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ADEPT Training Module for Cooperating Teachers and Supervising Faculty www.scteachers.org1.

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Presentation on theme: "ADEPT Training Module for Cooperating Teachers and Supervising Faculty www.scteachers.org1."— Presentation transcript:

1 ADEPT Training Module for Cooperating Teachers and Supervising Faculty

2 ADEPT System Functions functions The ADEPT System has three functions: Assisting Assisting Developing Developing Evaluating Evaluating 2

3 Student Achievement Planning Instruction Professionalism Environment APS 1 APS 2 APS 3 APS 1 APS 2 APS 3 APS 4 APS 5 APS 6 APS 7 APS 4 APS 5 APS 6 APS 7 APS 8 APS 9 APS 8 APS 9 APS 10

4 4 Domain APS Element

5 DomainAPS# Elements PlanningAPS 15 PlanningAPS 23 PlanningAPS 33 InstructionAPS 43 InstructionAPS 53 InstructionAPS 63 InstructionAPS 73 EnvironmentAPS 83 EnvironmentAPS 93 ProfessionalismAPS 105

6 What is meant by data? Data refer to information that is collected during the ADEPT process that is relatively free from a judgment of value or worth of the teacher based on the information. 6

7 ADEPT Seminar Part II 7

8 USCA Requirements The summative evaluation process must be aligned with the ADEPT formal evaluation guidelines, must include appropriate data collection, and evidence documentation procedures. Each teacher education program must submit an ADEPT plan to the SCDE annually. The ADEPT plan must describe the specific ways in which the teacher education program prepares teacher candidates by integrating the ADEPT Performance Standards throughout course work and field experiences. 8SCDE, 2006

9 USCA ADEPT Procedures Domain 1: Planning APS 1 APS 1. The intern gathers student demographic information and prior student achievement levels, surveys students to determine their interests and from this information, identify factors likely to impact student learning Share test scores, school and community demographics, IEP, ESOL, etc. and developmental levels 9

10 USCA ADEPT Procedures Domain 1: Planning APS 1 Dialogue about standard-based long range learning and developmental goals, curriculum guidelines, appropriate standards, sequencing of instructional unit, appropriate evaluation processes and appropriate procedures for managing the classroom Begin this dialogue during the first week, US will set the date for LRP submission (in 3 weeks) Discuss the intern’s two week unit and its place in the LRP 10

11 USCA ADEPT Procedures Domain 1: Planning APS 1 Internship Form L, Long Range Plan Checklist and Template 11

12 USCA ADEPT Procedures Domain 1: Planning APS 1 ADEPT Professional Standards Evaluation- Rating Review Criteria 12

13 USCA ADEPT Procedures Domain 1: Planning APSs 2 and 3 The intern develops unit objectives that facilitate student achievement of appropriate standards, long- range learning and developmental goals, develops instructional plans that include content, strategies, materials and resources appropriate for students and uses student performance data to guide short-range planning The intern develops/selects and administers a variety of appropriate assessments, gathers and accurately analyzes student performance data and uses info to guide planning and uses assessment data to assign grades that accurately reflect student progress 13

14 APSs 2 and 3 Set guidelines for submitting short-range plans, provide guidance regarding appropriate content, require detail, USCA Lesson Plan form, clear objectives, coach for higher level thinking and problem solving Assessment guidance moving intern to develop/select assessments to monitor student progress and plan instruction and use appropriate technology to store data for analysis 14

15 USCA ADEPT Procedures Domain 1: Planning APSs 2 and 3 Suggest appropriate intervals for intern to utilize informal and formal assessments to determine student progression toward accomplishing learning objectives Challenge the intern to utilize a variety of evaluation criteria (scoring rubrics, vignettes, rating scales, etc.) 15

16 USCA ADEPT Procedures Domain 2: Instruction APSs The intern establishes, communicates and maintains high expectations for student achievement, participation and assists students assume responsibility for their own learning The intern effectively uses a variety of appropriate instructional strategies 16

17 USCA ADEPT Procedures Domain 2: Instruction APSs The intern demonstrates a thorough command of the discipline providing appropriate content that is structured to promote meaningful learning The intern continually monitors student learning during instruction by using a variety of informal and formal assessments and uses this information to guide instruction and provide appropriate instructional feedback to all students 17

18 USCA ADEPT Procedures Domain 2: Instruction APSs Assist the intern in understanding appropriate levels of expectations for all students, guide the intern in their ability to motivate students to engage in self-assessment and reflection, assist the intern in their understanding of students’ stages of learning and strategies to promote students’ higher levels of thinking and performance Model Best Practice 18

19 USCA ADEPT Procedures Domain 2: Instruction APSs Assist intern with available technology, expect intern to draw content from a variety of intellectual, social and/or cultural perspectives, assist the intern in identifying and addressing the sources of student problems in mastering content 19

20 USCA ADEPT Procedures Domain 3: Environment APSs 8 and 9 The intern creates and maintains a physical and emotional environment that is safe and encouraging for all students and that facilitates cooperation and teamwork among students The intern manages student behavior appropriately, maximizes instructional time and manages non-instructional routines efficiently 20

21 USCA ADEPT Procedures Domain 3: Environment APSs 8 and 9 Provide the intern with space for materials, orient the intern to school policy regarding development and duplication of instructional materials, assist the intern in becoming a more “culturally competent” educator 21

22 USCA ADEPT Procedures Domain 3: Environment APSs 8 and 9 Discuss district and school policies regarding behavioral rules and consequences, encourage the intern to modify their management plan to accommodate individual needs, assist the intern as they encourage students to assume responsibility for their own behavior Assist the intern with transitions and strategies for non-instructional routines 22

23 USCA ADEPT Procedures Domain4: Professionalism APS 10 The intern is an advocate for all students, works to achieve organizational goals of the school, is an effective communicator, exhibits professional behavior and is an active learner. 23

24 USCA ADEPT Procedures Domain 4: Professionalism APS 10 Allow the intern to communicate, in a variety of formats, with parents/guardians regarding student expectations, progress and performance 24

25 USCA ADEPT Procedures Domain 4: Professionalism APS 10 Expect the intern to exemplify professional demeanor, demonstrate initiative and quality in all areas Support the intern in self reflection and collaboration that fosters professional growth 25

26 USCA ADEPT Procedures Domain 4: Professionalism APS 10 Clinical/Internship Experiences Dispositions Evaluation (Form M) 26

27 USCA ADEPT Procedures The Cooperating Teacher and the University Supervisor will continuously discuss the intern’s progress relative to each APS. The informal ADEPT Observation is vital to the process. Minimally 4 ADEPT Observations, plus the Midterm and Final ADEPT Observations are required. 27

28 USCA ADEPT Procedures The CT and the US will collaborate on the intern’s performance and the US will determine the final grade. The intern can only miss one key element under each domain 28

29 Observation Activity Purpose – Practice – Collegial sharing – Improving assessment instrument 29

30 Quality Feedback Quality feedback is constructive Immediate Frequent Honest Offers solutions 30

31 Directions View video. Take notes. Complete observation form. Share observations and personal ratings with table members. Share observations with the whole group. 31


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