Maintaining an Environment That Promotes Learning (3 key elements)
APS 9: Managing the Classroom (3 key elements)

26. Domain 3: Environment
The emphasis in this domain is on creating an environment that promotes learning.

27. Domain 3: Environment Teacher candidates need to know
how to motivate students by making the learning relevant;
how and when to schedule breaks in instruction;
how to create positive learning associations;
how to prioritize information;
how to facilitate independent discovery learning; (continued on the next slide)

28. Domain 3: Environment Teacher candidates need to know
how to create a safe haven for students; and
how to differentiate between and deal with misbehavior versus disruptive behavior.

29. Domain 3: Environment
Formative processes to assist the teacher candidate include
the same as those used for Domain 2 (Instruction), and
collaborative reflections about student-student and teacher-student relationships
analysis of overall organization and use of time

30. Domain 4: Professionalism
APS 10: Fulfilling Professional Responsibilities (5 key elements)

31. Domain 4: Professionalism
The emphasis in this domain is on
advocacy for students
contributions to the organization
communication
professional ethics and responsibility
continuous professional growth and development.

32. Domain 4: Professionalism
Teacher candidates need to know
the Standards of Conduct for South Carolina Educators
how to become part of collegial networks that promote shared learning and mutual support
the professional norms, culture, and expectations of the school

33. Domain 4: Professionalism
Formative processes to assist the teacher candidate include
candid conversations about professional expectations
opportunities to network, formally and informally, with other professionals in the school

34. ADEPT for Institutions of Higher Education (IHEs)
ADEPT on the Web
ADEPT for Institutions of Higher Education (IHEs)

35. ADEPT Resources ADEPT Connections for Mentors
Professional Growth and Development Plan Templates
What is SAFE-T?
SAFE-T Guide and Templates