ADEPT Framework

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ADEPT Framework
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What is ADEPT?

• ADEPT is a comprehensive system for Assisting,
  Developing, and Evaluating Professional Teaching.
  The scope of ADEPT ranges from college students
  preparing to become teachers to teachers in the
  twilight of their careers.

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What is the basis for ADEPT?

• ADEPT is based on a consensually-determined
  definition of effective teaching. This
  definition includes
• domains,
• performance standards, and
• key elements.

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Is effective teaching the same for all educators?

• No. Currently, there are four categories of
  educators within ADEPT
• classroom-based teachers,
• school guidance counselors,
• speech-language therapists, and
• library media specialists.

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What are the domains for classroom-based
teachers?

• The four domains are as follows
• Planning
• Instruction
• Environment
• Professionalism

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What are performance standards?

• Performance standards are statements of what
  teachers should know and be able to do to be
  effective (that is, to positively influence
  student learning).

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In terms of classroom-based teachers, how do the
ADEPT Performance Standards (APSs) fit into the
Domains?
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The first domain, PLANNING, includes

• APS 1 Long-Range Planning
• APS 2 Short-Range Planning of Instruction
• APS 3 Planning Assessments and Using Data

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The second domain, INSTRUCTION, includes

• APS 4 Establishing Maintaining High
  Expectations for Learners
• APS 5 Using Instructional Strategies to
  Facilitate Learning
• APS 6 Providing Content for Learners
• APS 7 Monitoring, Assessing, and Enhancing
  Learning

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The third domain, ENVIRONMENT, includes

• APS 8 Maintaining an Environment that Promotes
  Learning
• APS 9 Managing the Classroom

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The fourth domain, PROFESSIONALISM, includes

• APS 10 Fulfilling Professional Responsibilities

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What are key elements?

• In simplest terms, the key elements give
  meaning to the performance standards by
  identifying their most important aspects or
  components.

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How many key elements are there for
classroom-based teachers?

• APS 1 and APS 10 each contain 5 key elements.
• Each of the other ADEPT performance standards
  contains 3 key elements.

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In summary,

• effective teaching for classroom-based
  teachers is defined by
• 4 domains,
• 10 performance standards, and
• 34 key elements.

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Further. . .

• These domains, standards, and key elements
  apply to classroom-based teachers throughout
  their career continuumsfrom pre-professional
  preparation through full retirement from the
  teaching profession.

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How does ADEPT assist and develop teachers?

• ADEPT has three primary methods for assisting
  and developing teachers
• Teacher preparation programs include ADEPT as a
  primary source of teacher development.

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How does ADEPT assist and develop teachers?

• ADEPT has three primary methods for assisting
  and developing teachers
• Induction mentoring programs focus on ADEPT as
  a primary source of teacher assistance.

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How does ADEPT assist and develop teachers?

• ADEPT has three primary methods for assisting
  and developing teachers
• Goals-Based Evaluation (GBE) focuses on
  continuous teacher development.

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How does ADEPT evaluate teachers?

• ADEPT has two primary methods for evaluating
  teachers
• Summative ADEPT Formal Evaluation for
  Classroom-Based Teachers (SAFE-T)
• Goals-Based Evaluation (GBE)

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How is evaluation defined?

• Evaluation refers to the process of making
  informed judgments based on
• the domains, performance standards and key
  elements, and
• evidence of teacher performance.

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What is SAFE-T?

• SAFE-T is the
• Summative
• ADEPT
• Formal
• Evaluation of Classroom-Based
• Teachers

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What is SAFE-T?

• SAFE-T is a highly consequential formal
  evaluation process. Results are used to make
• state-level decisions (e.g. certificate
  advancement sanctions against certificates)

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What is SAFE-T?

• SAFE-T is a highly consequential formal
  evaluation process. Results are used to make
• district-level decisions (e.g., continuation of
  employment contract level eligibility), and

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What is SAFE-T?

• SAFE-T is a highly consequential formal
  evaluation process. Results are used to make
• higher education decisions (e.g., the
  effectiveness of the teacher preparation program)

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What is SAFE-T?

• SAFE-T replaces the original ADEPT formal
  evaluation models for classroom-based teachers
  (e.g., TEAM, STEP, FEAT, TEP).

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What are the stages of the evaluation process?

• Stage I Preparation
• Stage II Collection of evidence
• Stage III Deliberation
• Stage IV Judgments

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So, how does SAFE-T work?SAFE-T Stage I
Preparation

• The district establishes its annual evaluation
  timeline.

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What is the length of time required to conduct
SAFE-T?

• SAFE-T must cover a minimum of 90 working days
  over the course of a single academic year.
• SAFE-T must consist of two evaluation periods
  (also referred to as evaluation cycles) that are
  roughly equal in length (i.e., approximately 45
  working days each).

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When is SAFE-T conducted?

• The entire preliminary (i.e., first) evaluation
  period must occur during the first semester of
  the school year.
• At least a portion of the final (i.e., second)
  evaluation period must occur during the second
  semester of the school year.

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When does SAFE-T begin and end?

• The preliminary evaluation period begins on the
  date the teacher orientation is held.
• The final evaluation period ends on the date that
  all final evaluation conferences must be
  completed, but must end before April 15.

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SAFE-T Stage I Preparation

• An ADEPT evaluation team is appointed for each
  teacher who is scheduled to undergo SAFE-T.

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What are the evaluation team membership criteria?

• Each team must consist of a minimum of two
  trained and appropriately qualified evaluators.
• One of the members must be designated to serve as
  the team chair.

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What are the evaluation team membership criteria?

• A minimum of three evaluators is required for
  teachers undergoing highly consequential formal
  evaluations.

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SAFE-T Stage I Preparation

• Each teacher receives a comprehensive orientation
  to the SAFE-T process.

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SAFE-T Stage II Collection of Evidence

• Six types of evidence are collected
• Long-range plan and teacher reflections
• Unit work sample and teacher reflections
• Classroom observation records
• Teacher reflections on observed lessons
• Professional performance review(s)
• Professional self-assessment

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SAFE-T Stage II Collection of Evidence

• The evidence is compiled as follows
• All evidence is placed in a dossier. A dossier is
  an organized collection of data, somewhat like a
  portfolio.
• The dossier is maintained by the team chair.

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SAFE-T Stage III Deliberation

• Each team member conducts an independent review
  of the dossier according to the criteria
  described in the ADEPT formal evaluation summary.
• The evaluation team members meet to discuss their
  independent ratings and reach consensus.

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SAFE-T Stage IV Judgments

• Based on the evidence, the team must reach
  consensus at each of the following three levels
• a judgment regarding each key element,
• a judgment regarding each domain, and
• an overall judgment of effectiveness.

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SAFE-T Stage IV Judgments

• When consensus has been reached at all three
  levels, the evaluation team prepares a written
  report.
• One or more members of the evaluation team meet
  with the teacher to present the results to the
  teacher in writing and orally.

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How does GBE work?GBE Stage I Preparation

• The principal determines which of the two types
  of GBE is appropriate for each teacher
• research development (RD) GBE or
• competence-building GBE.

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How does GBE work?
If yes,
If no,
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GBE Stage I Preparation

• In R D GBE, the educator forms a research
  question, either independently or in
  collaboration with colleagues, then transforms
  the question into one or more goals.

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GBE Stage I Preparation

• In competence-building GBE, the administrator
  brings the specific performance concern(s) to the
  attention of the teacher and works with the
  teacher to develop one or more goals that address
  the concern(s).

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GBE Stage II Collection of Evidence

• In R D GBE, the teacher and supervisor
  determine the appropriate type(s) of evidence
  that must be collected for each goal. The
  teacher is responsible for collecting and
  compiling the evidence.

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GBE Stage II Collection of Evidence

• In competence-building GBE, evidence is collected
  in basically the same manner as in SAFE-T, based
  on the established goal(s). If, for example, the
  established goal relates to APS 2, the evidence
  would need to include a unit work sample.

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GBE Stage III Deliberation

• In R D GBE, the supervisor reviews and
  discusses the available evidence with the teacher
  at least annually.
• In competence-building GBE, the administrator
  reviews the evidence at least twice annually.

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GBE Stage IV Judgments

• In both types of GBE, one of three possible
  judgments can be rendered relative to each goal
• the goal has been met
• progress toward meeting the goal is satisfactory
  or
• progress toward meeting the goal has not been
  made or is unsatisfactory.