SAFE-T SOUTH CAROLINA

STATE DEPARTMENT OF EDUCATION

EVALUATION SYSTEM

The Summative ADEPT Formal Evaluation of Teachers (SAFE-T) is one of the major components of South Carolina's system for Assisting, Developing, and Evaluating Professional Teaching (ADEPT). As its name implies, the ADEPT system addresses teacher performance through three primary processes: assisting, developing, and evaluating. Since these processes are interrelated, all of them occur throughout each phase of a teacher's career continuum. However, the emphasis placed on each process differs according to the needs and the career stage of the particular teacher.

Four Domains

Domain 1. Planning Domain 2. Instruction Domain 3. Classroom Environment Domain 4: Professionalism

10 Performance Standards and 34 Key Elements

Domain 1. Planning

APS 1 Long Range Planning 1A-1E

APS 2 Short Range Planning 2A-2C

APS 3 Planning Assessments and Using Data 3A-3C

TT and ET

TT= Teacher Template,there are 4 TT 1 Long Range Plan

TT 2 Unit Work Sample

TT 3 Reflection on instruction and student learning

TT 4 Professional self-assessment

ET= Evaluator Template, there are 4 ET 1 Classroom Observation Record

ET 2 Professional Review

ET 3 SAFE-T Summary

ET 4 SAFE-T Log

Classroom Based Teacher

Evaluator 1 (Administrator/

Supervisor)

Evaluator 2 Peer Evaluator (Consequential Evaluation)

Select and approve in writing the course or subject that the teacher’s LRP will address.

Begin SAFE-T Log (ET4)

*Complete the LRP (TT1) and submit for inclusion in dossier

*Complete the UWS (TT2) and submit for inclusion in dossier

Complete a Reflection (TT3) following each integral classroom observation and submit for inclusion in the dossier

Conduct one or more integral classroom observations and place the completed Classroom Observation Record (ET1) in the dossier

Conduct one or more integral classroom observations and place the completed Classroom Observation Record (ET1) in the dossier

Conduct one or more integral classroom observations and place the completed Classroom Observation Record (ET1) in the dossier

*Complete the Self-Assessment (TT4) and submit for inclusion in the dossier

Complete the Professional Performance Review (ET2) and submit for inclusion in the dossier

Conduct an independent review of the dossier

Conduct an independent review of the dossier

Conduct an independent review of the dossier

Hold the consensus meeting; complete a consensus-based ADEPT Formal Evaluation SAFE-T Summary (ET3)

Participate in the evaluation conference to discuss the evaluation results.

TT 1: Long Range Planning

Section I: Student Information (Key Element 1.A)

Demographic Information

Reading and Writing Proficiency

Students Interests

Learning Styles

Reading and Writing Attitudes

TT 1: Long Range Planning

Section II: Long Range Learning or Developmental Goals (Key Element 1.B)

Use action words when developing your goals

Students will:

Choose

Demonstrate

Develop

Expand

Explore

TT 1: Long Range Planning

Section III: Instructional Units (Key Element1.C)

List your unit topics and designate the length of time to complete each unit

Example:

Novel Study 9 weeks

Poetry 2 weeks

Research Project 4 weeks

TT 1: Long Range Planning

Section IV: Assessment of Student Performance (Key Element 1.D)

Examples:

Pre and Post Test Assessments---WHY?

Homework

Journals

Rubrics

Tests

TT 1: Long Range Planning

Section V: Classroom Management (Key Element 1.E) Establish a CLASSROOM MANAGEMENT PLAN

Establish a DISCIPLINE PLAN

What is the difference? Examples:

Students are expected to:

Your responsibilities are:

Beginning of class procedures:

End of class procedures:

Other procedures and routines:

Consequences:

BREAK

TT 2: UNIT WORK SAMPLE

Section I: Major Unit Objectives (Key Element 2.A)

The student will be able to:

Match each objective with the appropriate state standard and place the standard in brackets at the end of the objective

EXAMPLE:[5-W1.1]

TT 2: UNIT WORK SAMPLE

Section II: Unit Plan (Key Element 2.B)

Describe the sequence of steps that you need to follow if your students are to achieve the unit objectives

Example:

Writer’s Workshop

Mini Lessons

Reader’s Workshop

Final Project

TT 2: UNIT WORK SAMPLE

Section III: Unit Assessments (Key Element 3.A)

What types of assessments will you use?

Your assessments:

Should align with the learning objectives

Should not be overly reliant on commercially produced assessments

Should be free of errors

Should include verbal and/or written directions, models, and/or prompts that clearly define what the students are expected to do

Should be appropriate for the ability and developmental levels of the students in your class

Should provide accommodations for individual students who require them in order to participate in assignments

TT 2: UNIT WORK SAMPLE

Section IV: Analysis of Student Performance

TT 2: UNIT WORK SAMPLE

Section V: Response to Formative Analysis (Key Element 2.C)

Did you need to adjust your plan as you progressed through this unit?

TT 2: UNIT WORK SAMPLE

Section IV: Summative Results (Key Element 3.C)

The teacher may present his/her evaluation criteria in the form of:

Answer keys

Grading standards

Rating scales

Scoring rubrics

Test scores

TT 3: REFLECTION ON INSTRUCTION AND STUDENT

LEARNING 1

9 QUESTIONS

COVERS

APS 4. A-C

APS 5. A-C

APS 6. A-C

APS 7. A-C

APS 8. A-C

APS 9. A-C

TT 4: PROFESSIONAL SELF-ASSESSMENT

5 QUESTIONS

IN TERMS OF ADEPT, YOUR STRENGTHS

IN TERMS OF ADEPT, YOUR CHALLENGES

YOUR STUDENTS’ PROGRESS

WAYS YOU ENGAGE PROFESSIONAL GROWTH

AN IMPORTANT PROFESSIONAL GOAL