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Education

Published on January 15, 2008

Author: Davide

Source: authorstream.com

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Slide1:  1 ADEPT :  ADEPT The Big Picture 2 ADEPT Video Modules:  ADEPT Video Modules 3  Introduction to ADEPT  Induction & Mentoring  Formal Evaluation  Informal Evaluation  ADEPT Special Areas ADEPT Video Intended Audience:  ADEPT Video Intended Audience 4 Students in IHE Teacher Prep Programs Teachers TEAM Evaluators School & District Administrators IHE Faculty Members & Administrators Members of State Board of Education Members of State Education Committees Legislators ADEPT :  ADEPT Module 1 5 ADEPT :  ADEPT Introduction 6 Level of Understanding of ADEPT:  7 Level of Understanding of ADEPT I know I do not know. I have basic information but I cannot explain it to others. I understand and can explain ADEPT. I can apply the ADEPT standards. I can analyze the ADEPT standards and create new ways of utilizing them. I could teach this ADEPT session. Perceptions of ADEPT:  Perceptions of ADEPT 8 ADEPT is . . . ADEPT Legislation:  ADEPT Legislation State Board of Education Regulation R 43-205.1 9 http://www.scteachers.org/scteachers/Adept/regulat.htm SC Department of Education Division of Teacher Quality:  SC Department of Education Division of Teacher Quality Teacher Certification Teacher Education Title II - Teacher Enhancement Grant Teacher Induction and Evaluation (ADEPT) 10 What is ADEPT?:  What is ADEPT? South Carolina’s system for . . . 11 Assisting, Developing, & Evaluating How do most people spell ADEPT?:  How do most people spell ADEPT? A D E P T 12 The ADEPT System:  The ADEPT System 13 Informal Evaluation (GBE) ADEPT System  Contract Status:  ADEPT System  Contract Status 14 ADEPT Questions:  ADEPT Questions Who? Why? How? What? When? 15 Who?:  Who? General (Classroom Teachers) Special Areas School Guidance Counselors Library Media Specialists Speech-Language Therapists 16 ADEPT Special Areas: Commonalities:  ADEPT Special Areas: Commonalities All employed under teacher contracts All make important contributions to the goal of the school organization: to help students achieve in life All have professional responsibilities that are unique to their positions 17 Why?:  Why? 18 The adults who work in schools are the single most important element in ensuring success for students. (Danielson & McGreal, 2000) Why?:  Why? Quality Assurance Professional Development 19 (Danielson & McGreal, 2000) How?:  How? The ADEPT System includes Summative Evaluations - for the purpose of making consequential decisions. Formative Evaluations - for the purpose of enhancing the professional skills of teachers. 20 The Criteria:  The Criteria The entire evaluation system must be Fair Cohesive Comprehensive 21 What?:  What? The ADEPT regulation defines minimum criteria for evaluating professional competence, based on high standards of teaching performance. 22 Evaluation Standards:  Evaluation Standards Articulated standards or expectations for competent practice are the defining attributes of any profession. 23 ADEPT Standards:  ADEPT Standards apply to all contract levels provide appropriate expectations for what all school-based professionals in South Carolina should know and be able to do. reflect fundamental principles of competent professional practice. are consistent with nationally recognized standards. 24 ADEPT Standards:  ADEPT Standards are called PERFORMANCE DIMENSIONS (PD’s) 25 ADEPT PD’s provide a blueprint for:  ADEPT PD’s provide a blueprint for providing assistance to novice members of the profession designing assessments which may be used to make decisions about continued practice of the profession promoting continuous professional development 26 PD Categories:  PD Categories Planning Instruction/Service Delivery Professionalism 27 PD Components:  PD Components Dimension Description (key elements are bulleted) Competent Performance Description 28 The ADEPT System:  The ADEPT System 29 Induction & Mentoring Maslow’s Hierarchy of Needs :  Maslow’s Hierarchy of Needs 30 Induction & Mentoring:  Induction & Mentoring Rationale Increase retention Improve professional performance Promote the personal and professional well-being of novices Transmit the school system culture and expectations Satisfy state and district requirements 31 Induction/Mentoring Requirements:  Induction/Mentoring Requirements Comprehensive orientation session Assistance team (peer mentor and building administrator) Training for all assistance team members Two-way observations Consultations Monthly meetings of novice professionals Written and oral feedback (Fall & Spring) Program feedback 32 Slide33:  33 ADEPT :  ADEPT The Big Picture 34 ADEPT :  ADEPT Module 2 35 The ADEPT System:  The ADEPT System 36 Formal Evaluation (TEAM) Slide37:  A D E P T 37 Maslow’s Hierarchy of Needs :  Maslow’s Hierarchy of Needs Love, Affection, Belongingness 38 Formal Evaluation:  Formal Evaluation Conducted on all first and second annual contract personnel. all provisional contract personnel. designated continuing contract personnel, at the recommendation of the principal or district. State Model: Teacher Evaluation and Assistance Model (TEAM) 39 Formal Evaluation Assumptions:  Formal Evaluation Assumptions Professionals should benefit from appropriate evaluations of their job performance. Evaluation decisions should be based on typical job performance. The majority of professionals are competent practitioners. 40 Formal Evaluation Assumptions:  Formal Evaluation Assumptions Professionals who consistently perform their job duties at levels below State/District standards can be identified. The appropriateness and effectiveness of service delivery are context-specific. Personnel must be evaluated by experienced peers and administrators who have successfully completed an evaluator training program. 41 Formal Evaluation Process:  Formal Evaluation Process 42 Preliminary Steps (5) Data Collection & Documentation Evaluation Judgments (2) Evaluation Conferences (2) Formal Evaluation:  Formal Evaluation Assigning the 3-member evaluation team Trained building administrator Trained, experienced peer (matched in terms of grade level and/or area) Trained (other) evaluator 43 5 Preliminary Steps Formal Evaluation:  Formal Evaluation Conducting Orientation Sessions PD’s Evaluation Process (What will happen and when) Use of the evaluation results 44 5 Preliminary Steps Formal Evaluation:  Formal Evaluation Conducting Pre-Evaluation Contacts Making introductions Sharing information (scheduling, etc.) Explaining special circumstances Asking questions 45 5 Preliminary Steps Formal Evaluation:  Formal Evaluation Submitting Long-Range Plans 46 5 Preliminary Steps Formal Evaluation:  Formal Evaluation Conducting Team Planning Evaluation team members agree on a general plan for completing the evaluation process Must adhere to State and District timelines for interviews, observations, and consensus judgments, and conferences Complete the Planning Guide 47 5 Preliminary Steps Formal Evaluation:  Formal Evaluation Reviewing the Long-Range Plan 48 Data Collection & Documentation Formal Evaluation:  Formal Evaluation Gathering evidence regarding Short-Range Planning (typically via Short-Range Planning Interviews) 49 Data Collection & Documentation Formal Evaluation:  Formal Evaluation Conducting Observations 50 Data Collection & Documentation Formal Evaluation:  Formal Evaluation Reviewing Professional Responsibilities 51 Data Collection & Documentation Formal Evaluation:  Formal Evaluation Other (for Special Areas) 52 Data Collection & Documentation Formal Evaluation:  Formal Evaluation Preliminary and Final Evaluation Judgments Based on team Consensus Each PD is judged: “Competent” or “Needs Improvement” (NI) Overall judgment: Competent: 0 or 1 PD judged as “NI” Needs Improvement: 2 - 3 PD’s judged as “NI” Unsatisfactory: > 4 PD’s judged as “NI” 53 Evaluation Judgments Formal Evaluation:  Formal Evaluation Preliminary and Final Evaluation Conferences Entire evaluation team meets with teacher Teacher receives the written Overall Judgment and the Consensus Evaluation descriptions for each PD 54 Evaluation Conferences Formal Evaluation:  Formal Evaluation 55 Appendices Supplemental information to help clarify expand Slide56:  56 ADEPT :  ADEPT The Big Picture 57 ADEPT :  ADEPT Module 3 58 The ADEPT System:  The ADEPT System 59 Informal Evaluation (GBE) The ADEPT System:  The ADEPT System 60 Informal Evaluation (GBE) Maslow’s Hierarchy of Needs :  Maslow’s Hierarchy of Needs 61 Informal Evaluation:  Informal Evaluation Used with successful experienced (continuing contract) professionals. Focuses on increasing professional learning via reflection on practice self-assessment collaboration self-directed inquiry Goals Based Evaluation 62 Informal Evaluation:  Informal Evaluation Goals Based Evaluation 63 Rationale: There should be no time off from growing professionally. (Danielson & McGreal, 2000) Informal Evaluation:  Informal Evaluation Goals Based Evaluation Requirements 64 Professionals develop three professional goals. Goals are developed in collaboration with the building administrator. One goal must be accomplished annually. The maximum evaluation period is three years. Informal Evaluation:  Informal Evaluation Goals Based Evaluation Requirements 65 Goals are to promote professional growth and development in a subject area in strategies, technology, or assessment through professional service Informal Evaluation:  Informal Evaluation Goals Based Evaluation Requirements 66 For each goal, the professional must develop plans for accomplishing the goal (objectives/strategies) evidence to demonstrate the accomplishment of the goal (measure) a process for monitoring progress towards accomplishing the goal (benchmarks) Informal Evaluation:  Informal Evaluation Goals Based Evaluation Requirements 67 Goals are to be supportive of school district strategies and school renewal plans. ALIGNMENT:  ALIGNMENT 68 WORK SETTING SCHOOL DISTRICT STATE/FEDERAL ADEPT :  ADEPT Special Areas 69 ADEPT Special Areas:  ADEPT Special Areas 70 Library Media Specialists School Guidance Counselors Speech-Language Therapists ADEPT Special Areas:  ADEPT Special Areas 71 Dr. Angela Bain, Teacher Induction & Evaluation Carolyn Donges, School Guidance Counselors Joseph Bath, Speech-Language Therapists State Department Staff Martha Alewine, Library Media Specialists ADEPT Special Areas: Commonalities:  ADEPT Special Areas: Commonalities All employed under teacher contracts All make important contributions to the goal of the school organization: to help students achieve in life All have professional responsibilities that are unique to their positions 72 ADEPT Special Areas:  ADEPT Special Areas 73 The Special Areas are totally aligned with the original ADEPT System ADEPT Special Areas:  ADEPT Special Areas 74 Performance Dimensions Induction/Mentoring Formal Evaluation Formal Assumptions Preliminary Evaluation Steps Data Collection and Documentation Evaluation Judgments and Conferences Informal Evaluation ADEPT Special Areas:  ADEPT Special Areas Action Plan Phase 1: Field test the formal evaluation model by soliciting statewide feedback on the Data Collection and Documentation Booklets (Fall 2000). 75 Slide76:  Action Plan Phase 2: Develop the evaluation and training materials for the formal evaluation model (Spring 2001). 76 ADEPT Special Areas Slide77:  Action Plan Phase 3: Provide training in the formal evaluation model for pilot school districts (Summer 2001). 77 ADEPT Special Areas Slide78:  Action Plan Phase 4: Pilot the formal evaluation model (2001 - 2002 school year). 78 ADEPT Special Areas Slide79:  Action Plan Phase 5: Evaluate the formal evaluation model and revise, as needed - i.e., develop the “official” model (Spring 2002). 79 ADEPT Special Areas Slide80:  Action Plan Phase 6: Disseminate the official formal evaluation model to all school districts (late Spring 2002). 80 ADEPT Special Areas Slide81:  Action Plan Phase 7: Train a regional cadre of trainers (late Spring 2002). 81 ADEPT Special Areas Slide82:  Action Plan Phase 8: Train evaluators (Summer 2002) in preparation for statewide implementation of the formal evaluation model during the 2002 - 2003 school year. 82 ADEPT Special Areas Slide83:  Action Plan Phase 9: Develop an appropriate Induction and Mentoring model. 83 ADEPT Special Areas Slide84:  Action Plan Phase 10: Develop an appropriate Goals Based Evaluation model. 84 ADEPT Special Areas Level of Understanding of ADEPT:  85 Level of Understanding of ADEPT I know I do not know. I have basic information but I cannot explain it to others. I understand and can explain ADEPT. I can apply the ADEPT standards. I can analyze the ADEPT standards and create new ways of utilizing them. I could teach this ADEPT session. Reference:  Reference 86 Danielson, C. & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Alexandra, VA: Association for Supervision and Curriculum Development. ADEPT:  ADEPT http://www.scteachers.org/scteachers/Adept/evaluation.htm 87

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