adept assisting developing evaluating professional teaching 1

ADEPT

A D E P T

Assisting

Developing

Evaluating

Professional

Teaching

1

ADEPT

ADEPT Career Continuum

2

ADEPT Performance Standards

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

Developing

• exemplary teachers through goals-based evaluation

ADEPT

ADEPT Performance Standards for Classroom-Based Teachers

Domains

Performance Standards

Key Elements

• 4

• 10

• 34

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ADEPT

Domains APSs Key Elements

• 3 Performance Standards (APSs 1, 2, and 3)

• 11 Key Elements (in this Domain)

PLANNINGDOMAIN

• 4 Performance Standards (APSs 4, 5, 6, and 7)


INSTRUCTIONDOMAIN • 2 Performance

Standards (APSs 8 and 9)


ENVIRONMENTDOMAIN

• 1 Performance Standard (APS 10)


PROFESSIONALISM

DOMAIN

4

ADEPT

ADEPT Career Continuum

5

ADEPT Performance Standards

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

Developing

• exemplary teachers through collaboration and action research via goals-based evaluation

You are here.

SAFE-T happens

here.

ADEPT

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.

Teacher Candidates

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ADEPT

Dual Roles for Faculty

Facilitator

(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

Form

ati

veS

um

mativ

e

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ADEPT

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SCDE/DEQL

Districts

S• Summative

A• ADEPT

F• Formal

E• Evaluation of

T• Teachers (Classroom-Based)

ADEPT

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.

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ADEPT

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.

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ADEPT

When the chef tastes the soup, that’s ________________.

When the customer tastes the soup, that’s ____________.

formative

summative

Process vs. Purpose

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ADEPT

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

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ADEPT

Reflection

Why it’s important.

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ADEPT

REFLECTION

Facilitator

Teacher Candidate

From Teacher

Candidate

Facilitator

To

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ADEPT

REFLECTION

Conscious Incompetenc

e

Conscious Competence

Unconscious Incompetenc

e

Unconscious Competence

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ADEPT

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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)

ADEPT

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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).

ADEPT

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Domain 1: PlanningTeacher 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.

ADEPT

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Domain 1: PlanningFormative 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

ADEPT

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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)

ADEPT

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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.

ADEPT

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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”

ADEPT

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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

ADEPT

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Quick TipWhat 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.

ADEPT

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Domain 3: Environment

• APS 8: Maintaining an Environment That Promotes Learning (3 key elements)

• APS 9: Managing the Classroom (3 key elements)

ADEPT

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The emphasis in this domain is on creating an environment that promotes learning.

ADEPT

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Domain 3: EnvironmentTeacher 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)

ADEPT

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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.

ADEPT

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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

ADEPT

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Domain 4: Professionalism

• APS 10: Fulfilling Professional Responsibilities (5 key elements)

ADEPT

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The emphasis in this domain is on advocacy for students contributions to the organization communication professional ethics and responsibility continuous professional growth and

development.

ADEPT

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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

ADEPT

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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

ADEPTADEPT

ADEPT on the Web

http://www.scteachers.org

ADEPT for Institutions of Higher Education (IHEs)

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http://www.scteachers.org/

ADEPT

ADEPT Resources

ADEPT Connections for Mentors

Professional Growth and

Development Plan

Templates

What is SAFE-T?

SAFE-T Guide and

Templates

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adept assisting developing evaluating professional teaching 1

Documents