ADEPT

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ADEPT

• for
• School Guidance Counselors

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ADEPTWeb Site

• http//www.scteachers.org

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ADEPT Cycle
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ADEPT Levels

• Induction
• Formal Evaluation
• Diagnostic Assistance (optional)
• Informal Evaluation

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South Carolina Department of Education Teacher
Contract Levels Effective 7/22/04
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Performance Dimensions

• Are South Carolinas professional practice
  standards for school guidance counselors
• Were developed by a statewide group of guidance
  counselors representing public schools and
  institutions of higher education
• Are aligned with established standards for the
  profession, including NBPTS
• Apply to school guidance counselors throughout
  their career continuum

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Performance Dimensions

• Long-Range Planning
• Short-Range Planning of Guidance and Counseling
  Activities
• Development and Use of Assessments
• Providing Guidance and Counseling Services
• Providing Consultation Services
• Coordinating Guidance and Counseling Services
• Fulfilling Professional Responsibilities

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Key Considerations(Evidence Documentation)

• Are examples of components of each performance
  dimension
• Are not necessarily all of equal importance
• Are not universally applicable to all school
  guidance counselors in all settings
• Are context-specific

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PD 1 Long-Range Planning

• The school guidance counselor develops an annual
  long range plan, based on identified student
  needs, that reflects national school counseling
  standards and state program components related to
  guidance curriculum, individual student planning,
  responsive services, and system support.
• Goals, objectives, activities, and methods of
  evaluating the four components
• Formal and informal needs assessments
• Program organization and management procedures
• Plans for program communications

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PD 2 Short-Range Planning of Guidance and
Counseling Activities

• The school guidance counselor develops
  appropriate short-term goals, including aligned
  activities, resources, and schedules, to ensure
  full implementation of the long range plan.
• Procedures for responding to referrals and
  requests
• Short-term goals and objectives
• Strategies, techniques, and/or activities
• Materials and/or resources
• Program schedule

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PD 3 Development and Use of Assessments

• The school guidance counselor plans and conducts
  continuous program evaluations and maintains
  appropriate program accountability documentation.
• Formal and informal needs assessments and program
  evaluations
• Student assessment (initial)
• Student progress
• Follow-up
• Program accountability information

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PD 4 Providing Guidance and Counseling Services

• The school guidance counselor effectively
  provides classroom/school-wide guidance
  activities and individual/group counseling
  services that promote student educational,
  career, and personal/social development.
• Student goals and objectives
• Techniques, practices, materials, and/or
  resources
• Communication skills
• Environment
• Expectations for students
• Transfer of knowledge and skills
• Analyses of student needs and progress

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PD 5 Providing Consultation Services

• The school guidance counselor provides effective
  direct and indirect consultation services to
  deliver appropriate information and assistance to
  parents/guardians, students, and colleagues.
• Range of consultation services
• Effectiveness of consultation services
• Decision-making regarding services

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PD 6 Coordinating Guidance and Counseling
Services

• The school guidance counselor effectively
  coordinates guidance and counseling program
  services within the school and with community
  programs and agencies.
• Orientations
• Information and assistance
• Referrals and requests for services
• Referral and resource file
• Program budget and materials
• Collaboration

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PD 7 Professional Responsibilities

• The school guidance counselor consistently
  demonstrates ethically based professional
  behavior and participates in continuous
  professional development.
• Professional relationships
• Ethical behavior
• Job performance
• Work habits
• Contribution
• Self-analysis
• Program vision
• Professional goals

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Induction
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Year 1
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INDUCTION(Successful Transition)
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Induction

• Comprehensive orientation
• Trained assistance team (building administrator
  and school guidance counselor mentor)
• Regular opportunities to observe and consult with
  experienced school guidance counselors

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Induction

• Regular opportunities to receive feedback from
  and to consult with assistance team members.
• Regular opportunities to meet with other new
  professional staff members.

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Year 2 ()
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Formal Evaluation
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FORMAL EVALUATION(Quality Assurance)PACT for
Counselors
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Formal Evaluation Materials

• Available online at http//www.scteachers.org
• Include
• Guidelines
• Evidence Documentation
• Interview Form
• Reflection on Counseling Session
• Reflection on Guidance Session
• Consultation Survey
• Consultation Summary Report
• Professional Performance Description
• Professional Self-Report
• Evaluation Summary

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FORMAL EVALUATION

• Must address the seven performance dimensions
  (PDs) for school guidance counselors.
• Must provide clear, convincing evidence of
  typical performance relative to each PD.

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Typical Performance

• Rationale Typical performance is the best
  overall indicator of a counselors knowledge,
  skills, and dispositions. Judgments about typical
  performance must be based on evidence obtained
  from
• multiple evaluators,
• multiple sources of evidence,
• multiple samples over time, and
• Unannounced observations, as opposed to
  showcase lessons.

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Evaluation Teams

• Each evaluation team must include a minimum of
  two members.
• All evaluation team members must be certified
  ADEPT evaluators.
• All evaluation team members must have
  successfully completed training in the ADEPT for
  School Guidance Counselors evaluation process.

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Evaluation Teams

• At least one member of the evaluation team must
  be a certified school guidance counselor.
• At least one member of the evaluation team must
  be qualified to serve as a district- or
  school-level supervisor for school guidance
  counselors.

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Expert Evaluator

• Expert someone who, through education or
  experience, has gained knowledge of a particular
  subject so that he or she could form an opinion
  that one without that knowledge could not.

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Formal Evaluation Process

• Orientation
• Long-Range Plan (PD 1)
• Interviews (PDs 2, 3, and 6)
• Observations (PD 4)
• Reflections (PD 4)
• Surveys (PD 5)
• Professional Self-Reports and Descriptions (PD 7)

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Orientation

• Each school guidance counselor who is scheduled
  for formal evaluation must receive a
  comprehensive orientation prior to the initiation
  of the evaluation process. The orientation must
  include, but need not be limited to, written and
  oral explanations of
• the performance dimensions,
• the evaluation process,
• the criteria for successfully completing the
  evaluation, and
• the intended use of the evaluation results.

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Formal Evaluation Process
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Formal Evaluation Process
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Formal Evaluation Process
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Formal Evaluation Process
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Formal Evaluation Process
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Formal Evaluation Process
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Formal Evaluation Process
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Formal Evaluation Process
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Formal Evaluation Results

• Consensus-based
• Evaluation judgments
• For each Performance Dimension
• Overall
• Conferences are held twice per year (preliminary
  and final)
• Criteria for successfully completing the formal
  evaluation The school guidance counselor must
  meet the standard on all seven of the PDs

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Diagnostic Assistance
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Diagnostic Assistance

• Provided if needed at the annual contract level.
• One year only.
• For school guidance counselors who show potential
  but who are not ready for formal evaluation.
• May be provided either after the induction year
  or after the first unsuccessful formal
  evaluation.

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Diagnostic AssistanceInterim Guidelines

• Assistance team (mentor and supervisor).
• Assistance plan, based on area(s) that need
  improvement.
• Observations by and formative oral and written
  feedback from assistance team.
• Other types of assistance, as needed.
• Evaluation of the effectiveness of the diagnostic
  assistance.

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All Requirements Met
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Informal Evaluation

• Goals-Based Evaluation
• (GBE)

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INFORMAL EVALUATION (GBE)(Continuous Quality
Improvement)
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GBE

• For successful school guidance counselors at
  the continuing contract level
• Goals must relate to
• the performance dimensions for school guidance
  counselors and
• the overall mission and strategic plan for the
  school and district.

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The GBE Process

• Identify the need
• Articulate the goal (i.e., the vision)
• Develop the action plan
• Determine the requirements
• Professional development
• Resources
• Identify the appropriate evidence for measuring
  progress.
• Establish ways for determining success.

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Professional Growth

• Action research
• Mentoring
• Peer coaching
• National Board certification
• Self-Directed Professional Growth

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For additional information, contactKathryn R.
Meeks, Ph.D.Office of Teacher Preparation,
Support, and EvaluationDivision of Teacher
QualitySouth Carolina Department of
Education3700 Forest Drive, Suite 500Columbia,
South Carolina 29204Telephone (803)
734-4067Facsimile [phone]E-Mail
kmeeks_at_scteachers.org