Transcript Slide 1

ADEPT
ADEPT Framework
www.scteachers.org
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ADEPT
What is ADEPT?
ADEPT is a comprehensive system for
Assisting, Developing, and Evaluating
Professional Teaching. The scope of
ADEPT ranges from college students
preparing to become teachers to teachers
in the twilight of their careers.
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ADEPT
What is the basis for
ADEPT?
ADEPT is based on a consensuallydetermined definition of effective teaching.
This definition includes
domains,
performance standards, and
key elements.
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ADEPT
Is effective teaching the
same for all educators?
No. Currently, there are four categories of
educators within ADEPT:
classroom-based teachers,
school guidance counselors,
speech-language therapists, and
library media specialists.
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ADEPT
What are the domains for
classroom-based teachers?
The four domains are as follows:
 Planning
 Instruction
 Environment
 Professionalism
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ADEPT
What are performance
standards?
Performance standards are statements of
what teachers should know and be able to
do to be effective (that is, to positively
influence student learning).
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ADEPT
In terms of classroombased teachers, how do
the ADEPT Performance
Standards (APSs) fit into
the Domains?
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ADEPT
The first domain,
PLANNING, includes
APS 1: Long-Range Planning
APS 2: Short-Range Planning of Instruction
APS 3: Planning Assessments and Using
Data
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ADEPT
The second domain,
INSTRUCTION, includes
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, and
Enhancing Learning
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ADEPT
The third domain,
ENVIRONMENT, includes
APS 8: Maintaining an Environment that
Promotes Learning
APS 9: Managing the Classroom
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ADEPT
The fourth domain,
PROFESSIONALISM,
includes
APS 10: Fulfilling Professional
Responsibilities
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ADEPT
What are key elements?
In simplest terms, the key elements
give meaning to the performance
standards by identifying their most
important aspects or components.
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ADEPT
How many key elements
are there for classroombased teachers?
APS 1 and APS 10 each contain 5 key
elements.
Each of the other ADEPT performance
standards contains 3 key elements.
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ADEPT
In summary,
effective teaching for classroom-
based teachers is defined by
4 domains,
10 performance standards, and
34 key elements.
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ADEPT
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.
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ADEPT
How does ADEPT assist
and develop teachers?
ADEPT has three primary methods for
assisting and developing teachers:
1.Teacher preparation programs
include ADEPT as a primary source
of teacher development.
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ADEPT
How does ADEPT assist
and develop teachers?
ADEPT has three primary methods for
assisting and developing teachers:
2.Induction & mentoring
programs focus on ADEPT as a
primary source of teacher
assistance.
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ADEPT
How does ADEPT assist
and develop teachers?
ADEPT has three primary methods for
assisting and developing teachers:
3.Goals-Based Evaluation (GBE)
focuses on continuous teacher
development.
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ADEPT
How does ADEPT evaluate
teachers?
ADEPT has two primary methods for
evaluating teachers:
1. Summative ADEPT Formal
Evaluation for Classroom-Based
Teachers (SAFE-T)
2. Goals-Based Evaluation (GBE)
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ADEPT
How is evaluation defined?
Evaluation refers to the process of
making informed judgments based on
1. the domains, performance
standards and key elements, and
2. evidence of teacher performance.
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ADEPT
What is SAFE-T?
SAFE-T is the
Summative
ADEPT
Formal
Evaluation of Classroom-Based
Teachers
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ADEPT
What is SAFE-T?
SAFE-T is a highly consequential
formal evaluation process. Results
are used to make
state-level decisions (e.g. certificate
advancement; sanctions against
certificates);
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ADEPT
What is SAFE-T?
SAFE-T is a highly consequential
formal evaluation process. Results
are used to make
district-level decisions (e.g.,
continuation of employment; contract
level eligibility), and
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ADEPT
What is SAFE-T?
SAFE-T is a highly consequential
formal evaluation process. Results
are used to make
higher education decisions (e.g., the
effectiveness of the teacher
preparation program)
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ADEPT
What is SAFE-T?
SAFE-T replaces the original
ADEPT formal evaluation models
for classroom-based teachers
(e.g., TEAM, STEP, FEAT, TEP).
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ADEPT
What are the stages of
the evaluation process?
 Stage I: Preparation
 Stage II: Collection of evidence
 Stage III: Deliberation
 Stage IV: Judgments
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ADEPT
So, how does SAFE-T work?
SAFE-T Stage I: Preparation
1. The district establishes its annual
evaluation timeline.
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ADEPT
What is the length of time
required to conduct SAFE-T?
SAFE-T must cover a minimum of 90
working days over the course of a single
academic year.
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).
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ADEPT
When is SAFE-T conducted?
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.
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ADEPT
When does SAFE-T begin
and end?
The preliminary evaluation period begins
on 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
April 15.
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ADEPT
SAFE-T Stage I:
Preparation
2. An ADEPT evaluation team is
appointed for each teacher who is
scheduled to undergo SAFE-T.
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ADEPT
What are the evaluation team
membership criteria?
 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.
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ADEPT
What are the evaluation
team membership criteria?
A minimum of three evaluators is required
for teachers undergoing highly
consequential formal evaluations.
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ADEPT
SAFE-T Stage I:
Preparation
3. Each teacher receives a
comprehensive orientation to the
SAFE-T process.
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ADEPT
SAFE-T Stage II:
Collection of Evidence
Six types of evidence are collected:
1. Long-range plan and teacher reflections
2. Unit work sample and teacher reflections
3. Classroom observation records
4. Teacher reflections on observed lessons
5. Professional performance review(s)
6. Professional self-assessment
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ADEPT
SAFE-T Stage II:
Collection of Evidence
The evidence is compiled as follows:
All evidence is placed in a dossier. A
dossier is an organized collection of data,
somewhat like a portfolio.
The dossier is maintained by the team
chair.
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ADEPT
SAFE-T Stage III:
Deliberation
Each team member conducts an
independent review of the dossier
according to the criteria described in the
ADEPT formal evaluation summary.
The evaluation team members meet to
discuss their independent ratings and
reach consensus.
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ADEPT
SAFE-T Stage IV:
Judgments
 Based on the evidence, the team must
reach consensus at each of the following
three levels:
1. a judgment regarding each key element,
2. a judgment regarding each domain, and
3. an overall judgment of effectiveness.
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ADEPT
SAFE-T Stage IV:
Judgments
When consensus has been reached at all
three levels, the evaluation team prepares
a written report.
One or more members of the evaluation
team meet with the teacher to present the
results to the teacher in writing and orally.
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ADEPT
How does GBE work?
GBE Stage I: Preparation
 The principal determines which of the
two types of GBE is appropriate for each
teacher:
1. research & development (R&D) GBE or
2. competence-building GBE.
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ADEPT
How does GBE work?
Have performance
weaknesses been identified
and documented over time?
If yes,
CompetenceBuilding GBE
If no,
Research &
Development GBE
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ADEPT
GBE Stage I:
Preparation
In R & D GBE, the educator forms a
research question, either independently or
in collaboration with colleagues, then
transforms the question into one or more
goals.
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ADEPT
GBE Stage I:
Preparation
In competence-building GBE, the
administrator brings the specific
performance concern(s) to the attention of
the teacher and works with the teacher to
develop one or more goals that address
the concern(s).
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ADEPT
GBE Stage II:
Collection of Evidence
In R & D GBE, the teacher and supervisor
determine the appropriate type(s) of
evidence that must be collected for each
goal. The teacher is responsible for
collecting and compiling the evidence.
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ADEPT
GBE Stage II:
Collection of Evidence
In competence-building GBE, evidence is
collected in basically the same manner as
in SAFE-T, based on the established
goal(s). If, for example, the established
goal relates to APS 2, the evidence would
need to include a unit work sample.
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ADEPT
GBE Stage III:
Deliberation
In R & D GBE, the supervisor reviews and
discusses the available evidence with the
teacher at least annually.
In competence-building GBE, the
administrator reviews the evidence at least
twice annually.
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ADEPT
GBE Stage IV:
Judgments
 In both types of GBE, one of three
possible judgments can be rendered
relative to each goal:
1. the goal has been met;
2. progress toward meeting the goal is
satisfactory; or
3. progress toward meeting the goal has
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