1. Assisting Developing Evaluating Professional Teaching South Carolina/InTASC Alignment Statewide system for all teacher candidates and practicing teachers.

2. ADEPT Upgrade Task Force

3. Charge to Task Force To revalidate the ADEPT Performance Standards (APSs) for classroom- based teachers and to strengthen the student achievement component. To develop a set of rubrics to rate teacher performance relative to each of the APSs for classroom-based teachers.

4. Potential Impact SAFE-T v.2 (ADEPT Formal Evaluation Model) Pay-for- Performance Model Revised ADEPT Regulation and Guidelines

5. General Assumptions Teacher Inputs Knowledge Planning Instruction Expectations Relationships Collegiality Student Outputs Performances Projects Products Portfolios Effort Engagement Student Outcomes Graduation Readiness for college or career Overall Impact Productive Contributing member of society Responsible citizen Globally competitive Student Variables Situational Variables

6. Current Trend Teacher Inputs Knowledge Planning Instruction Expectations Relationships Collegiality Student Outputs Student Performance = Scores on standardized tests Student Outcomes Graduation Readiness for college or career Overall Impact Productive Contributing member of society Responsible citizen Globally competitive Student Variables Situational Variables Challenge: Use multiple measures of teacher effectiveness, but make them efficient.

7. First Task To create a crosswalk between other sets of professional teaching standards and SC’s ADEPT Performance Standards (APSs) for classroom-based teachers.

8. ADEPT Performance Standards for Classroom-Based Teachers ADEPT Performance Standards for Classroom-Based Teachers 1.To whom will the standards apply? These standards will apply to  teachers of core content subjects  teachers of related subjects (e.g., PE, CATE)  special education teachers Separate APSs are needed for  teachers in virtual/cyber school settings (e-teachers)  library media specialists  school guidance counselors  speech-language therapists  school psychologists

9. ADEPT Performance Standards for Classroom-Based Teachers ADEPT Performance Standards for Classroom-Based Teachers 2.What is the current APS framework? Domains (4) Performance Standards (10) Key Elements (34)

10. Walking the Walk Revalidate the ADEPT Performance Standards by comparing them with other established sets of professional standards.

11. Crosswalk A crosswalk is a design that shows equivalent elements from one set of standards to another. Crosswalks are unidirectional.

12. Crosswalk Challenges  One set of standards may have an element that doesn’t exist in the other set.  One set of standards may have an element that is split into two or more elements in the other set.  One set of standards may allow an element to be repeated (i.e., used in more than one standard) while the other set does not.  The two sets of standards may have different vocabularies. No two sets of standards are 100% equivalent.

13. Standards Reviewed  InTASC  Arizona  Arkansas  Australia  Cincinnati, OH  Colorado  Connecticut  Denver, CO  Georgia  Harrison County, CO  Hillsborough County, FL  Iowa  Kentucky  Louisiana  Memphis (TN) City Schools  Montgomery County, MD  North Carolina  North Star Charter  Pittsburgh, PA  South Dakota  Teacher Advancement Program (TAP)  Texas  Utah  Washington, DC (Impact)

14. Crosswalk Standards  InTASC  Colorado  Connecticut  Georgia  Harrison County, CO  Hillsborough County, FL  Kentucky  Louisiana  Memphis (TN) City Schools  Montgomery County, MD  Teacher Advancement Program (TAP)  Washington, DC (Impact) ADEPT Performance Standards

15. Crosswalk Criteria  Is the decision point (e.g., indicator, key element) important?  Does the decision point discriminate between effective and ineffective professional practice?  Can valid evidence (proof) be obtained in order to make the decision?  Does the decision point apply to all classroom-based teachers?  Does the set of standards contain an appropriate number of decision points?

16. ADEPT and InTASC Standards Crosswalk

17. InTASC

18. Crosswalk Process For each indicator,  determine the appropriate recommendation,  highlight noteworthy concepts and vocabulary, and  add comments.

19. Next Steps for SC  Crosswalks will be posted to the group site on the Web. Task force members will be invited to submit additional feedback.  Based on the input from the task force members, the ADEPT staff will develop a framework for the revised ADEPT standards.  The draft of the framework will be posted to the web site and will be open for discussion at the next task force meeting.

20. Future Steps for SC: Rubrics Critical Questions About Indicators Do highly effective teachers  do things more frequently?  do things better?  do things differently?  do different things?

21. ADEPT Staff Contact Information http://www.scteachers.org/ADEPT