ADEPT Assisting Developing Evaluating Professional Teaching 1.
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Transcript of 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
3
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)
• 12 Key Elements (in this Domain)
INSTRUCTIONDOMAIN • 2 Performance
Standards (APSs 8 and 9)
• 6 Key Elements (in this Domain)
ENVIRONMENTDOMAIN
• 1 Performance Standard (APS 10)
• 5 Key Elements (in this Domain)
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
6
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
7
ADEPT
8
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.
9
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.
10
ADEPT
When the chef tastes the soup, that’s ________________.
When the customer tastes the soup, that’s ____________.
formative
summative
Process vs. Purpose
11
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
12
ADEPT
Reflection
Why it’s important.
13
ADEPT
REFLECTION
Facilitator
Teacher Candidate
From Teacher
Candidate
Facilitator
To
14
ADEPT
REFLECTION
Conscious Incompetenc
e
Conscious Competence
Unconscious Incompetenc
e
Unconscious Competence
15
ADEPT
16
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
17
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
18
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
19
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
20
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
21
Domain 2: Instruction
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
22
Domain 2: Instruction
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
23
Domain 2: Instruction
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
24
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
25
Domain 3: Environment
• APS 8: Maintaining an Environment That Promotes Learning (3 key elements)
• APS 9: Managing the Classroom (3 key elements)
ADEPT
26
Domain 3: Environment
The emphasis in this domain is on creating an environment that promotes learning.
ADEPT
27
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
28
Domain 3: Environment
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
29
Domain 3: Environment
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
30
Domain 4: Professionalism
• APS 10: Fulfilling Professional Responsibilities (5 key elements)
ADEPT
31
Domain 4: Professionalism
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
32
Domain 4: Professionalism
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
33
Domain 4: Professionalism
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)
34
ADEPT
ADEPT Resources
ADEPT Connections for Mentors
Professional Growth and
Development Plan
Templates
What is SAFE-T?
SAFE-T Guide and
Templates
35