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ADEPT

South Carolina’s new system for Assisting, Developing and Evaluating Professional Teaching

Overview

State Board Regulations

State Standards (ADEPT Performance Dimensions) of Professional Teaching Student Teachers Induction Contract Teachers Provisional Contract Teachers Annual Contract Teachers Continuing Contract Teachers Teachers Employed From Out of State Trades and Industries Teachers Teachers Employed on a Part time Basis or for Less Than 152 Days Critical Needs Teachers

Flow Chart

Performance Dimensions

Overview of Performance Dimensions PD1: Long-Range Planning PD2: Short-Range Planning of Instruction PD3: Short-Range Planning, Development, and Use of Assessments PD4: Establishing and Maintaining High Expectations for Learners PD5: Using Instructional Strategies to Facilitate Learning PD6: Providing Content for Learners PD7: Monitoring and Enhancing Learning PD8: Maintaining an Environment That Promotes Learning PD9: Managing the Classroom PD10: Fulfilling Professional Responsibilities Beyond the Classroom

Overview of ADEPT

ADEPT is an integrated system of State Standards, guidelines, and strategies designed to promote excellence in the teaching profession. Specifically, the ADEPT System:

1) includes State Standards (Performance Dimensions) which redefine and upgrade the expectations for what all South Carolina teachers should know and be able to do as competent and effective professionals;

2) provides flexible guidelines and strategies for teacher education programs to use, in collaboration with school districts, for designing and implementing innovative programs for evaluating and assisting student teachers;

3) provides school districts with flexible guidelines and strategies to use, in collaboration with teacher education programs, for providing induction contract teachers with special assistance (Induction Programs) during their first year of teaching;

4) provides school districts with flexible guidelines for selecting and/or developing a valid and reliable assessment process to conduct formal evaluations of provisional, annual, and continuing contract teachers, relative to State Standards;

5) provides an optional assessment process (i.e., TEAM) that school districts may use to conduct formal evaluations of provisional, annual, and continuing contract teachers, relative to State Standards; and

6) provides school districts with flexible guidelines and strategies for promoting the continuous professional growth of continuing contract teachers through Goals -Based Evaluations programs.

State Board Regulations

State Standards (ADEPT Performance Dimensions) of Professional Teaching Student Teachers

Induction Contract Teachers Provisional Contract Teachers Annual Contract Teachers Continuing Contract Teachers Teachers Employed From Out of State Trades and Industries Teachers Teachers Employed on a Part time Basis or for Less Than 152 Days Critical Needs Teachers

I. State Standards (ADEPT Performance Dimensions) of Professional Teaching

All college, university, and school district programs designed to assist, develop, and evaluate teachers must address, but are not limited to, the ADEPT Performance Dimensions (PDs). These dimensions include:

• Long-Range-Planning • Short-Range-Planning of Instruction • Short-Range-Planning, Development, and Use of Assessments • Establishing and Maintaining High Expectations for Learners • Using Instructional Strategies to Facilitate Learning • Providing Content for Learners • Monitoring and Enhancing Learning • Maintaining an Environment That Promotes Learning • Managing the Classroom • Fulfilling Professional Responsibilities Beyond the Classroom

The South Carolina System for Assisting, Developing, and Evaluating Professional Teaching Performance Dimensions, which include the Dimension Descriptions and the Competent Performance Descriptions, are available from the State Department of Education through the Office of Teacher Education, Certification and Evaluation. ADEPT is not appropriate for non instructional staff (e.g., counselors, media specialists, and social workers).

II. Student Teachers

A. All teacher education programs must adhere to regulations governing evaluating and assisting student teachers specified in the Unit Standards for Teacher Education Program Approval in South Carolina.

B. All teacher education programs are to develop or select a process for evaluating and assisting prospective teachers during their student teaching assignments. Such processes must be approved by the State Board of Education and must include, but are not limited to:

1. An orientation session which provides student teachers with written and oral explanations of

the student teaching assignment, the evaluation and assistance process, and how evaluation results will be determined and used.

2. A training program which provides all teacher education faculty and public school personnel who supervise student teachers with the knowledge and skills necessary to fulfill their respective roles in the evaluation and assistance process. At a minimum, training programs are to provide supervisors of student teachers with in depth knowledge of the ADEPT Performance Dimensions, the knowledge and skills necessary to collect and document information related to performance in each dimension, the knowledge and skills necessary to identify strengths and weaknesses in performance relative to the expectations for each dimension, and the knowledge and skills necessary to counsel, coach, and assist student teachers during their assignment.

3. Appropriate procedures for regularly collecting and documenting information on the performance of student teachers in each ADEPT Performance Dimension.

4. Appropriate procedures for providing student teachers with comprehensive feedback on and assistance with their performance in each ADEPT Performance Dimension throughout the student teaching assignment.

5. Appropriate procedures for providing student teachers with a formal written summary of their performance in each Performance Dimension, as well as an overall rating of their performance during their student teaching assignment. The written summary and overall rating must reflect a consensus of the teacher education faculty and public school personnel assigned to evaluate and assist the student teacher.

6. Procedures for documenting, evaluating, and continuously improving the student teacher evaluation and assistance process. Evaluations of the process must include, but are not be limited to, feedback from teacher education faculty and public school personnel who supervise student teachers, as well as feedback from student teachers.

7. The State Department of Education will provide to colleges and universities ongoing technical assistance in the form of training, consultation and advisement as requested. All teacher education programs are to submit revisions and/or amendments to their process for evaluating and assisting prospective teachers during their student teaching assignments to the State Department of Education no later than February 1 each year. Review teams, composed of representatives from colleges, universities and school districts, will provide feedback regarding amendments to plans so modifications can be made to existing programs. By July 1 of each school year, the State Department of Education will provide colleges and universities information regarding the success of teachers employed under induction contracts.

III. Induction Contract Teachers

A. Teachers who possess a valid South Carolina teaching certificate and have less than one year of public school teaching experience may be employed under a one year nonrenewable induction contract, provided the date of employment allows the teacher to be employed for at least 152 days of full time teaching. Teachers may be employed on only one induction contract. The employment and dismissal provisions of Article 3, Chapter 19, and Article 5, Chapter 25, of Title 59 of the 1976 Code of Laws do not apply to teachers employed under induction contracts.

B. Beginning with the 1998-99 school year, all teachers employed under an induction contract must participate in an Induction Program designed or selected by the local district to provide teachers with comprehensive guidance and assistance throughout the school year. Such programs must be approved by the State Board of Education and must include, but are not limited to:

1. A comprehensive orientation session. At a minimum, the orientation session must include: (1) written and oral explanations of the Induction Program requirements, procedures, and activities; (2) written and oral explanations of all relevant district and school policies, operations, and resources; (3) information about teacher oriented and student oriented services available in the district, school, and community; (4) information concerning the social, cultural, and economic characteristics of the community being served by the school; (5) written and oral explanations of the ADEPT Performance Dimensions; and (6) written and oral explanations of locally established criteria or requirements for successfully completing the induction contract year.

2. Procedures for assigning each induction contract teacher an assistance team which will provide and coordinate guidance and support for the teacher throughout the school year. At a minimum, assistance teams are to include a mentor teacher and a building administrator.

3. Procedures for assuring that all assistance team members receive appropriate training which provides them with the knowledge and skills necessary to fulfill their respective roles in the Induction Program. At a minimum, training programs are to provide assistance team members with in depth knowledge of the ADEPT Performance Dimensions, the knowledge and skills necessary to collect and document information related to performance in each dimension, the knowledge and skills necessary to identify strengths and weaknesses in performance relative to the Competent Performance Description for each dimension, and the knowledge and skills necessary to counsel, coach, and assist teachers during their induction contract period.

4. Procedures to assure that assistance team members observe and consult with their assigned teachers on a regular basis throughout the school year. Observations and/or consultations should occur regularly and consistently. It is strongly recommended that these meetings should occur at least once per month.

5. Procedures to assure that induction contract teachers observe and/or consult with a variety of experienced teachers throughout the school year. Observations and/or consultations should occur regularly and consistently. It is strongly recommended that these meetings should occur at least once per month.

6. Procedures to assure that all induction contract teachers within a school and/or district meet as a group to share information, ideas, and suggestions about teaching. These meetings should occur regularly and consistently. It is strongly recommended that these meetings should occur at least once per month.

7. Procedures for providing induction contract teachers with formal written and oral feedback on their performance in each ADEPT Performance Dimension during the fall. The feedback must be provided before the December holiday break.

8. Procedures for providing induction contract teachers with formal written and oral feedback on their performance in each ADEPT Performance Dimension during the spring. The feedback must be provided before April 15.

9. Procedures for documenting, evaluating, and continuously improving the Induction Program. Evaluations of the program must include, but are not limited to, feedback from assistance team members and induction contract teachers.

C. By November 1 of each school year, school districts must provide the State Department of Education with a list of all teachers employed under induction contracts. This information will be used by the State Department of Education to provide flow through funds for school districts.

D. School districts must establish criteria or requirements that are to be met by teachers to successfully complete the induction contract year. At a minimum, these requirements must include successful completion of the locally designed induction program.

E. Teachers employed under induction contracts are to be notified in writing of their employment status for the next school year by April 15. Teachers who successfully complete the induction contract year, as determined by the local district, are eligible for employment at the annual contract level. At the discretion of the school district, these teachers may be employed under an annual contract or released from employment. A teacher who is released may seek employment in another school district at the annual contract level.

F. Teachers who do not successfully complete the induction contract year, as determined by the local district, are eligible for employment under a one-year nonrenewable provisional contract. At the discretion of the school district, the teacher may be employed under a provisional contract or released from employment. A teacher who is released may seek employment in another school district at the provisional contract level.

G. By June 20 of each school year, school districts must report to the State Department of Education on the success of teachers employed under induction contracts and the employment contract decisions made for the following year.

H. The State Department of Education will provide to school districts ongoing technical assistance in the form of training, consultation and advisement as requested. All school districts are to submit revisions and/or amendments to their process for evaluating and assisting teachers during their induction contract teaching assignments to the State Department of Education no later than May 1 each year. Review teams, composed of representatives from colleges, universities and school districts, will provide feedback regarding amendments to plans so modifications can be made to existing programs. By July 1 of each school year, the State Department of Education will provide colleges and universities information regarding the success of teachers employed under induction contracts.

IV. Provisional Contract Teachers

A. Teachers who have completed an induction contract year, but did not meet all locally established criteria or requirements for success, may be employed under a one-year nonrenewable provisional contract. This is provided the date of employment allows the teacher to be employed for at least 152 days of full time teaching. The employment and dismissal provisions of Article 3, Chapter 19, and Article 5, Chapter 25, of Title 59 of the 1976 Code of Laws do not apply to teachers employed under provisional contracts.

B. Teachers employed under a provisional contract must be formally evaluated with a process designed or selected by the local district. Beginning with the 1998-99 school year, the formal evaluation process must include, but is not limited to, an assessment of a teacher's typical performance for the school year in each ADEPT Performance Dimension. School districts not using the Team -Based Evaluation and Assistance Model (TEAM) to conduct formal evaluations, must have State Board of Education approval of their locally designed evaluation process. These processes must include, but are not limited to:

1. A comprehensive orientation session for all teachers scheduled for evaluation. At a minimum, orientation sessions must include written and oral explanations of the ADEPT Performance Dimensions, the evaluation process, and the intended use of the evaluation results.

2. Procedures for assigning evaluators to complete the evaluation process for each teacher scheduled to be evaluated. All evaluators must have successfully completed an appropriate evaluator training program specifically designed for the evaluation process.

3. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's long-range-planning (PD 1). Documentation must include specific examples of the teacher's performance. At a minimum, these procedures must require an initial review of a teacher's long-range plan, periodic reviews of any adjustments made to the plan, and reviews of progress toward completing the plan.

4. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical short-range-planning (PDs 2-3). Documentation must include specific examples of the teacher's performance. Information on short-range-planning must be collected and documented during both the fall and s pring semesters.

5. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical classroom performance (PDs 4-9). Documentation must include specific examples of the teacher's performance. Observations, which are to be unannounced, must be conducted by each evaluator during both the fall and spring semesters.

6. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical performance of professional res ponsibilities beyond the classroom (PD 10). These responsibilities must include activities or tasks assigned by the building administrator in the form of an individualized professional growth plan which supports district strategic plans and/or school renewal plans. Documentation must include specific examples of the teacher's performance. Information must be collected and documented during both the fall and spring semesters.

7. Procedures to be used by evaluators to make preliminary evaluation judgments about a teacher's typical performance during the fall semester. These judgments must be made prior to the December holiday break. Evaluation judgments are to be made for each Performance Dimension and must reflect a consensus among the evaluators based on a comparison of their collective evidence with the expectations described by the Competent Performance Description for each dimension. Judgments on the Performance Dimensions must be used to make an overall preliminary evaluation judgment based on guidelines established by the local district. Preliminary evaluation judgments for each dimension must be documented and are to include a rationale with supporting evidence and recommendations for improving or enhancing performance. If a teacher's typical performance at the mid year point does not meet the overall standard required by the district, evaluators must also insure that a formal written remediation plan is developed for the teacher.

8. Procedures to be used by evaluators for conducting preliminary evaluation conferences with teachers being evaluated. Conferences must be held prior to the December holiday break. During the conference, which should be attended by each evaluator (at the discretion of the principal), teachers must be provided with written documentation of the evaluation results for the fall semester, an oral explanation of the results and suggestions for improving or enhancing performance, and a written remediation plan, if appropriate.

9. Procedures to be used by evaluators to make final evaluation judgments about a teacher's typical performance during the school year. These judgments must be made by April 15. Evaluation judgments are to be made for each Performance Dimension and must reflect a consensus among the evaluators based on a comparison of their collective evidence with the expectations described by the Competent Performance Description for each dimension. Judgments on the Performance Dimensions must be used to make an overall final evaluation judgment based on guidelines established by the local district. Final evaluation judgments for each dimension must be documented and are to include a rationale with supporting evidence and recommendations for improving or enhancing performance.

10. Procedures to be used by evaluators for conducting final evaluation conferences with teachers being evaluated. During the conference, which should be attended by each evaluator (at the discretion of the principal), teachers must be provided with written documentation of the evaluation results for the school year, as well as an oral explanation of the results and suggestions for improving or enhancing performance.

C. All locally developed or selected formal evaluation processes must address the general technical criteria of validity, reliability, maximum freedom from bias, and documentation. Guidelines which further define these criteria are available from the State Department of Education.

D. School districts must establish criteria or requirements that are to be met by teachers to successfully complete the provisional contract year. At a minimum, these requirements must include successful completion of the formal evaluation process.

E. Teachers employed under provisional contracts are to be notified in writing of their employment status for the next school year by April 15. Teachers who successfully complete the provisional contract year, as determined by the local district, are eligible for employment at the annual contract level. At the discretion of the school district, these teachers may be employed under an annual contract or released from employment. A teacher who is released may seek employment in another school district at the annual contract level.

F. Teachers who did not successfully complete the provisional contract year may not be employed as a teacher in any school district until they complete six hours of credit for recertification and six hours of credit to remediate problems with performance identified in the evaluation process. School districts must notify the State Department of Education, in writing, of any teachers who did not successfully complete their provisional contract year. Teachers who wish to pursue this opportunity for reentry into the profession must submit to the State Department of Education a copy of their evaluation results and a list of the courses to be completed. Once approved, the courses may be completed on a timeline established by the teacher. Before becoming eligible for employment the teacher must provide a copy of a transcript indicating successful completion of the courses. Teachers who reenter the profession in this manner are eligible for employment under one more provisional contract. The provision for re entry into teaching, granted by this section, is available to a teacher only once.

G. By June 20 of each school year, school districts must report to the State Department of Education on the success of teachers employed under provisional contracts and the employment contract decisions made for the following year.

H. The State Department of Education will provide to school districts ongoing technical assistance in the form of training, consultation and advisement as requested. All school districts will submit any revisions and/or amendments to their process for evaluating and assisting teachers during their provisional contract teaching assignments to the State Department of Education no later than May 1 each year. Review teams, composed of representatives from colleges, universities and school districts, will provide feedback regarding amendments to plans so modifications can be made to existing programs.

V. Annual Contract Teachers

A. Teachers who have successfully completed an induction contract year or successfully completed a provisional contract year, may be employed under an annual contract. Teachers from out of state who have one or more years of public school teaching experience and who meet all requirements for certification in South Carolina may be employed under an induction or annual contract at the discretion of the school district. This is provided the date of employment allows the teacher to be employed for at least 152 days of full time teaching. The employment and dismissal provisions of Article 3, Chapter 19, and Article 5, Chapter 25, of Title 59 of the 1976 Code of Laws do not apply to teachers employed under annual contracts. Teachers working under an annual contract who are not recommended for reemployment at the end of the year may have an informal hearing before the district superintendent. The superintendent shall schedule the hearing no sooner than seven nor later than thirty (30) working days after he receives a request from the teacher for a hearing. At the hearing, all of the evidence must be reviewed by the superintendent. The teacher may provide such information, testimony, or witnesses as the teacher considers necessary. The decision by the superintendent must be given in writing within twenty (20) days of the hearing. The teacher may appeal the superintendent's decision to the school district board of trustees. Any appeal shall include: (1) a brief statement of the questions to be presented to the board; and (2) a brief statement in which the teacher states his belief about how the superintendent erred in his judgment. Failure to file such an appeal with the board within ten days of the receipt of the superintendent's decision shall cause the decision of the superintendent to become the final judgment in the matter. The Board of Trustees shall review all the materials presented at the earlier hearing, and after examining these materials the Board may or may not grant the

request for a board hearing of the matter. Written notice of the board's decision on whether or not to grant the request must be rendered within thirty-five (35) calendar days of the receipt of the request. If the board determines that a hearing is warranted, the teacher must be given written notice of the time and place of the hearing which must be set no sooner than seven (7) or later than fifteen (15) days from the time of the board's determination to hear the matter. The decision of the board is final.

B. All teachers employed under an annual contract must be formally evaluated with a process designed or selected by the local district. Beginning with the 1998-99 school year, the formal evaluation process must include, but is not limited to, an assessment of a teacher's typical performance for the school year in each ADEPT Performance Dimension. School districts not using the Team -Based Evaluation and Assistance Model (TEAM) to conduct formal evaluations, must have State Board of Education approval of their locally designed evaluation process. These processes must include, but are not limited to:




4. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical short-range-planning (PDs 2-3). Documentation must include specific examples of the teacher's performance. Information on short-range-planning must be collected and documented during both the fall and spring semesters.

5. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical classroom performance (PDs 4-9). Documentation must include specific examples of the teacher's performance. Observations, which are to be unannounced, must be conducted by each evaluator during both the fall and spring semesters.

6. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical performance of professional responsibilities beyond the classroom (PD 10). These responsibilities must include activities or tasks assigned by the building administrator in the form of an individualized professional growth plan which supports district strategic plans and/or school renewal plans. Documentation must include specific examples of the teacher's performance. Information must be collected and documented during both the fall and spring semesters.

7. Procedures to be used by evaluators to make preliminary evaluation judgments about a teacher's typical performance during the fall semester. These judgments must be made prior to the December holiday break. Evaluation judgments are to be made for each Performance Dimension and must reflect a consensus among the evaluators based on a comparison of their collective evidence with the expectations described by the Competent Performance Description for each dimension. Judgments on the Performance Dimensions must be used to make an overall preliminary evaluation judgment based on guidelines established by the local district. Preliminary evaluation judgments for each dimension must be documented and are to include a rationale with supporting evidence and recommendations for improving or enhancing performance. If a teacher's typical performance at the mid year point does not meet the overall standard required by the district, evaluators must also insure that a formal written remediation

plan is developed for the teacher.


9. Procedures to be used by evaluators to make final evaluation judgments about a teacher's typical performance during school year. These judgments must be made by April 15. Evaluation judgments are to be made for each Performance Dimension and must reflect a consensus among the evaluators based on a comparison of their collective evidence with the expectations described by the Competent Performance Description for each dimension. Judgments on the Performance Dimensions must be used to make an overall final evaluation judgment based on guidelines established by the local district. Final evaluation judgments for each dimension must be documented and are to include a rationale with supporting evidence and recommendations for improving or enhancing performance.

10. Procedures to be used by evaluators for conducting final evaluation conferences with teachers being evaluated. During the conference, which should be attended by each evaluator (at the discretion of the principal), teachers must be provided with written documentation of the evaluation results for the school year, as well as an oral explanation of the results and suggestions for improving or enhancing performance.

C. All locally developed or selected formal evaluation processes must address the general technical criteria of validity, reliability, maximum freedom from bias, and documentation. Guidelines which further define these criteria are available from the State Department of Education.

D. School districts must establish criteria or requirements that are to be met by teachers to successfully complete an annual contract year. At a minimum, these requirements must include successful completion of the formal evaluation process.

E. Teachers employed under annual contracts are to be notified in writing of their employment status for the next school year by April 15. Teachers who successfully complete their first annual contract year, as determined by the local district, are eligible for employment at the continuing contract level. At the discretion of the school district, these teachers may be employed under a continuing contract or released from employment. A teacher who is released may seek employment in another school district. At the discretion of the next hiring school district, the teacher may be employed under a second annual contract or a continuing contract.

F. Teachers who do not successfully complete their first annual contract year, as determined by the local district, are eligible for employment under a s econd annual contract. At the discretion of the school district, the teacher may be employed under a second annual contract or released from employment. A teacher who is released may seek employment in another school district under a second annual contract.

G. Teachers employed under a second annual contract must be formally evaluated with a process designed or selected by the local district in accordance with this section.

H. Teachers who successfully complete their second annual contract year, as determined by the local district, are eligible for employment at the continuing contract level. At the discretion of the school district, these teachers may be employed under a continuing contract or released from employment. A teacher who is released may seek employment in another school district at the continuing contract level.

I. Teachers who do not successfully complete their second annual contract year may not be employed as a public school teacher in South Carolina for a minimum of two years. School

districts must notify the State Department of Education, in writing, of any teachers who did not successfully complete their second annual contract year. Such teachers who wish to reenter the teaching profession must complete six hours of credit for recertification and six hours of credit to remediate problems with performance identified in the evaluation process. Teachers who pursue this option must submit to the State Department of Education a copy of their evaluation results and a list of the courses to be completed. Once approved, the courses may be completed on a timeline established by the teacher. Before becoming eligible for employment the teacher must provide a copy of a transcript indicating successful completion of the courses. Teachers who reenter the profession in this manner are eligible for employment for up to two more annual contract years. The provision for re entry into teaching granted by this section is available to a teacher only once.

J. By June 20 of each school year, school districts must report to the State Department of Education on the success of teachers employed under annual contracts and the employment contract decisions made for the following year.

K. The State Department of Education will provide to school districts ongoing technical assistance in the form of training, consultation and advisement as requested. All school districts will submit any revisions and/or amendments to their process for evaluating and assisting teachers during their annual contract teaching assignments to the State Department of Education no later than May 1 each year. Review teams, composed of representatives from colleges, universities and school districts, will provide feedback regarding amendments to plans so modifications can be made to existing programs.

VI. Continuing Contract Teachers

A. Teachers who have successfully completed an annual contract year may be employed under a continuing contract. Teachers employed under continuing contracts have full procedural rights relating to employment and dismissal as provided for in Article 3, Chapter 19, and Article 5, Chapter 25, of Title 59 of the 1976 Code of Laws.

B. Teachers employed under continuing contracts must be evaluated at least once every three years. The evaluation may be formal or informal, at the discretion of the district, based on an individual teacher's needs and previous performance. A formal evaluation must be conducted if there are concerns about a teacher's performance or if an employment decision may need to be made. An informal evaluation should be conducted if a teacher consistently performs at levels commensurate with the expectations of the ADEPT Performance Dimensions. An informal evaluation could be goal based.

C. School districts must establish criteria or requirements that are to be met by teachers to successfully complete an evaluation at the continuing contract level.

D. Continuing contract teachers being formally evaluated must be evaluated with a process designed or selected by the local district. Beginning with the 1998-99 school year, the formal evaluation process must include, but is not limited to, an assessment of a teacher's typical performance for the school year in each ADEPT Performance Dimension. School districts not using the Team -Based Evaluation and Assistance Model (TEAM) to conduct formal evaluations, must have State Board of Education approval of their locally designed evaluation process. These processes must include, but are not limited to:




4. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical short-range-planning (PDs 2-3). Documentation must include specific examples of the teacher's performance. Information on short-range planning must be collected and documented during both the fall and spring semesters.

5. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical classroom performance (PDs 4-9). Documentation must include specific examples of the teacher's performance. Observations, which are to be unannounced, must be conducted by each evaluator during both the fall and spring sem esters.

6. Procedures to be used by each evaluator for collecting and documenting information related to a teacher's typical performance of professional responsibilities beyond the classroom (PD 10). These responsibilities must include activities or tasks assigned by the building administrator in the form of an individualized professional growth plan which supports district strategic plans and/or school renewal plans. Documentation must include specific examples of the teacher's performance. Information mus t be collected and documented during both the fall and spring semesters.

7. Procedures to be used by evaluators to make preliminary evaluation judgments about a teacher's typical performance during the fall semester. These judgments must be made prior to the December holiday break. Evaluation judgments are to be made for each Performance Dimension and must reflect a consensus among the evaluators based on a comparison of their collective evidence with the expectations described by the Competent Performance Description for each dimension. Judgments on the Performance Dimensions must be used to make an overall preliminary evaluation judgment based on guidelines established by the local district. Preliminary evaluation judgments for each dimension must be docum ented and are to include a rationale with supporting evidence and recommendations for improving or enhancing performance. If a teacher's typical performance at the mid year point does not meet the overall standard required by the district, evaluators must also insure that a formal written remediation plan is developed for the teacher.


9. Procedures to be used by evaluators to make final evaluation judgments about a teacher's typical performance during school year. These judgments must be made by April 15. Evaluation judgments are to be made for each Performance Dimension and must reflect a consensus among the evaluators based on a comparison of their collective evidence with the expectations described by the Competent Performance Description for each dimension. Judgments on the Performance Dimensions must be used to make an overall final evaluation judgment based on guidelines established by the local district. Final evaluation judgments for each dimension must be documented and are to include a rationale with supporting evidence and recommendations for improving or enhancing performance.

10. Procedures to be used by evaluators for conducting final evaluation conferences with teachers being evaluated. During the conference, which should be attended by each evaluator (at the discretion of the principal), teachers must be provided with written documentation of the evaluation results for the school year, as well as an oral explanation of the results and suggestions for improving or enhancing perform ance.

E. All locally developed or selected formal evaluation processes must address the general technical criteria of validity, reliability, maximum freedom from bias, and documentation. Guidelines which further define these criteria are available from the State Department of Education.

F. Informal evaluation processes for continuing contract teachers must be conducted with a process designed or selected by the local district. The processes must be approved by the State Board of Education and must include, but are not limited to:

1. Procedures whereby participating teachers develop, in writing and in collaboration with their building administrator(s), a minimum of three professional growth and development goals to be accomplished during the evaluation period (i.e., maximum of three years). At least one goal must be accomplished annually. The goals are to promote professional growth and development: (1) in a subject area for which the teacher is certified or is planning to become certified; (2) in instruction, technology, or assessment; and (3) through professional service. Goals are to be supportive of school district strategic plans and school renewal plans. As an alternative to developing three specific goals, teachers may elect to complete the process for pursuing National Board Certification as an overall goal.

2. Procedures whereby participating teachers develop, in writing and in consultation with their building administrator(s), individualized plans for accomplishing their goals.

3. Procedures whereby participating teachers specify, in writing and in consultation with their building administrator(s), the evidence they will offer to demonstrate that their goals have been accomplished.

4. Procedures whereby participating teachers and building administrators agree, in writing, on a process for monitoring progress towards accomplishing goals.

5. A locally designed process for monitoring, evaluating, and continuously improving the evaluation process.

G. By June 20 of each school year, school districts must report to the State Department of Education on the success of teachers employed under continuing contracts and the employment contract decisions made for the following year.

H. The State Department of Education will provide to school districts ongoing technical assistance in the form of training, consultation and advisement as requested. All school districts will submit any revisions and/or amendments to their process for evaluating and assisting teachers during their continuing contract teaching assignments to the State Department of Education no later than May 1 each year. Review teams, composed of representatives from colleges, universities and school districts, will provide feedback regarding amendments to plans so modifications can be made to existing programs.

VII. Teachers Employed From Out of State

A. Teachers employed from out of state who have less than one year of public school teaching experience may be employed under an induction contract.

B. Teachers employed from out of state who have one or more years of public school teaching experience may be employed under an induction or annual contract at the discretion of the school district.

VIII. Trades and Industries Teachers

Teachers certified under the Trades and Industrial (T&I) education certification process are to follow the same sequence of potential contracts as other teachers (i.e., induction, provisional, annual, and continuing). However, T&I teachers who successfully complete an induction

contract and who are hired as annual contract teachers may have up to four annual contracts. T&I teachers who have an induction contract and then successfully complete a provisional contract may have up to three annual contracts.

IX. Teachers Employed on a Part time Basis or for Less Than 152 Days

Teachers who are eligible for employment under an induction, provisional, or annual contract but who are hired on a part time basis or on a date which would result in less than 152 days of full time employment may be hired under a letter of agreement. Such teachers are to be assisted and/or evaluated at the discretion of the local district. The employment and dismissal provisions of Article 3, Chapter 19, and Article 5, Chapter 25, of Title 59 of the 1976 Code of Laws do not apply to teachers employed under letters of agreement.

X. Critical Needs Teachers

Teachers pursuing certification through a critical needs program shall be employed, assisted, and evaluated following the same sequence required for regular teachers.

Flow Chart of the ADEPT System

ADEPT Performance Dimensions (PDs) State Standards for Professional Teaching

Teacher Education Programs

ADEPT PDs provide frame work for teacher preparation. Student teachers must be evaluated and assisted with a locally designed process which meets state regulations. Prospective teachers who successfully complete their teacher education program and

receive state certification become eligible for employment at the induction contract level.

Induction Contract (One year only)

Novice teachers must be provided with comprehensive guidance and support through a locally designed induction program which meets state regulations.

(Employment and Dismissal Act does not apply) If successful as defined by local districts-not rehire or rehire on annual contract

If not successful as defined by local districts-not rehire or rehire on provisional contract

Provisional Contract (One year only)

Teachers must be formally evaluated with a locally designed or selected process that meets state regulations. Teachers must also complete a professional growth plan supportive of

district strategic plans and school renewal plans. (Employment and Dismissal Act does not apply)

If successful as defined by local districts-not rehire or rehire on first annual contract If not successful as defined by local districts-teacher cannot be rehired until twelve hours of

additional course work are completed

Annual Contracts (Up to two years)

Teachers must be formally evaluated with a locally designed or selected process that meets state regulations. Teachers must also complete a professional growth plan supportive of

district strategic plans and school renewal plans. (Employment and Dismissal Act does not apply – right to informal hearings provided)

If successful as defined by local districts-not rehire or rehire on continuing contract If not successful as defined by local districts-not rehire or rehire on second annual contract

If successful second annual contract year-not rehire or rehire on continuing contract If not successful second annual contract year, as defined by local districts-teachers may not

be employed in the State for a minimum of two years and must complete twelve hours of additional course work.

Continuing Contract

(On-going contract transferable to any district in the State) (Employment and Dismissal Act applies)

Teachers must be evaluated at least once every three years. Evaluations may be formal or informal based on individual teachers’ needs and past performance. Formal evaluations

must meet state regulations and teachers must complete a professional growth plan supportive of district strategic plans and school renewal plans. Informal evaluations must be

conducted with a locally designed goals -based evaluation process that meets State regulations.

ADEPT System Performance Dimensions

Overview of Performance Dimensions PD1: Long-Range Planning PD2: Short-Range Planning of Instruction PD3: Short-Range Planning, Development, and Use of Assessments PD4: Establishing and Maintaining High Expectations for Learners PD5: Using Instructional Strategies to Facilitate Learning PD6: Providing Content for Learners PD7: Monitoring and Enhancing Learning PD8: Maintaining an Environment That Promotes Learning PD9: Managing the Classroom PD10: Fulfilling Professional Responsibilities Beyond the Classroom

Overview of the ADEPT System Performance Dimensions

Articulated standards or expectations for competent practice are the defining attributes of any profession. They provide a blueprint for designing appropriate professional preparation programs, focusing assistance for novice members of the profession, designing assessments which may be used to make decisions about continued practice of the profession, and designing strategies for promoting continued professional growth and development. Research suggests that teaching is becoming an increasingly demanding profession and that successful practice requires mastery of complex bodies of knowledge and skill. Furthermore, research suggests that there is no

one recipe for effective teaching, and that attempts to define and assess teaching in terms of a set of discrete behaviors and skills vastly over-simplifies teachers' responsibilities. Rather, effective teaching requires a large repertoire of knowledge and skill that can be drawn upon, as needed, to handle ever-changing contexts (e.g., different types of students and subject-matter).

The ADEPT System Performance Dimensions (PDs) provide the foundation and continuity for all of the stages of teacher development and employment covered by the ADEPT System. They articulate upgraded expectations for what all South Carolina teachers should know and be able to do and reflect fundamental principles of competent professional teaching. The PDs were developed based on several sources of information. They build on earlier efforts that developed the skills and behaviors assessed by the APT and the State Board of Education Content Criteria for Evaluating Annual and Continuing Contract Teachers, as well as more recent efforts including South Carolina's Curriculum Frameworks, the Model Standards for Beginning Teacher Licensing and Development, which were developed by the Interstate New Teacher Assessment and Support Consortium (INTASC), and the National Board of Professional Teaching Standards (NBPTS).

Each ADEPT System PD contains a Dimension Description, which describes the broad range of interrelated knowledge and skills covered by the dimension, and a Competent Performance Description, which describes the level of job performance competent professional teachers should demonstrate on a typical basis. Performance in each dimension is interpreted holistically and in context.

Performance Dimension 1: Long-Range Planning

Dimension Description:

This dimension covers responsibilities related to developing and maintaining appropriate Long-Range Plans (LRP) for the school year. An initial LRP is defined as an overall strategy for facilitating student achievement of long-range learning and developmental goals, as well as a general organizational framework for progressing through the school year in an efficient and logical manner. Initial long-range planning is an important first step toward addressing the needs of students and is, therefore, required for all areas of teaching (i.e. subject

areas or classes). Initial LRPs are not considered rigid or finalized and may be revised during the year to accommodate rates of learning and development, changing conditions, and unforeseen events. The types of LRPs developed by teachers may vary due to a number of factors, including differences in subject areas or courses being planned (e.g., auto-mechanics, art, and calculus), as well as the ability and developmental levels of students. Long-range planning, which may be completed independently or collaboratively, involves using in-depth knowledge and understanding of students, subject matter, curriculum, learning theory, principles of effective instruction and assessment, and classroom management and organization. The key elements of this dimension include the ability and disposition of teachers to:

• determine the ability and developmental levels, backgrounds, needs, and interests of students;

• formulate or identify appropriate long-range learning and developmental goals for students;

• identify and sequence appropriate instructional units to facilitate accomplishing the long range goals;

• develop an appropriate timeline for completing instructional units;

• order or obtain special instructional materials or resources; • develop an overall process for evaluating student progress and

achievement; • design a process for maintaining records of student progress

and achievement; • plan rules and procedures for managing student behavior; • plan procedures for essential non-instructional routines; • plan procedures for routinely communicating with parents; and

• periodically evaluate and adjust long-range plans, as necessary.

Competent Performance Description:

At the beginning of the school year, competent professional teachers develop an initial Long-Range Plan (LRP) for progressing through the school year in an efficient and logical manner. The LRP provides an appropriate overall strategy for addressing the needs of all students and for facilitating their achievement of long-range learning and developmental goals.

Competent professional teachers begin their long-range planning by gaining a thorough understanding of students' ability and developmental levels, social and cultural backgrounds, needs, and interests. As appropriate, this is accomplished by considering information collected from a variety of sources, such as student records (e.g., historical files, standardized test scores, IEPs, and portfolios),

other teachers and educators (e.g., counselors and administrators), parents/guardians, and the students themselves.

LRPs include appropriate long-range learning and developmental goals for students to accomplish by the end of the school year. The goals are appropriate for the ability and developmental levels of students and challenge all students to achieve at appropriately high levels. The goals are consistent with relevant federal, state, and local curriculum requirements (e.g., IEPs, curriculum frameworks, and curriculum guides) and reflect an understanding of and a sensitivity to students' backgrounds, needs, and interests.

As appropriate for the long-range goals, competent professional teachers identify and logically sequence the major instructional units to be covered during the school year. The units are consistent with local, state, and federal curriculum requirements. They provide for appropriate coverage of the key themes, concepts, and skills of the subject area(s) to be learned and are designed to expose students to a variety of intellectual, social, and cultural perspectives. The sequence of units includes a general timeline that allocates sufficient time for completing each instructional unit.

Based on the nature of the instructional units planned, competent professional teachers obtain key instructional materials, resources, and technologies needed to facilitate learning throughout the year (e.g., manipulatives, lab supplies, and software). In addition, teachers have plans for ordering or requesting other supplies needed for special instructional events or units (e.g., maps, displays, and video-tapes).

Competent professional teachers plan an overall process for assessing, evaluating, and recording student progress toward and achievement of the long-range learning and development goals. The process includes identifying the major assessment strategies to be used (e.g., observations of students, exams, research papers, performance projects, and portfolios). The strategies are appropriate for the nature of the overall learning and developmental goals, the content and skills to be covered, and students' ability and developmental levels. The process includes criteria for evaluating student progress and achievement based on assessment results. The criteria are appropriate for the types of assessments, the students, and are consistent with school and district policies. The process also includes procedures for maintaining well-organized and easily-interpreted records of student progress and achievement throughout the year.

Competent professional teachers develop a plan for managing student

behavior and classroom operations during the year. Rules for student behavior and consequences for violating rules are age-appropriate, stated in positive terms when possible, and focus on behaviors rather than on students. Rules and consequences are also consistent with local and state policies. Teachers also develop rules and procedures for non-instruc tional routines that are essential for orderly classroom operations (e.g., taking roll, collecting student work, preparing learning centers or labs, and retrieving instructional materials or resources). Rules and procedures for non-instructional routines a re age-appropriate and promote both efficiency and minimal loss of time for learning.

Competent professional teachers plan appropriate procedures for communicating with parents/guardians during the year. As appropriate, the plan includes procedures for providing parents/guardians with initial information about goals and expectations for student learning, overall plans for instruction and assessment, rules for student behavior, and suggestions for supporting learning at home. The plan also includes procedures for providing parents/guardians with periodic information about instructional units, assessments, assessment results, and evaluations of student progress and achievement.

Competent professional teachers are reflective practitioners who regularly evaluate the effects of their plans and decisions. As needed by students, teachers make periodic adjustments in their LRPs, such as changing the sequence of instructional units to relate learning to unforeseen events (e.g., news events, political changes, and weather phenomena) and extending or decreasing the length of units to accommodate varied rates of learning.

Performance Dimension 2: Short-Range Planning of Instruction


This dimension covers responsibilities related to periodic short-range planning of instructional units specified in the LRP. An instructional unit is defined as a set of integrated lessons designed to accomplish specific learning and developmental objectives related to a curricular theme, area of knowledge, or skill. The lengths of instructional units (i.e., number of days or lessons) may vary considerably depending on factors such as the number of objectives to be accomplished, the complexity of the themes, content, or skills to be covered, and the

ability and developmental levels of students. Short-range planning of instruction may be conducted independently or collaboratively. The key elements of the dimension include the ability and disposition of teachers to:

• plan instructional units that build on students' learning and development from previous units and that connect to knowledge and skills to be covered in future units;

• plan unit objectives that are appropriate for the ability and developmental levels of students and that set appropriately high expectations for all students;

• select levels and sources of content which are appropriate for the ability and developmental levels of students, and which will expose students to a variety of intellectual, social, and cultural perspectives;

• select, adapt or develop materials, resources, and technologies which will present content in a variety of formats;

• plan a variety of appropriate and logically sequenced instructional strategies which will provide sufficient opportunities for initial learning, application and practice, and review;

• plan instructional strategies which are matched to the learning styles of students and that accommodate for differences in rates of learning and development;

• plan instructional strategies which will actively engage students in instruction and learning, as well as promote varied levels of thinking and problem-solving skills;

• plan instructional strategies that will promote independent and collaborative learning; and

• revise and adjust plans, as needed by students.


As needed during the school year, competent professional teachers conduct short-range planning of instructional units scheduled in their LRPs. A significant part of the short-range planning process focuses on designing a series of integrated lessons or days of instruction to facilitate students' accomplishment of specific short-range learning and developmental objectives. As appropriate, the planning process involves a combination of independent and collaborative efforts to formulate unit objectives, to select content, to plan instructional strategies, and to develop and/or select instructional materials and resources. The units are designed to build on students' learning and development from previous instructional units and concurrent classes, as well as to connect to knowledge and skills to be learned in future units.

Competent professional teachers begin their short-range planning of instructional units by formulating specific objectives for student learning and development. The objectives define what students should know and be able to do upon successfully completing the unit. As appropriate, the objectives are formulated based on a number of factors, including the long-range goals specified in LRPs, assessment results from previous instructional units, the needs and interests of students, IEPs, and curriculum guidelines (e.g., State Curriculum Frameworks and local curriculum guides). The objectives establish appropriately high expectations for the ability and developmental levels of all students.

Based on the unit objectives, competent professional teachers select content to be provided for students during the unit. The content is appropriate for the objectives and for the ability and developmental levels of all students. The content is drawn from multiple sources that are accurate, current, and selected to expose students to a variety of intellectual, social, and cultural perspectives. To the extent possible, content is also selected for relevance to "real life" situations students may encounter in the future. As appropriate, competent professional teachers plan to provide content in multiple formats that will enable students to interact with information in a variety of ways (e.g., see, hear, and manipulate). To accomplish this, teachers select, adapt, or develop varied combinations of appropriate written materials (e.g., texts, periodicals, and handouts), resources (e.g., manipulatives and displays), and technologies (e.g., audio/visual aids and computers). Whenever commercially developed materials or resources are to be used, teachers review them for accuracy and appropriateness, as well as adapt or revise them as necessary. Materials and resources developed by teachers are clear, free of errors, and designed to be easily understood and/or used by students.

As appropriate for the unit objectives, the content to be covered, and the ability and developmental levels of students, competent professional teachers plan a variety of instructional strategies to facilitate learning. The strategies are logically sequenced and provide sufficient opportunities for initial learning, application, practice, and review. As appropriate, the sequence of strategies promotes varied levels of student thinking and problem-solving skills, as well as includes provisions for different rates of learning that ensure that all students will remain engaged in learning throughout the unit. Strategies are matched to the learning styles of students and provide an appropriate balance of opportunities for independent and collaborative learning. In addition, the strategies provide opportunities for the teacher and students to vary their roles in the instructional process (e.g., instructor, facilitator, coach, and audience).

Competent professional teachers are reflective practitioners who regularly evaluate the effects of their plans and decisions. As such, they evaluate the effectiveness of individual lessons (e.g., instructional strategies, materials, resources, and technologies) within instructional units to determine the extent to which students' needs are being met and what objectives are being achieved. As appropriate, evaluations are based on information from a variety of sources including assessment results, observations, feedback from students, and discussions with colleagues. As needed, adjustments are made during units to better serve the needs of students.

Performance Dimension 3: Short-Range Planning, Development, and Use of

Assessments


This dimension covers responsibilities related to planning, developing, and using assessments during instructional units. Assessments are considered any tools, activities, assignments, or procedures used to evaluate students' progress toward and achievement of the learning and developmental objectives of an instructional unit. Examples of assessments include such things as observations of students, traditional paper-pencil tests and exercises, authentic performance tasks, projects, and portfolios. The frequency and types of assessments planned for instructional units may vary considerably depending on a number of factors including: the ability and developmental levels of students; the number and types of learning and developmental objectives of the unit; the themes, content, or skills covered during the unit; and the instructional strategies used during the unit. The key elements of the dimension include the ability and disposition of teachers to:

• plan and schedule a variety of appropriate assessments of students' progress and achievement as needed during instructional units;

• select, adapt, and/or develop assessments which are appropriate for the ability and developmental levels of students, appropriate for the objectives of instructional units, appropriate for the content or skills covered during instructional units, and consistent with the instructional strategies used during instructional units;

• determine appropriate criteria for evaluating students' progress

and achievement based on assessment results; • analyze assessment results to make judgments about students'

progress and achievement; • analyze assessment results to determine the need for

instructional feedback; • analyze assessment results to evaluate the extent to which

instruction met all students' needs; and

• maintain accurate records of student progress and achievement.


As needed during the school year, competent professional teachers conduct short-range planning of instructional units scheduled in their LRPs. A significant part of the short-range planning process focuses on developing and using a variety of informal and formal assessments of student progress and achievement. As appropriate, the planning process involves a combination of independent and collaborative efforts to plan and schedule assessments, select and/or develop assessment strategies and materials, formulate criteria for evaluating student performances, analyze assessment results, and maintain records of student progress and achievement.

Competent professional teachers develop a plan that reflects an understanding of the importance of integrating assessment strategies throughout the instructional process. The frequency of the scheduled assessments is appropriate for the complexity and length of the unit, as well as for the ability and developmental levels of students. Informal assessment strategies (e.g., observing and questioning students, individual and group performance tasks, quizzes, and homework assignments) are planned to routinely monitor students' understanding and progress. More formal assessment strategies (e.g., paper-pencil tests, projects, portfolios, and research papers) are planned to evaluate the extent to which students have achieved learning and developmental objectives at key points during instructional units.

Competent professional teachers select and/or develop assessment strategies based on generally accepted principles of measurement and evaluation. Assessment strategies and tasks are consistent with unit objectives, content, and instructional strategies, as well as appropriate for the ability and developmental levels of students. Competent teachers are not over-reliant on assessments provided in commercially produced materials such as textbooks and workbooks. However, when such sources are to be used, they are reviewed for appropriateness and revised, if needed. Teacher-made assessments are designed to be easily used by students and are free of errors or procedures that would affect the quality and appropriateness of the assessment results. All

assessment strategies or tools include verbal and/or written directions that clearly define what students are expected to do. As appropriate, assessment strategies also include explicit criteria for evaluating students' performances. Criteria may include such things as scoring rubrics, vignettes, standards, answer keys, scales, and grading curves. Criteria are appropriately matched to types of assessments and allow for reliable and valid interpretations and judgments about students' progress and achievement.

Competent professional teachers analyze and interpret assessment results for a variety of appropriate purposes. Results of informal assessments are used to determine students' understanding of key concepts and skills, as well as progress toward accomplishing unit objectives. Based on these results, teachers plan instructional feedback, and they evaluate the extent to which the overall instructional plan is addressing the needs of all students. Results from formal assessments are analyzed to determine the extent to which students have accomplished the learning and developmental objectives of the unit. Competent professional teachers maintain accurate records of assessment results that provide a clear picture of student progress and achievement. Records are well-organized, current, and easily summarized.

Performance Dimension 4: Establishing and Maintaining High Expectations for

Learners


This dimension covers responsibilities related to establishing and maintaining appropriately high expectations for student learning and development throughout the school year. Expectations provide the focus for student learning and may be communicated and clarified in various forms and at various times, as needed by students. Expectations may be related to general overall performance and participation, specific learning and developmental objectives of instructional units, performance and participation in specific instructional activities and events, and completing instructional assignments and tasks. The key elements of the dimension include the ability and disposition of teachers to:

• establish at the beginning of the year, appropriately high expectations for the overall performance and participation of

students; • use strategies to create in students a sense of responsibility for

their own performance and participation; • maintain and reinforce the overall expectations for student

performance and participation throughout the school year; • establish specific and appropriate objectives for student learning

and development at the beginning of instructional units; • clarify unit objectives in such ways that students receive clear

explanations of what they are expected to learn and be able to do;

• ensure that the expectations are appropriate for the ability and developmental levels of students and that they challenge all students to achieve at appropriately high levels;

• clarify unit objectives in such ways that students understand the relevance of the objectives to previous and/or future objectives for learning;

• clarify unit objectives in such ways that students understand the importance of achieving the unit objectives;

• reclarify objectives for learning and development during instructional units as needed by students;

• establish appropriate expectations related to participating in instructional activities and events during lessons; and

• establish appropriate expectations for completing instructional assignments and tasks in and out of the classroom.


Throughout the school year, competent professional teachers take steps to establish and maintain appropriately high expectations for learners. The expectations are related to achieving long-range learning and developmental goals, achieving specific learning and developmental objectives of instructional units, participating in instructional activities, and completing instructional assignments.

At the beginning of the school year, competent professional teachers set the tone for an engaging and productive experience for all students. As appropriate, long-range learning and developmental goals are clarified so students have a clear understanding of what they will be expected to learn and be able to do by the end of the school year. The goals are appropriately challenging for the ability and developmental levels of all students. Teachers also ensure that students understand that accomplishing the goals will require a collaborative effort, with the teacher, as well as the students themselves, having important roles and responsibilities in the learning process. These expectations, roles, and responsibilities are maintained consistently during the year through appropriate modeling, actions, and statements.

As appropriate during instructional units, competent professional teachers establish clear and appropriate expectations for student achievement by presenting and clarifying specific learning and developmental objectives. Because instructional units may vary in length and in the number of objectives covered, objectives may be presented or clarified at various times, as necessary for the students. For example, objectives may be presented at the beginning of a long-term project, during the first lesson of a series related to common objectives or subject matter, or during lessons on a daily basis. As appropriate for the nature of the objectives, as well as for the ability and developmental levels of the students, competent professional teachers establish objectives in a variety of oral and/or written forms. For example, teachers may present objectives orally, have students present them orally, or present them orally and in writing. Whenever objectives are presented or clarified, the content and/or skills to be covered and what students are expected to learn and to be able to do are clear. Teachers also ensure that students understand why it is important to accomplish the objectives and, as appropriate, how the objectives relate to previous and/or future learning. The expectations are appropriately high for the ability and developmental levels of all students. Competent professional teachers maintain students' focus on learning and development by reviewing objectives as needed.

As needed during instructional units, competent professional teachers establish appropriate expectations for how students are to participate in instructional activities and complete instructional assignments. The expectations clearly communicate how activities and assignments are relevant to accomplishing specific learning and developmental objectives, as well as what students are to do.

Performance Dimension 5: Using Instructional Strategies to Facilitate Learning


This dimension covers responsibilities related to orchestrating instructional strategies during lessons and units to facilitate learning. Instructional strategies are considered any methods, techniques, activities, or assignments used by teachers to help students to acquire knowledge or skills and to achieve the learning and developmental objectives of instructional units. The key elements of the dimension include the ability and disposition of teachers to:

• use varied instructional strategies in a logical sequence; • use varied instructional strategies that are appropriate for the

learning and developmental objectives of instructional units; • use varied instructional strategies that are appropriate for the

content and skills being learned by students; • use varied instructional strategies the are appropriate for the

ability and developmental levels of students; • use varied instructional strategies that accommodate for

different rates of learning; • use varied instructional strategies that are appropriate for the

learning styles of students; • use varied instructional strategies that are appropriate for

students' stage of learning (i.e., initial, application, practice, and review);

• use varied instructiona l strategies that actively engage students in instruction and learning;

• use instructional strategies that promote varied levels of thinking and problem-solving skills; and

• use varied instructional strategies that promote independent and collaborative learning.


During lessons throughout the school year, competent professional teachers draw from a substantial repertoire of instructional strategies (e.g., methods, techniques, activities, and assignments) to facilitate student learning and development. As appropriate, instructional strategies are varied within lessons and instructional units to accommodate different types of learning and developmental objectives. Strategies are orchestrated in logical sequences that provide all students with appropriate and sufficient opportunities for initial learning, application, practice, and review.

Competent professional teachers have a thorough understanding of the backgrounds, needs, and interests of their students, as well as the many factors that influence how they learn. Accordingly, teachers use instructional strategies that are appropriately matched to students' ability and developmental levels and that build on students' interests and prior learning. In addition, strategies are appropriately varied to accommodate for students with special needs, as well as different styles and rates of learning. The strategies maximize the likelihood that all students will remain actively engaged in learning and achieve appropriate levels of success.

Competent professional teachers also have a thorough understanding of the subject matter they teach and the instructional strategies that are

most effective in assisting students to accomplish relevant learning and developmental objectives. Accordingly, they effectively use strategies that engage students in a wide range of meaningful activities and assignments designed to help them acquire the knowledge and skills necessary to accomplish unit objectives. As appropriate, the activities and assignments provide students with opportunities to express their ideas, knowledge, and skills in a variety of ways (e.g., orally, in writing, and through performances and products). Also as appropriate, activities and assignments promote the development of students' critical thinking and problem-solving skills.

Competent professional teachers effectively use strategies that vary their roles, as well as those of the students, in the learning process (e.g., instructors, facilitators, coaches, and observers). These strategies encourage varied types of positive and productive interactions among teachers and students, as well as provide an appropriate balance of opportunities for both independent and collaborative learning. Strategies involving independent activities and assignments promote in students a sense of responsibility for their own work and progress. Other strategies requiring collaborative activities and assignments promote team work, cooperation, and an understanding of the importance of working with others to achieve success.

Performance Dimension 6: Providing Content for Learners


This dimension relates to the appropriateness of content provided during lessons and the manner in which it is presented to students. Teachers are responsible for all subject matter presented to students during instructional units; however, information may be drawn from or delivered by a number of sources including the teacher or other educators, students, and various instructional materials, resources, and technologies (e.g., texts, displays, videotapes, and computer software). The key elements of the dimension include the ability and disposition of teachers to:

• provide content that is appropriate for the objectives of the instructional unit;

• provide content tha t is appropriate for the ability and developmental levels of students;

• provide content that is current and accurate; • provide content in a logical sequence; • provide content at an appropriate pace for all students; • provide content from multiple sources that reflects varied

intellectual, social, and cultural perspectives; • provide content in varied formats; • include in presentations of content sufficient and appropriate

explanations, examples, and demonstrations; and • place appropriate emphasis on the key elements of subject

matter, as needed by students.


Competent professional teachers have a thorough command of the subject matter they teach and, during lessons throughout the school year, ensure that students are provided with content that is current, accurate, and free of errors that would impede learning. Content is appropriate for the learning and developmental objectives of instructional units, as well as for the ability and developmental levels of students.

Competent professional teachers are not over-reliant on standard textbooks and workbooks; they provide students with additional information using a variety of other commercial or teacher-made materials and resources. All supplementary written materials are clear and free of errors. Additional resources, such as manipulatives, special supplies, and other instructional products, are safe and designed to be easily used by students. Competent professional teachers also effectively use a variety of media/communication resources such as overhead projectors, audio-tapes, videotapes, and computers, as appropriate and available, to provide content in multiple formats that enable students to interact with information in numerous ways (e.g., read, observe, hear, and manipulate). Competent professional teachers provide content from multiple sources and in varied formats that expose students to a variety of intellectual, social, and cultural perspectives. As appropriate, content is provided through explanations and demonstrations by teachers and students, written materials, manipulatives, visual and auditory aids, and computers.

As needed by students, competent professional teachers provide effective explanations and demonstrations of key concepts, relationships, and skills to assist students in accomplishing the learning and developmental objectives of instructional units. Explanations and demonstrations are clear, logical, and appropriately paced for the complexity of the material, as well as for the ability and developmental levels of students. Explanations include numerous examples drawn

from a variety of sources designed to establish the relevance of concepts and relationships to students' personal lives, local communities, and events in the world at large. During explanations, competent professional teachers promote critical and reflective thinking by presenting information from varying majority and minority viewpoints. Teachers encourage discussion and discourse by soliciting ideas and opinions from students through effective questioning and probing. As needed by students, competent professional teachers provide effective demonstrations of skills or procedures being learned by students. Steps in procedures or tasks are broken down in sequence and explained through varied and relevant applications. Competent professional teachers also ensure that, at appropriate times, emphasis is placed on the key elements of content or skills being learned. As appropriate, key elements are emphasized in a variety of ways, including stating or displaying them throughout presentations, eliciting them from students during discussions, and identifying them during reviews.

Performance Dimension 7: Monitoring and Enhancing Learning


This dimension covers responsibilities related to monitoring and enhancing student learning and development during instructional units. Monitoring is defined as any methods teachers may use to collect information about students' understanding of instruction and content, as well as information about students' progress toward and achievement of specific learning and developmental objectives. Enhancing learning is defined as actions taken by teachers based on information collected from monitoring students to correct misunderstandings, reinforce learning, or to extend learning. The key elements of the dimension include the ability and disposition of teachers to:

• monitor learning and development through observations of students' general performance and reactions during lessons;

• monitor learning and development through appropriate questioning techniques;

• monitor learning and development through observations of students' specific performances during activities (e.g., speeches, recitals, performance tasks, and collaborative tasks);

• monitor learning and deve lopment by reviewing work completed

by students (e.g., homework, projects, and portfolios); • use information from monitoring students to adjust the types and

sequences of instructional strategies, as needed; • use information from monitoring students to adjust the pace of

lessons, as needed; • use information from monitoring students to provide sufficient

and informative instructional feedback to enhance learning and development;

• provide appropriate and sufficient reviews and summaries of content and skills; and

• extend students' learning and development through appropriate enrichment activities.


Competent professional teachers have a thorough understanding of the important relationship between instruction and assessment. During lessons throughout the school year, they use a variety of informal assessment strategies to monitor students' understanding of instruction, to monitor students' progress toward accomplishing learning and developmental objectives, and to determine the extent to which the needs of all students are being addressed. The assessment strategies require students to communicate in a variety of oral, written, and kinesthetic forms.

Competent professional teachers maintain a constant awareness of students' understanding and progress through observation and listening. During explanations, demonstrations, and other presentations of content, teachers observe students' reactions to information, as well as listen to students' comments to recognize non-verbal and verbal cues that suggest students are experiencing confusion or difficulty. Teachers also observe and listen to students during instructional activities or assignments that require collaborative interactions or performances of tasks.

Competent professional teachers use appropriate questioning techniques to solicit information from students during presentations of content and during instructional activities and assignments. Questions are addressed to a representative cross-section of students. Questions vary in difficulty and level of thinking required to respond, as appropriate for the students' stage of learning, for their ability and developmental levels, and for the nature of the content, activities, and assignments. Students are provided with an appropriate amount of time to respond and, as needed, teachers use appropriate probing techniques such as rephrasing or giving clues to elicit responses.

As appropriate, competent professional teachers use a variety of informal performance assessment strategies to monitor students' understanding and progress. These include non-written independent and collaborative activities or assignments such as role-playing, recitations, musical or athletic performances, using manipulatives, and producing products. They also include periodic written assignments such as essays, paper-pencil quizzes, journals, and note-taking.

As appropriate, competent professional teachers use strategies that develop in students the ability to assess and evaluate their own progress. Students are encouraged to identify their strengths, as well as areas in which they need improvement. In addition, and as appropriate, teachers develop in students the ability to evaluate other students' opinions and ideas, to offer constructive critiques of other students' work, and to positively receive peer critiques of their own opinions, ideas, and work.

Competent professional teachers use information from informal assessments to enhance student learning and development. As needed by students during presentations of content, teachers provide additional explanations and demonstrations of key concepts, relationships, and skills. New examples, along with additional relevant applications of procedures, are designed to correct misunderstandings or reinforce learning. During instructional activities or soon after evaluating assignments completed by students, competent professional teachers provide informative feedback to correct misunderstandings or errors and to enhance or reinforce learning. Students who are behind in progress are provided with special assistance that is effective in accelerating their learning and development.

Competent professional teachers adjust the pace of lessons to accommodate the needs of students. When students are easily acquiring knowledge and skills , teachers quicken the pace to maintain students' attention and active involvement. When students are experiencing difficulty with concepts and skills, teachers slow the pace to provide more time for information processing and learning. Competent professional teachers also use information from informal assessments to adjust or provide alternative instructional activities and assignments, as needed by students.

At appropriate times, and as needed by students, competent professional teachers provide informati ve reviews of knowledge and skills learned by students. The reviews actively involve students in recapping the key elements of content or steps in procedures prior to moving to other learning and developmental objectives or instructional units.

Performance Dimension 8: Maintaining an Environment That Promotes Learning


This dimension covers responsibilities related to creating and maintaining a student-centered environment that promotes and sustains learning and development. The dimension covers only those environmental factors that one would reasonably expect teachers to control. The key elements of the dimension include the ability and disposition of teachers to:

• create and maintain a physical environment that is engaging and interesting to students;

• create and maintain an environment that provides an inviting place to learn;

• maintain a room arrangement that allows all students to see, hear, and participate in instructional events;

• promote cooperation, teamwork, and respect among students; • convey appropriately high expectations for the general

participation and performance of students; • convey confidence in their knowledge of the content and skills

being learned by students; • convey confidence in their ability to teach and to assist students

in accomplishing learning and development objectives; • create in students a sense of responsibility for teaching

themselves and their peers; • convey respect for the feelings, ideas, and contributions of

students; • convey an understanding of and a sensitivity to the social and

cultural backgrounds of students; • maximize positive and productive interactions with students; and • provide or promote appropriate rewards and incentives for

learning and development.


Competent professional teachers understand the important role that a quality physical and psychological environment plays in facilitating student learning and development. During lessons throughout the school year, competent professional teachers strive to establish and maintain a safe and positive environment that encourages and motivates all students to achieve high levels of success.

To the extent possible, competent professional teachers create and maintain a physical environment that provides an inviting and stimulating place to learn. Classrooms contain displays of educational materials (e.g., bulletin boards, posters, and examples of student work) that are of interest to students and relevant to the subject matter and skills being learned. Available instructional materials and resources (e.g., periodicals, reference books, maps, computers, manipulatives, art supplies, and athletic equipment) are maintained in good working condition. Potentially hazardous materials such as lab chemicals are stored properly for safety. Classrooms are not cluttered to an extent that would impede learning, and desks are arranged so that all students can see, hear, and participate in instructional events.

Competent professional teachers convey confidence in their ability to teach their subject matter and are comfortable trying new or alternative instructional strategies, as well as allowing student input and suggestions to guide instructional events. They also convey confidence in their ability to work with heterogeneous groups of students. They are comfortable in providing assistance for students with special needs, as well as patient and poised in teaching students with varying ability and developmental levels.

Competent professional teachers convey an enthusiasm for teaching. Their positive interactions with students, comments, and mannerisms (e.g., facial expressions, body language, animated behavior, and pleasure in seeing students succeed), show a genuine love for working with young people. Students are encouraged to be creative, as well as to be unafraid to explore and experiment with new ideas and skills.

Competent professional teachers show an awareness of and sensitivity to individual differences among students, as well as their social and cultural backgrounds. All students are equally encouraged to participate, learn and develop, and to achieve high levels of success. Competent professional teachers create and maintain an environment in which cooperation and teamwork is valued and students learn to respect and appreciate differences among individuals. The beliefs, ideas, opinions, and other contributions of all students are given thoughtful consideration.

Performance Dimension 9: Managing the Classroom

Dimension Description

This dimension covers responsibilities related to managing student behavior, non-instructional routines, transitions between instructional events, and instructional materials and resources. Non-instructional routines are procedures for handling important functions that facilitate efficiency in the classroom (e.g., taking roll and collecting homework). Transitions between instructional events are periods of time during which teachers and students leave one activity and prepare for another (e.g., moving from whole group instruction to learning centers or cooperative groups). The key elements of the dimension include the ability and disposition of teachers to:

• establish clear and appropriate rules for student behavior; • maintain and enforce rules for student behavior in a fair and

consistent manner; • use appropriate preventive discipline techniques; • create in students a sense of responsibility for their own

behavior; • establish appropriate and effective routines for completing

essential non-instructional tasks; • manage transitions between instructional events in a manner

that maintains a smooth flow of activity during lessons and minimizes loss of instructional time; and

• effectively manage instructional materials, resources and technologies;


Competent professional teachers understand that an important key to successful teaching is effectively managing student behavior and classroom events. At the beginning of the school year, competent professional teachers establish a clear set of rules for classroom operations and student behavior. Rules and procedures for completing non-instructional routines necessary for efficient classroom operations are explained and clarified for students. As needed, routines are rehearsed or practiced to ensure complete understanding. Such routines may include procedures for calling roll, collecting or turning in assignments, obtaining instructional materials from storage areas, and keeping work stations or lab areas in order. Rules for appropriate classroom behavior and consequences for inappropriate behavior are presented, clarified, and if possible, posted in clear view. Rules are appropriate for the age level of the students and are consistent with school and district policies.

Throughout the school year, competent professional teachers maintain a sense of order in the classroom and minimize loss of instructional time. Transitions between lesson segments are smooth and efficient.

Instructional materials and resources are organized, available, and easily accessible when needed. Non-instructional routines are completed or supervised in a timely manner and, in general, the classroom is characterized by a smooth flow of activity and instruction.

Competent professional teachers keep behavioral disruptions to a minimum by maintaining a constant awareness of classroom events and by using preventive discipline techniques (e.g., eye contact, facial expressions, and proximity). When necessary, class rules and consequences are enforced so disruptions are not allowed to increase in severity or significantly interfere with the instructional process. Rules and consequences are used in a fair and consistent manner. Disciplinary actions focus on the inappropriate behaviors and not on the students themselves, and consequences for violating rules are consistent with the severity of infractions.

Performance Dimension 10: Fulfilling Professional Responsibilities Beyond the

Classroom


This dimension covers teachers' responsibilities beyond their individual classrooms. While teachers' primary responsibilities are related to addressing the needs of their students, as members of the teaching profession, teachers also have responsibilities to broader education organizations (e.g., schools and districts) which must serve the needs of all learners in the community. The key elements of the dimension include the ability and disposition of teachers to:

• actively participate in collegial activities designed to make the entire school a productive learning environment (e.g., department and faculty meetings);

• work with teams or committees of educators and other citizens to achieve organizational goals;

• participate in organizations that promote the well-being of students (e.g., PTA and School Improvement Councils);

• collaborate with other teachers to plan and provide appropriate learning experiences for students;

• establish cooperative and productive relationships with other student-oriented professionals in the school or district (e.g., librarians, media-specialists, counselors, social workers, and nurses);

• support extracurricular activities that contribute to the overall learning and development of students (e.g., clubs, student councils, athletics, and cultural/artistic events);

• establish respectful and productive relationships with parents and/or guardians of students;

• establish productive relationships with agencies, businesses, and community groups that promote the well-being of students; and

• actively seek out and participate in activities which will promote their continued growth as professionals.


Beyond their individual classrooms, teachers practice their profession within the contexts of schools, school districts, and entire communities. All of these organizations have goals, objectives, and concerns for the education and well-being of young people. Accordingly, competent professional teachers serve as advocates for students beyond the classroom and remain actively involved in and supportive of these broader missions.

Within the contexts of their schools and districts, competent professional teachers work with peers to coordinate planning, instruction, and assessment. They are open to and appreciative of advice from colleagues, as well as willing to provide suggestions and assistance to others when requested. They establish positive and productive relationships with other student-oriented professionals (e.g., counselors, librarians, curriculum specialists, and nurses) and seek their advice and assistance in attempting to address the needs of students. Competent professional teachers also participate in collegial activities for the purpose of making the entire school a positive and productive learning environment for students. They regularly attend and contribute to departmental meetings, faculty meetings, and strategic planning sessions. They also actively support the efforts of organizations such as the parent/teacher groups and school improvement councils. In addition, to the extent possible, competent professional teachers actively support extra-curricular activities that contribute to the overall learning and development of students (e.g., academic clubs, student council, athletics, and cultural/artistic events). Competent professional teachers are also aware that they work within organizations that have standard rules and procedures for completing various administrative tasks. They abide by these rules and complete any required tasks in a timely and effective manner.

Within the context of their communities, competent professional teachers establish positive and productive relationships with the

parents or guardians of their students. As needed, they communicate with parents and guardians about students' progress and offer advice for supporting students' learning and development at home. They also listen to, and to the extent possible, address parents' and guardians' concerns. Competent professional teachers serve as advocates for students in relationships with other agencies, businesses, and community groups that support and promote the well-being of young people.

Competent professional teachers value opportunities for professional growth and strive to learn new ways to improve their effectiveness in serving the educational needs of young people. They regularly participate in and contribute to staff development activities offered by their schools and districts.

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