2What 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.
3What is the basis for ADEPT? ADEPT is based on a consensually-determined definition of effective teaching. This definition includesdomains,performance standards, andkey elements.
4Is 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, andlibrary media specialists.
5What are the domains for classroom-based teachers? The four domains are as follows:PlanningInstructionEnvironmentProfessionalism
6What 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).
7In terms of classroom-based teachers, how do the ADEPT Performance Standards (APSs) fit into the Domains?
8The first domain, PLANNING, includes APS 1: Long-Range PlanningAPS 2: Short-Range Planning of InstructionAPS 3: Planning Assessments and Using Data
9The second domain, INSTRUCTION, includes APS 4: Establishing & Maintaining High Expectations for LearnersAPS 5: Using Instructional Strategies to Facilitate LearningAPS 6: Providing Content for LearnersAPS 7: Monitoring, Assessing, and Enhancing Learning
10The third domain, ENVIRONMENT, includes APS 8: Maintaining an Environment that Promotes LearningAPS 9: Managing the Classroom
11The fourth domain, PROFESSIONALISM, includes APS 10: Fulfilling Professional Responsibilities
12What are key elements?In simplest terms, the key elements give meaning to the performance standards by identifying their most important aspects or components.
13How 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.
14In summary, 4 domains, 10 performance standards, and 34 key elements. effective teaching for classroom-based teachers is defined by4 domains,10 performance standards, and34 key elements.
15Further. . .These domains, standards, and key elements apply to classroom-based teachers throughout their career continuums—from pre-professional preparation through full retirement from the teaching profession.
16How 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.
17How 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.
18How 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.
19How 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)
20How is evaluation defined? Evaluation refers to the process of making informed judgments based onthe domains, performance standards and key elements, andevidence of teacher performance.
21What is SAFE-T? Summative ADEPT Formal Evaluation of Classroom-Based SAFE-T is theSummativeADEPTFormalEvaluation of Classroom-BasedTeachers
22What is SAFE-T?SAFE-T is a highly consequential formal evaluation process. Results are used to makestate-level decisions (e.g. certificate advancement; sanctions against certificates);
23What is SAFE-T?SAFE-T is a highly consequential formal evaluation process. Results are used to makedistrict-level decisions (e.g., continuation of employment; contract level eligibility), and
24What is SAFE-T?SAFE-T is a highly consequential formal evaluation process. Results are used to makehigher education decisions (e.g., the effectiveness of the teacher preparation program)
25What is SAFE-T?SAFE-T replaces the original ADEPT formal evaluation models for classroom-based teachers (e.g., TEAM, STEP, FEAT, TEP).
26What are the stages of the evaluation process? Stage I: PreparationStage II: Collection of evidenceStage III: DeliberationStage IV: Judgments
27So, how does SAFE-T work? SAFE-T Stage I: Preparation The district establishes its annual evaluation timeline.
28What 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).
29When 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.
30When 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.
31SAFE-T Stage I: Preparation An ADEPT evaluation team is appointed for each teacher who is scheduled to undergo SAFE-T.
32What 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.
33What are the evaluation team membership criteria? A minimum of three evaluators is required for teachers undergoing highly consequential formal evaluations.
34SAFE-T Stage I: Preparation Each teacher receives a comprehensive orientation to the SAFE-T process.
35SAFE-T Stage II: Collection of Evidence Six types of evidence are collected:Long-range plan and teacher reflectionsUnit work sample and teacher reflectionsClassroom observation recordsTeacher reflections on observed lessonsProfessional performance review(s)Professional self-assessment
36SAFE-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.
37SAFE-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.
38SAFE-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, andan overall judgment of effectiveness.
39SAFE-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.
40How does GBE work? GBE Stage I: Preparation The principal determines which of the two types of GBE is appropriate for each teacher:research & development (R&D) GBE orcompetence-building GBE.
42GBE 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.
43GBE 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).
44GBE 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.
45GBE 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.
46GBE 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.
47GBE 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; orprogress toward meeting the goal has not been made or is unsatisfactory.