Transcript ADEPT Performance Standards for Classroom

South Carolina/InTASC Alignment
Statewide system for all teacher candidates and practicing teachers.
ADEPT Upgrade Task Force
Teachers
School
IHE
Representatives
Administrators
District
Administrators
Superintendents
Other
Stakeholders
ADEPT
SCDE
Charge to Task Force
To revalidate the ADEPT Performance Standards (APSs) for classroombased teachers and to strengthen the student achievement component.
To develop a set of rubrics to rate teacher performance relative to each of
the APSs for classroom-based teachers.
Potential Impact
SAFE-T
v.2
(ADEPT Formal
Evaluation
Model)
Revised
ADEPT
Regulation
and
Guidelines
Pay-forPerformance
Model
General Assumptions
Student
Variables
Teacher Inputs
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Knowledge
Planning
Instruction
Expectations
Relationships
Collegiality
Situational
Variables
Student Outputs
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Performances
Projects
Products
Portfolios
Effort
Engagement
Student
Outcomes
• Graduation
• Readiness for
college or
career
Overall Impact
• Productive
• Contributing
member of
society
• Responsible
citizen
• Globally
competitive
Current Trend
Student
Variables
Teacher Inputs
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Knowledge
Planning
Instruction
Expectations
Relationships
Collegiality
Student
Outputs
• Student
Performance =
Scores on
standardized
tests
Student
Outcomes
• Graduation
• Readiness for
college or
career
Overall Impact
• Productive
• Contributing
member of
society
• Responsible
citizen
• Globally
competitive
Situational
Variables
Challenge: Use multiple measures of teacher
effectiveness, but make them efficient.
First Task
To create a crosswalk between
other sets of professional teaching
standards and SC’s ADEPT
Performance Standards (APSs)
for classroom-based teachers.
ADEPT Performance Standards
for Classroom-Based Teachers
1.
To whom will the standards apply?
These standards will apply to
Separate APSs are needed for
 teachers of core content
subjects
 teachers of related subjects
(e.g., PE, CATE)
 special education teachers
 teachers in virtual/cyber
school settings (e-teachers)
 library media specialists
 school guidance counselors
 speech-language therapists
 school psychologists
ADEPT Performance Standards
for Classroom-Based Teachers
2.
What is the current APS framework?
Domains
(4)
Performance Standards
(10)
Key Elements
(34)
Walking the Walk
Revalidate the ADEPT Performance
Standards by comparing them with
other established sets of professional
standards.
Crosswalk
A crosswalk is a design that
shows equivalent elements from
one set of standards to another.
Crosswalks are unidirectional.
Crosswalk Challenges
No two sets of standards are 100% equivalent.
 One set of standards may have an element that
doesn’t exist in the other set.
 One set of standards may have an element that is
split into two or more elements in the other set.
 One set of standards may allow an element to be
repeated (i.e., used in more than one standard)
while the other set does not.
 The two sets of standards may have different
vocabularies.
Standards Reviewed
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InTASC
Arizona
Arkansas
Australia
Cincinnati, OH
Colorado
Connecticut
Denver, CO
Georgia
Harrison County, CO
Hillsborough County, FL
Iowa
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Kentucky
Louisiana
Memphis (TN) City Schools
Montgomery County, MD
North Carolina
North Star Charter
Pittsburgh, PA
South Dakota
Teacher Advancement Program (TAP)
Texas
Utah
Washington, DC (Impact)
Crosswalk Standards
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InTASC
Colorado
Connecticut
Georgia
Harrison County, CO
Hillsborough County, FL
Kentucky
Louisiana
Memphis (TN) City Schools
Montgomery County, MD
Teacher Advancement Program (TAP)
Washington, DC (Impact)
ADEPT
Performance
Standards
Crosswalk Criteria
 Is the decision point (e.g., indicator, key element)
important?
 Does the decision point discriminate between
effective and ineffective professional practice?
 Can valid evidence (proof) be obtained in order to
make the decision?
 Does the decision point apply to all classroom-based
teachers?
 Does the set of standards contain an appropriate
number of decision points?
ADEPT and InTASC Standards
Crosswalk
ADEPT and InTASC Standards Crosswalk
InTASC
Crosswalk Process
For each indicator,
determine the appropriate recommendation,
 highlight noteworthy concepts and
vocabulary, and
 add comments.
Next Steps for SC
Crosswalks will be posted to the group site on
the Web. Task force members will be invited to
submit additional feedback.
 Based on the input from the task force
members, the ADEPT staff will develop a
framework for the revised ADEPT standards.
The draft of the framework will be posted to the
web site and will be open for discussion at the
next task force meeting.
Future Steps for SC: Rubrics
Critical Questions About Indicators
Do highly effective teachers
do things more frequently?
do things better?
do things differently?
do different things?
ADEPT Staff
Contact Information
Mark Bounds
Deputy Superintendent
[email protected]
803-734-7896
Kathy Meeks,
Ph.D.
ADEPT Coordinator
[email protected]
803-734-4067
Anita Parker
Teacher Evaluation
Goals-Based Evaluation
(GBE)
[email protected]
803-737-3182
Mary Hipp
ADEPT for Teacher
Candidates
Induction & Mentoring
[email protected]
803-734-2496
http://www.scteachers.org/ADEPT