1. SAFE-T NET Introduction

2. ADEPT is the acronym for . . .
ssisting, D
eveloping, and E
valuating
Trainer Notes:
Ask participants to complete the acronym.
Before advancing to the next slide, focus participants’ attention on the first three words: assisting, developing, and evaluating P
rofessional T
eaching

3. Which of the three ADEPT verbs is least like the other two?
Assisting
Developing
Trainer Notes:
Ask participants to select the verb that is least like the other two, and tell why.
Evaluating

4. ADEPT Continuum GBE Formal Evaluation Induction & Mentoring Teacher
Trainer Notes:
Explain that ADEPT begins when candidates enter their teacher preparation programs.
ADEPT continues throughout every phase of a teacher’s career.
Induction
& Mentoring
Teacher
Preparation

5. Assisting & Developing Evaluating
Teacher
Preparation
Induction
& Mentoring
Formal
Evaluation
GBE
Assisting &
Developing
Evaluating
Trainer Notes:
Ask the participants to place each of the four ADEPT processes into either the “assisting and developing” category or the “evaluating” category.
Before advancing to the next slide, emphasize the fact that, contrary to popular belief, most of ADEPT falls into the “assisting and developing” category!

6. Formative (A&D) Summative (E)
Goal
Focus
Perspective
Stakes
Frequency
Feedback
Improvement
Judgment
Process
Outcome
Specific
Holistic
Trainer Notes:
First, refer to the Glossary in the SAFE-T Guide, beginning on page 26. Briefly discuss the definitions of the terms formative and summative.
Then, present and discuss each entry on the chart.
Lower
Higher
Ongoing
Periodic
Descriptive
Rating

7. When the customers taste the soup, that’s ___________.
When the chef tastes the soup, that’s ___________.
When the customers taste the soup, that’s ___________.
formative
Trainer Notes:
Ask the participants to determine which is formative and which is summative. Discuss why.
Before advancing to the next slide, point out that both processes are essentially the same. However, the outcomes and consequences are very different!
summative

8. In terms of the ADEPT processes,
induction/mentoring and GBE (i.e., the “assisting and developing” processes) are _____________.
formal evaluation (i.e., the “evaluating” process) is ______________.
formative
Trainer Notes:
The formative ADEPT processes are like the chef tasting the soup – the desired outcome is continuous improvement.
The summative ADEPT process is like the customer tasting the soup – the outcome is a consequential judgment.
summative

9. ADEPT Foundation
Performance
Standards

10. ADEPT Performance Standards
The ADEPT Performance Standards are statements of what teachers should know and be able to do to be effective (that is, to positively influence student learning).
Trainer Notes:
This is the definition of the ADEPT Performance Standards.

11. Currently, there are ADEPT Performance Standards for which four groups of educators?
Classroom-based teachers
Library media specialists
School guidance counselors
Speech-language therapists
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answers.

12. Who are classroom-based teachers?
Teachers of core content subjects
Teachers of related subjects (e.g., physical education, career and technology education)
Teachers of special education
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answers.

13. Into what categories do we classify effective teaching?
Domains
Performance Standards
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answers.
Key Elements

14. What are the four domains for classroom-based teachers?
Planning
Instruction
Environment
Professionalism
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answers.

15. Which standards fall under the PLANNING domain?
APS 1: Long-Range Planning
APS 2: Short-Range Planning of Instruction
APS 3: Planning Assessments and Using Data
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answers.

16. Which standards fall under the INSTRUCTION domain?
APS 4: Establishing & Maintaining High Expectations for Learners
APS 5: Using Instructional Strategies to Facilitate Learning
APS 6: Providing Content for Learners
APS 7: Monitoring, Assessing, & Enhancing Learning
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answers.

17. Which standards fall under the ENVIRONMENT domain?
APS 8: Maintaining an Environment That Promotes Learning
APS 9: Managing the Classroom
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answers.

18. Which standard falls under the PROFESSIONALISM domain?
APS 10: Fulfilling Professional Responsibilities
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answer.

19. Domains and APSs Planning Professionalism Instruction Environment
STUDENT
ACHIEVEMENT
Trainer Notes:
Summarize the interrelationships among the domains and APSs. Then, explain that all components of effective teaching relate to student achievement.
Environment
APS 8
APS 9

20. What is the purpose of the key elements?
The key elements define the most important aspects or components of each ADEPT Performance Standard.
Trainer Notes:
Ask participants to respond to the question, then display and discuss the answer.

21. Key Elements
The descriptions and examples that follow each key element are not intended to be transformed into ________________!
Trainer Notes:
Refer participants to page 3 of the SAFE-T Guide. Stress the point that the key elements are essential; however, the examples and descriptions that follow each key element are not mandatory. The examples and descriptions illustrate what “good teaching” often looks like. (Note that the word here is “often.” Remember that there is more than one way to skin a cat!)
checklists

22. How many key elements are there in all?
Do the key element math:
APS 1 and APS 10 each contain 5 key elements.
The other eight ADEPT performance standards each contain 3 key elements.
How many key elements are there in all?
Trainer Notes:
Ask participants to answer the question by supplying the missing number (34). 34

23. In summary, 4 domains, 10 performance standards, and 34 key elements.
effective teaching for classroom-based teachers is defined by
4 domains,
10 performance standards, and
34 key elements.
Trainer Notes:
Reiterate the fact that the “examples” and “descriptors” are not included here because they are not necessarily the mandatory requirements for effective teaching.

24. Further. . .
These domains, standards, and key elements apply to classroom-based teachers throughout their career continuums—from pre-professional preparation through full retirement from the teaching profession.
Trainer Notes:
Reiterate the fact that the domains, standards, and key elements don’t lose their meaningfulness and importance once the formal evaluation process has been completed. The ADEPT Performance Standards are not about showcasing; they’re about effective teaching.

25. Key Element Sort
Trainer Notes: [Whenever you see this icon, it means to move to an activity.]
Purpose. The purpose of the Key Element Sort activity is to illustrate the fact that everything that a teacher is expected to know and/or do can be described in terms of the ADEPT Performance Standards.
Materials. For this activity, each participant will need a copy of the three-page Key Element Sort handout. The trainer will need a copy of the answer sheet.
Instructions. Go over the instructions at the top of the handout, then use the first item for demonstration and complete it together with the group. Divide the participants into pairs. Beginning with item #2, assign one or two of the next several items to each pair of participants, depending on the size of the group. (Note: There are 17 items in all. Do not assign all of the items; the “leftovers” are to be assigned as homework.) Allow participants a few minutes to complete their assigned items, then have each pair report out to the entire group. As the participants present each item, present the answer key and compare/discuss responses. Acknowledge that some differences are acceptable! After all of the assigned items have been discussed, reiterate the purpose of this activity (see above).

26. Homework
Trainer Notes: [Whenever you see this TO DO icon, it means you are to assign homework to the participants.]
Homework. Assign the “leftover” items from the Key Element Sort activity as homework. Participants are to complete this homework assignment independently. Inform the participants that their completed homework will be collected at the beginning of the next session and will be rated as follows: Satisfactory, Needs Improvement, or Not Submitted.

27. SAFE-T

28. SAFE-T is the acronym for
ummative A
DEPT F
ormal
Trainer Notes:
Ask participants to complete the acronym. E
valuation of T
eachers

29. Training Goal
The goal of this SAFE-T Evaluator Training is to ensure that each of you becomes a ________SAFE-T evaluator.
Trainer Notes:
Emphasize the word trusted.
trusted

30. Who needs to be able to trust you?
The teachers who are being evaluated
Your school district
Institutions of higher education (IHEs)
The state
Your colleagues in the profession
Trainer Notes:
Present the question, and have the participants brainstorm for answers. Then, present and discuss each bullet.
Bullet #3: Share with participants that teachers’ ADEPT results are linked back to their respective training institutions (IHEs). The ADEPT results are one of the ways that IHEs are rated for effectiveness. These ratings are published in IHEs’ Title II (Federal) report cards that are available to the public.

31. What is SAFE-T trust?
You are professionally competent and qualified to serve as an evaluator.
You will follow the standardized procedures for implementing the SAFE-T process.
You will complete all requirements in a responsible and timely manner.
You will respect the teachers you evaluate as well as the other members of your team.
Trainer Notes:
Before presenting the bullets, have the participants describe what they think SAFE-T trust means.
Present and discuss each bulleted item.

32. What is SAFE-T trust? You will act with honesty and integrity.
You will make your decisions in an unbiased and objective manner.
You will maintain confidentiality.
You will report any procedural violations or conflicts of interest.
Trainer Notes:
Continue to present and discuss each bulleted item.
In talking about the last bullet (reporting procedural violations), let the participants know that, typically, the district’s ADEPT coordinator is the appropriate contact person. An evaluator who does not report a violation is as guilty as the violator in terms of breech of trust.

33. What does SAFE-T do?
SAFE-T replaces the original ADEPT formal evaluation models for classroom-based teachers (e.g., TEAM, STEP, FEAT, TEP).
Trainer Notes:
Re-emphasize the fact that SAFE-T is part of the ADEPT system; ADEPT is not going away.
Ask the participants to identify the ADEPT formal evaluation model that the district has been using (e.g., TEAM, STEP, FEAT, TEP, etc.). This is the model that is going away and that is being replaced by SAFE-T. It’s still ADEPT!
Stress the point that SAFE-T is appropriate only for classroom-based teachers (refer back to slide 12 for the definition of classroom-based teachers). SAFE-T must not be used to evaluate special area personnel (e.g., school guidance counselors, library media specialists, speech-language therapists).

34. What makes SAFE-T a formal evaluation?
SAFE-T involves standardized procedures and criteria.
What makes SAFE-T summative?
Trainer Notes:
For each question, ask the participants to respond to the query, then present and discuss the answer. Relate to the previous discussion of summative evaluations. Point out a possible source of confusion between two evaluation terms that sound very much alike but mean something entirely different: formal and formative. A formal evaluation is one that involves standardized procedures and criteria (think of formal in terms of established rules). A formative evaluation, on the other hand, is one that is used for the purpose of improving performance (think of formative as a derivative of forming, meaning developing and shaping). SAFE-T is formal, and it is summative. However, SAFE-T is not formative.
SAFE-T results are highly consequential.

35. SAFE-T results are used to make
state-level decisions (e.g. certificate advancement; sanctions against certificates);
district-level decisions (e.g., continuation of employment; contract level eligibility), and
decisions about the effectiveness of teacher preparation (e.g., IHEs, PACE)
Trainer Notes:
These bullets describe why SAFE-T is a high-stakes, consequential (i.e., summative) evaluation.

36. Additionally,
SAFE-T results become a permanent part of each teacher’s professional performance record (i.e., the teacher’s ___________ ___________).
ADEPT
Trainer Notes:
Remind the participants that this all goes back to professional trust. Revisit and reinforce the content of slides (SAFE-T Trust: Who needs to be able to trust SAFE-T evaluators?).
history

37. How is evaluation defined?
Evaluation refers to the process of making informed judgments based on
the criteria (i.e., the domains, performance standards, and key elements) and
the evidence of teacher performance.
Trainer Notes:
The critical terms to emphasize here are
informed judgment (as opposed to “opinion”)
criteria (i.e., these are the established expectations)
evidence (i.e., these are the samples of teacher performance that will be used to make the judgments.)

38. Evaluation All evaluation processes rely on behavior sampling.
SAFE-T samples the teacher behaviors that are believed to be the most likely to yield valid judgments of teacher effectiveness.
Trainer Notes:
Remind the participants of the Key Element Sort activity. Any of these scenarios could have been included as part of the SAFE-T process. (For example, we could have required SAFE-T evaluators to observe the teacher during a parent conference.) But, although the evaluation process must yield valid results, resources and common sense tell us that the evaluation process must also be feasible. In other words, although the ADEPT Performance Standards apply to all aspects of teaching performance, the SAFE-T evaluation process samples only some of these aspects.

39. SAFE-T Keys SAFE-T parallels the American system of justice.
So, if, in the judicial system, the defendant is innocent until proven guilty, then
in SAFE-T, the teacher is competent unless _________________.
Trainer Notes:
Have the participants fill in the blank, then discuss.
proven otherwise

40. SAFE-T Keys
Evaluators are to take a _________ view of teachers before they engage in an analytical review of the teaching performance.
holistic
Trainer Notes:
Taking a holistic view of performance helps move evaluators away from a checklist approach to evaluation.

41. Helpful Advice Make your SAFE-T Guide your new best friend!
Trainer Notes:
Although the participants have already had a brief exposure to the SAFE-T Guide, now is the time to make a formal introduction.
Begin by reviewing the Table of Contents with the participants.

42. What are the stages of the SAFE-T process?
Stage I: Preparation
Stage II: Collection of evidence
Stage III: Deliberation
Stage IV: Judgments
Trainer Notes:
Introduce the four stages of the SAFE-T process.

43. SAFE-T Stage I: ___________ Reminders:
Find it in your SAFE-T Manual
Preparation
SAFE-T Stage I: ___________ Reminders:
classroom-based teachers only
SAFE-T is for_________________________.
When SAFE-T is used for certificate/contract advancement purposes,
teachers must be evaluated only in an area or areas in which they are certified at the time of the evaluation, and
teachers must be employed at least half-time (FTE = > 0.5)
Trainer Notes:
Refer participants to the SAFE-T Guide, page 1. The contents of this slide are explained in the Introduction and Application sections.

44. SAFE-T Stage I: ___________
Find it in your SAFE-T Manual
SAFE-T Stage I: ___________
Preparation
Step 1
The district establishes its annual evaluation timeline.
Trainer Notes:
Refer participants to the SAFE-T Guide, page 1. The contents of slides are explained in the Timeline section.
Stress to the participants that all evaluators must know and adhere to the district’s annual evaluation timeline!

45. What is the minimum number of days for SAFE-T?
SAFE-T must cover a minimum of 90 student attendance days over the course of a single academic year.

46. What are the requirements for evaluation periods?
SAFE-T must consist of two evaluation periods (also referred to as evaluation cycles) that are roughly equal in length (i.e., approximately 45 working days each).

47. What is the timeline for each evaluation period?
The entire preliminary (i.e., first) evaluation period must occur during the first semester of the school year.
At least a portion of the final (i.e., second) evaluation period must occur during the second semester of the school year.

48. When does SAFE-T begin and end?
The preliminary evaluation period begins on or after the date the teacher orientation is held.
The final evaluation period ends on the date that all final evaluation conferences must be completed, but must end before the date contracts must be issued.

49. SAFE-T Stage I: Preparation
Step 2
An ADEPT evaluation team is appointed for each teacher who is scheduled to undergo SAFE-T.
Trainer Notes:
Refer participants to the SAFE-T Guide, page 2. The contents of slides are explained in the SAFE-T Teams section.
Emphasize the fact that any evaluator who does not meet the qualifications to serve on an assigned evaluation team, or who has a conflict of interest, must ask to be removed from the team. Relate this responsibility back to SAFE-T trust.

50. What are the evaluation team membership requirements?
Each team must consist of a minimum of two trained and appropriately qualified evaluators.
One of the members must be designated to serve as the team chair.

51. What are the evaluation team membership criteria?
A minimum of three evaluators is required for teachers undergoing highly consequential formal evaluations.

52. What is a highly consequential evaluation?
A highly consequential evaluation applies to any annual-contract teacher who
has failed annual-formal 1 and is now undergoing annual-formal 2 or
is returning to teaching following an ADEPT-related certificate suspension.
Trainer Notes:
Provide explanations of these categories of teachers, as needed.
Point out that only a very small number of educators fall into either of these categories.

53. SAFE-T Stage I: ___________
Preparation
Step 3
Each teacher receives a comprehensive orientation to the SAFE-T process.
Trainer Notes:
Refer participants to the SAFE-T Guide, page 2 (SAFE-T Orientation section).
IMPORTANT: The members of the evaluation teams are responsible for ensuring that their teachers have received the required orientation. If for any reason, a teacher has not received an orientation, the evaluators must notify the district’s ADEPT coordinator who will then determine how the orientation will be provided. Under no circumstances can the evaluation process begin until the teacher has received the orientation.

54. SAFE-T Questions and Take-Aways
(So far. . . )