Transcript ADEPT for Counselors Training

ADEPT
for
School Guidance Counselors
1
ADEPT
Web Site
http://www.scteachers.org
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ADEPT Cycle
Successful
Transition
Quality
Improvement
Quality
Assurance
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ADEPT Levels
Induction
Formal Evaluation
Diagnostic Assistance (optional)
Informal Evaluation
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South Carolina Department of Education
Teacher Contract Levels
INDUCTION
Transition
Assistance
Effective 7/22/04
Ready
Not Ready
ANNUAL 1
Diagnostic
(Eval. Simulation)
+ Assistance
ANNUAL 1
Formal Eval.
Met
CONTINUING
(if eligible for
Professional
Certificate) or
ANNUAL
(e.g.,PACE, C&T)
GBE or
Discretionary
Formal Eval.
Not Met
ANNUAL 2
Diagnostic
(Eval. Simulation)
+ Assistance
Met
ANNUAL 2
Formal Eval.
CONTINUING
GBE or
Discretionary
Formal Eval
Met
ANNUAL 3
Formal Eval.
Met
Not Met
Ineligible to teach
until after 2 years
and stateapproved
remediation plan
completed, then
ANNUAL 4
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
CONTINUING
(if eligible for
Professional
Certificate) or
ANNUAL
(e.g., C&T)
GBE or
Discretionary
Formal Eval.
Not Met
OUT OF
PROFESSION
Not Met
ANNUAL 3
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
Met
Not Met
Ineligible to teach
until after 2 years
and stateapproved
remediation plan
completed, then
ANNUAL 4
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
Not Met
OUT OF
PROFESSION
Performance Dimensions
Are South Carolina’s professional practice
standards for school guidance counselors
Were developed by a statewide group of
guidance counselors representing public
schools and institutions of higher
education
Are aligned with established standards for
the profession, including NBPTS
Apply to school guidance counselors
throughout their career continuum
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Performance Dimensions
Long-Range Planning
Short-Range Planning of Guidance and
Counseling Activities
Development and Use of Assessments
Providing Guidance and Counseling Services
Providing Consultation Services
Coordinating Guidance and Counseling Services
Fulfilling Professional Responsibilities
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Key Considerations
(Evidence Documentation)
Are examples of components of each
performance dimension
Are not necessarily all of equal importance
Are not universally applicable to all school
guidance counselors in all settings
Are context-specific
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PD 1: Long-Range Planning
The school guidance counselor develops an
annual long range plan, based on identified
student needs, that reflects national school
counseling standards and state program
components related to guidance curriculum,
individual student planning, responsive services,
and system support.
Goals, objectives, activities, and methods of
evaluating the four components
Formal and informal needs assessments
Program organization and management procedures
Plans for program communications
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PD 2: Short-Range Planning of
Guidance and Counseling Activities
The school guidance counselor develops
appropriate short-term goals, including aligned
activities, resources, and schedules, to ensure
full implementation of the long range plan.
Procedures for responding to referrals and requests
Short-term goals and objectives
Strategies, techniques, and/or activities
Materials and/or resources
Program schedule
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PD 3: Development and Use of
Assessments
The school guidance counselor plans and
conducts continuous program evaluations and
maintains appropriate program accountability
documentation.
Formal and informal needs assessments and
program evaluations
Student assessment (initial)
Student progress
Follow-up
Program accountability information
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PD 4: Providing Guidance and
Counseling Services
The school guidance counselor effectively
provides classroom/school-wide guidance
activities and individual/group counseling
services that promote student educational,
career, and personal/social development.
Student goals and objectives
Techniques, practices, materials, and/or resources
Communication skills
Environment
Expectations for students
Transfer of knowledge and skills
Analyses of student needs and progress
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PD 5: Providing Consultation
Services
The school guidance counselor provides
effective direct and indirect consultation services
to deliver appropriate information and assistance
to parents/guardians, students, and colleagues.
Range of consultation services
Effectiveness of consultation services
Decision-making regarding services
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PD 6: Coordinating Guidance and
Counseling Services
The school guidance counselor effectively
coordinates guidance and counseling program
services within the school and with community
programs and agencies.
Orientations
Information and assistance
Referrals and requests for services
Referral and resource file
Program budget and materials
Collaboration
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PD 7: Professional Responsibilities
The school guidance counselor consistently
demonstrates ethically based professional
behavior and participates in continuous
professional development.
Professional relationships
Ethical behavior
Job performance
Work habits
Contribution
Self-analysis
Program vision
Professional goals
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Induction
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Year 1
Teaching Certificate
Initial Certificate
“License” issued by the State
Department of Education.
Contract
Employment agreement
issued by the local school
district.
ADEPT Process
Induction
One year; nonrenewable.
Provisions of the
Employment and Dismissal
Act do not apply.)
Induction
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INDUCTION
(Successful Transition)
ASSISTANCE
(Transitional Support)
EVALUATION
DEVELOPMENT
(Formative Feedback)
(Skill Acquisition/Refinement)
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Induction
Comprehensive orientation
Trained assistance team (building
administrator and school guidance
counselor mentor)
Regular opportunities to observe and
consult with experienced school guidance
counselors
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Induction
Regular opportunities to receive feedback
from and to consult with assistance team
members.
Regular opportunities to meet with other
new professional staff members.
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Year 2 (+)
Teaching Certificate
Initial Certificate
“License” issued by the State
Department of Education.
Contract
Employment agreement
issued by the local school
district.
ADEPT Process
Annual
Up to four years.
Provisions of the
Employment and Dismissal
Act do not apply; teacher may
request informal hearings.
Formal Evaluation
OR
Diagnostic Assistance21
Formal Evaluation
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FORMAL EVALUATION
(Quality Assurance)
“PACT” for Counselors
EVALUATION
(Summative)
DEVELOPMENT
ASSISTANCE
(Remediation of deficiencies)
(Remedial support)
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Formal Evaluation Materials
Available online at http://www.scteachers.org
Include
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Guidelines
Evidence Documentation
Interview Form
Reflection on Counseling Session
Reflection on Guidance Session
Consultation Survey
Consultation Summary Report
Professional Performance Description
Professional Self-Report
Evaluation Summary
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FORMAL EVALUATION
Must address the seven performance
dimensions (PDs) for school guidance
counselors.
Must provide clear, convincing evidence of
typical performance relative to each PD.
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Typical Performance
Rationale: Typical performance is the best overall
indicator of a counselor’s knowledge, skills, and
dispositions. Judgments about typical
performance must be based on evidence
obtained from
multiple evaluators,
multiple sources of evidence,
multiple samples over time, and
Unannounced observations, as opposed to
“showcase” lessons.
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Evaluation Teams
Each evaluation team must include a
minimum of two members.
All evaluation team members must be
certified ADEPT evaluators.
All evaluation team members must have
successfully completed training in the
ADEPT for School Guidance Counselors
evaluation process.
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Evaluation Teams
At least one member of the evaluation
team must be a certified school guidance
counselor.
At least one member of the evaluation
team must be qualified to serve as a
district- or school-level supervisor for
school guidance counselors.
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Expert Evaluator
Expert – someone who, through education
or experience, has gained knowledge of a
particular subject so that he or she could
form an opinion that one without that
knowledge could not.
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Formal Evaluation Process
Orientation
Long-Range Plan (PD 1)
Interviews (PDs 2, 3, and 6)
Observations (PD 4)
Reflections (PD 4)
Surveys (PD 5)
Professional Self-Reports and
Descriptions (PD 7)
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Orientation
Each school guidance counselor who is
scheduled for formal evaluation must receive a
comprehensive orientation prior to the initiation
of the evaluation process. The orientation must
include, but need not be limited to, written and
oral explanations of
– the performance dimensions,
– the evaluation process,
– the criteria for successfully completing the evaluation,
and
– the intended use of the evaluation results.
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Formal Evaluation Process
Counselor
Evaluator 1 Evaluator 2
(Counselor)
(Supervisor)
Review the
Complete the LRP;
LRP
complete the
documenta(PD 1)
tion (PD 1)
Review the
LRP;
complete the
documentation (PD 1)
Administrator
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Formal Evaluation Process
Counselor
Evaluator 1 Evaluator 2
(Counselor)
(Supervisor)
Administrator
Begin
distributing
the
Consultation
Surveys
(PD 5)
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Formal Evaluation Process
Counselor
Evaluator 1 Evaluator 2
(Counselor)
(Supervisor)
Conduct the
counseling
Participate in interview;
interviews
complete the
(PDs 2, 3, 6) documentation (PDs 2,
3, 6)
Conduct the
guidance
interview;
complete the
documentation (PDs 2,
3, 6)
Administrator
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Formal Evaluation Process
Counselor
Evaluator 1 Evaluator 2
(Counselor)
Conduct the
Complete a
counseling
counseling or observation
guidance
Review the
Reflection
counseling
following
Reflection
each
Complete the
observation
documenta(PD 4)
tion (PD 4)
(Supervisor)
Conduct the
guidance
observation
Administrator
Review the
guidance
Reflection
Complete the
documentation (PD 4)
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Formal Evaluation Process
Counselor
Analyze the
Consultation
Surveys;
complete the
Consultation
Summary
Report (PD
5)
Evaluator 1 Evaluator 2
(Counselor)
(Supervisor)
Review the
Consultation
Summary
Report;
complete the
documentation (PD 5)
Review the
Consultation
Summary
Report;
complete the
documentation (PD 5)
Administrator
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Formal Evaluation Process
Counselor
Complete the
Professional
Self-Report
(PD 7)
Evaluator 1 Evaluator 2
(Counselor)
(Supervisor)
Review the
Professional
Self-Report
Review the
Professional
Self-Report
Review the
Professional
Performance
Description;
complete the
documentation (PD 7)
Review the
Professional
Performance
Description;
complete the
documentation (PD 7)
Administrator
Complete the
Professional
Performance
Description
(PD 7)
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Formal Evaluation Process
Counselor
Evaluator 1 Evaluator 2
(Counselor)
(Supervisor)
Administrator
Hold the consensus
meeting; complete the
consensus documentation
and the Evaluation Summary
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Formal Evaluation Process
Counselor
Evaluator 1 Evaluator 2
(Counselor)
(Supervisor)
Administrator
Participate in the evaluation conference to
discuss the evaluation results
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Formal Evaluation Results
Consensus-based
Evaluation judgments
– For each Performance Dimension
– Overall
Conferences are held twice per year (preliminary
and final)
Criteria for successfully completing the formal
evaluation: The school guidance counselor must
meet the standard on all seven of the PDs
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Diagnostic Assistance
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Diagnostic Assistance
Provided if needed at the annual contract
level.
One year only.
For school guidance counselors who show
potential but who are not ready for formal
evaluation.
May be provided either after the induction
year or after the first unsuccessful formal
evaluation.
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Diagnostic Assistance
Interim Guidelines
Assistance team (mentor and supervisor).
Assistance plan, based on area(s) that
need improvement.
Observations by and formative oral and
written feedback from assistance team.
Other types of assistance, as needed.
Evaluation of the effectiveness of the
diagnostic assistance.
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All Requirements Met
Teaching Certificate
“License” issued by the State
Department of Education.
Contract
Employment agreement
issued by the local school
district.
ADEPT Process
Professional
Certificate
Continuing
Full provisions of the
Employment and Dismissal
Act apply.
Informal Evaluation
(GBE)
OR
Formal Evaluation
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Informal Evaluation
Goals-Based Evaluation
(GBE)
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INFORMAL EVALUATION (GBE)
(Continuous Quality Improvement)
DEVELOPMENT
(Skill advancement)
ASSISTANCE
(Contributions to others
and to the profession)
EVALUATION
(Formative self-analysis)
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GBE
For “successful” school guidance
counselors at the continuing contract level
Goals must relate to
– the performance dimensions for school
guidance counselors and
– the overall mission and strategic plan for the
school and district.
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The GBE Process
Identify the need
Articulate the goal (i.e., the vision)
Develop the action plan
Determine the requirements
– Professional development
– Resources
Identify the appropriate evidence for measuring
progress.
Establish ways for determining “success.”
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Professional Growth
Action research
Mentoring
Peer coaching
National Board certification
Self-Directed Professional Growth
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For additional information, contact
Kathryn R. Meeks, Ph.D.
Office of Teacher Preparation, Support, and Evaluation
Division of Teacher Quality
South Carolina Department of Education
3700 Forest Drive, Suite 500
Columbia, South Carolina 29204
Telephone: (803) 734-4067
Facsimile: (803) 734-0872
E-Mail: [email protected]
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