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ADEPTADEPT

ADEPT ADEPT FrameworkFramework

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What is ADEPT?What is ADEPT?

ADEPTADEPT is a comprehensive system for is a comprehensive system for AAssistingssisting, , DDeveloping, and eveloping, and EEvaluating valuating PProfessional rofessional TTeaching. The scope of eaching. The scope of ADEPTADEPT ranges from college students ranges from college students preparing to become teachers to preparing to become teachers to teachers in the twilight of their careers.teachers in the twilight of their careers.

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What is the basis for What is the basis for ADEPT?ADEPT?

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

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ADEPTADEPTIs Is effective teachingeffective teaching the same for all the same for all educators?educators?

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

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ADEPTADEPTWhat are the domains What are the domains for classroom-based for classroom-based teachers? teachers? The four The four domains domains are as follows:are as follows:

PlanningPlanning InstructionInstruction EnvironmentEnvironment ProfessionalismProfessionalism

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What are performance What are performance standards?standards?

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

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

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The first domain, The first domain, PLANNING, includesPLANNING, includesAPS 1: Long-Range Planning APS 1: Long-Range Planning APS 2: Short-Range Planning of APS 2: Short-Range Planning of

Instruction Instruction APS 3: Planning Assessments and APS 3: Planning Assessments and

Using DataUsing Data

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APS 4: Establishing & Maintaining APS 4: Establishing & Maintaining High Expectations for Learners High Expectations for Learners

APS 5: Using Instructional Strategies APS 5: Using Instructional Strategies to Facilitate Learning to Facilitate Learning

APS 6: Providing Content for Learners APS 6: Providing Content for Learners APS 7: Monitoring, Assessing, and APS 7: Monitoring, Assessing, and

Enhancing Learning Enhancing Learning

The second domain, The second domain, INSTRUCTION, INSTRUCTION, includesincludes

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APS 8: Maintaining an Environment APS 8: Maintaining an Environment that Promotes Learning that Promotes Learning

APS 9: Managing the Classroom APS 9: Managing the Classroom

The third domain, The third domain, ENVIRONMENT, ENVIRONMENT, includesincludes

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APS 10: Fulfilling Professional APS 10: Fulfilling Professional ResponsibilitiesResponsibilities

The fourth domain, The fourth domain, PROFESSIONALISM, PROFESSIONALISM, includesincludes

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What are What are key elementskey elements??

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

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ADEPTADEPTHow many key How many key elements are there for elements are there for classroom-based classroom-based teachers?teachers?APS 1 and APS 10 each contain 5 key APS 1 and APS 10 each contain 5 key

elements.elements.Each of the other ADEPT Each of the other ADEPT

performance standards contains 3 performance standards contains 3 key elements.key elements.

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In summary,In summary,

effective teachingeffective teaching for classroom- for classroom-based teachers is defined by based teachers is defined by 4 domains, 4 domains, 10 performance standards, 10 performance standards,

and and 34 key elements.34 key elements.

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Further. . .Further. . .

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

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How does ADEPT How does ADEPT assistassist and and develop develop teachers?teachers?

ADEPT has three ADEPT has three primary primary methods for methods for assisting and developing teachers:assisting and developing teachers:

1.1.Teacher preparation programsTeacher preparation programs include ADEPT as a primary source include ADEPT as a primary source of teacher development.of teacher development.

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How does ADEPT How does ADEPT assistassist and and develop develop teachers?teachers?

ADEPT has three ADEPT has three primaryprimary methods for methods for assisting and developing teachers:assisting and developing teachers:2.2.Induction & mentoring Induction & mentoring

programsprograms focus on ADEPT as a focus on ADEPT as a primary source of teacher primary source of teacher assistance.assistance.

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How does ADEPT How does ADEPT assistassist and and develop develop teachers?teachers?

ADEPT has three ADEPT has three primaryprimary methods methods for assisting and developing for assisting and developing teachers:teachers:

3.3.Goals-Based Evaluation (GBE)Goals-Based Evaluation (GBE) focuses on continuous teacher focuses on continuous teacher development.development.

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How does ADEPT How does ADEPT evaluate evaluate teachers? teachers?

ADEPT has two primary methods ADEPT has two primary methods for evaluating teachers:for evaluating teachers:

1.1.SSummative ummative AADEPT DEPT FFormal ormal EEvaluation for Classroom-Based valuation for Classroom-Based TTeachers (SAFE-T)eachers (SAFE-T)

2.2.GGoals-oals-BBased ased EEvaluation (GBE)valuation (GBE)

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ADEPTADEPTHow is evaluation How is evaluation defined?defined?

EvaluationEvaluation refers to the process of refers to the process of making informed judgments based making informed judgments based on on

1.1.the domains, performance the domains, performance standards and key elements, and standards and key elements, and

2.2.evidence of teacher performance.evidence of teacher performance.

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What is SAFE-T?What is SAFE-T? SAFE-TSAFE-T is the is the

SSummative ummative AADEPT DEPT FFormal ormal EEvaluation of Classroom-Based valuation of Classroom-Based TTeacherseachers

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What is SAFE-T?What is SAFE-T? SAFE-T SAFE-T is a highly consequential is a highly consequential

formal evaluation process.formal evaluation process. Results are used to makeResults are used to make

state-level decisions (e.g. state-level decisions (e.g. certificate advancement; certificate advancement; sanctions against certificates);sanctions against certificates);

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What is SAFE-T?What is SAFE-T?

SAFE-T SAFE-T is a highly consequential is a highly consequential formal evaluation process.formal evaluation process. Results are used to makeResults are used to make

district-level decisions (e.g., district-level decisions (e.g., continuation of employment; continuation of employment; contract level eligibility), andcontract level eligibility), and

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What is SAFE-T?What is SAFE-T? SAFE-T SAFE-T is a highly consequential is a highly consequential

formal evaluation process.formal evaluation process. Results are used to makeResults are used to make

higher education decisions (e.g., higher education decisions (e.g., the effectiveness of the teacher the effectiveness of the teacher preparation program)preparation program)

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What is SAFE-T?What is SAFE-T?

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

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ADEPTADEPTWhat are the stages of What are the stages of the evaluation the evaluation process?process? Stage I: PreparationStage I: Preparation Stage II: Collection of evidenceStage II: Collection of evidence Stage III: DeliberationStage III: Deliberation Stage IV: JudgmentsStage IV: Judgments

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ADEPTADEPTSo, how does SAFE-T So, how does SAFE-T work?work?SAFE-T Stage I: SAFE-T Stage I: PreparationPreparation1.1. The district establishes its The district establishes its

annual evaluation timeline.annual evaluation timeline.

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ADEPTADEPTWhat is the length of What is the length of time required to conduct time required to conduct SAFE-T?SAFE-T?SAFE-T must cover a minimum of 90 SAFE-T must cover a minimum of 90

working days over the course of a single working days over the course of a single academic year.academic year.

SAFE-T must consist of two evaluation SAFE-T must consist of two evaluation periods (also referred to as evaluation periods (also referred to as evaluation cycles) that are roughly equal in length cycles) that are roughly equal in length (i.e., approximately 45 working days (i.e., approximately 45 working days each).each).

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ADEPTADEPTWhen is SAFE-T When is SAFE-T conducted?conducted?The entire preliminary (i.e., first) The entire preliminary (i.e., first)

evaluation period must occur during evaluation period must occur during the first semester of the school year. the first semester of the school year.

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

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ADEPTADEPTWhen does SAFE-T begin When does SAFE-T begin and end?and end?The preliminary evaluation period The preliminary evaluation period

begins on the date the teacher begins on the date the teacher orientation is held. orientation is held.

The final evaluation period ends on The final evaluation period ends on the date that all final evaluation the date that all final evaluation conferences must be completed, but conferences must be completed, but must end before April 15.must end before April 15.

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SAFE-T Stage I: SAFE-T Stage I: PreparationPreparation2.2. An ADEPT An ADEPT evaluation team evaluation team is is

appointed for each teacher who appointed for each teacher who is scheduled to undergo SAFE-T. is scheduled to undergo SAFE-T.

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What are the evaluation What are the evaluation team membership criteria?team membership criteria? Each team must consist of a Each team must consist of a

minimum of two trained and minimum of two trained and appropriately qualified evaluators.appropriately qualified evaluators.

One of the members must be One of the members must be designated to serve as the team designated to serve as the team chair.chair.

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ADEPTADEPTWhat are the evaluation What are the evaluation team membership team membership criteria?criteria?A minimum of three evaluators is A minimum of three evaluators is

required for teachers undergoing required for teachers undergoing highly consequentialhighly consequential formal formal evaluations.evaluations.

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ADEPTADEPTSAFE-T Stage I: SAFE-T Stage I: PreparationPreparation

3.3. Each teacher receives a Each teacher receives a comprehensive comprehensive orientationorientation to to the SAFE-T process.the SAFE-T process.

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ADEPTADEPTSAFE-T Stage II: SAFE-T Stage II: Collection of EvidenceCollection of EvidenceSix types of evidence are collected:Six types of evidence are collected:1.1. Long-range plan and teacher reflectionsLong-range plan and teacher reflections2.2. Unit work sample and teacher reflectionsUnit work sample and teacher reflections3.3. Classroom observation recordsClassroom observation records4.4. Teacher reflections on observed lessonsTeacher reflections on observed lessons5.5. Professional performance review(s)Professional performance review(s)6.6. Professional self-assessment Professional self-assessment

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ADEPTADEPTSAFE-T Stage II: SAFE-T Stage II: Collection of EvidenceCollection of Evidence

The evidence is compiled as follows:The evidence is compiled as follows:All evidence is placed in a dossier. A All evidence is placed in a dossier. A

dossier is an organized collection of dossier is an organized collection of data, somewhat like a portfolio.data, somewhat like a portfolio.

The dossier is maintained by the The dossier is maintained by the team chair. team chair.

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ADEPTADEPTSAFE-T Stage III: SAFE-T Stage III: DeliberationDeliberationEach team member conducts an Each team member conducts an

independent review of the dossier independent review of the dossier according to the criteria described in according to the criteria described in the ADEPT formal evaluation the ADEPT formal evaluation summary.summary.

The evaluation team members meet The evaluation team members meet to discuss their independent ratings to discuss their independent ratings and reach consensus. and reach consensus.

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ADEPTADEPTSAFE-T Stage IV: SAFE-T Stage IV: JudgmentsJudgments Based on the evidence, the team Based on the evidence, the team

must reach consensus at each of the must reach consensus at each of the following three levels:following three levels:

1.1. a judgment regarding each key a judgment regarding each key element, element,

2.2. a judgment regarding each domain, a judgment regarding each domain, and and

3.3. an overall judgment of effectiveness.an overall judgment of effectiveness.

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ADEPTADEPTSAFE-T Stage IV: SAFE-T Stage IV: JudgmentsJudgmentsWhen consensus has been reached When consensus has been reached

at all three levels, the evaluation at all three levels, the evaluation team prepares a written report. team prepares a written report.

One or more members of the One or more members of the evaluation team meet with the evaluation team meet with the teacher to present the results to the teacher to present the results to the teacher in writing and orally.teacher in writing and orally.

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ADEPTADEPTHow does GBE work?How does GBE work?GBE Stage I: GBE Stage I: PreparationPreparation The principal determines which of The principal determines which of

the two types of GBE is appropriate the two types of GBE is appropriate for each teacher: for each teacher:

1.1. research & development (R&D) GBE research & development (R&D) GBE oror

2.2. competence-building GBE.competence-building GBE.

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Have performanceweaknesses been identifiedand documented over time?

Have performanceweaknesses been identifiedand documented over time?

Competence-Building GBECompetence-Building GBE

Research &Development GBE

Research &Development GBE

If yes, If no,

How does GBE How does GBE work?work?

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ADEPTADEPTGBE Stage I: GBE Stage I: PreparationPreparationIn R & D GBE, the educator forms a In R & D GBE, the educator forms a

research question, either research question, either independently or in collaboration independently or in collaboration with colleagues, then transforms the with colleagues, then transforms the question into one or more goals. question into one or more goals.

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ADEPTADEPTGBE Stage I: GBE Stage I: PreparationPreparationIn competence-building GBE, the In competence-building GBE, the

administrator brings the specific administrator brings the specific performance concern(s) to the performance concern(s) to the attention of the teacher and works attention of the teacher and works with the teacher to develop one or with the teacher to develop one or more goals that address the more goals that address the concern(s). concern(s).

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ADEPTADEPTGBE Stage II: GBE Stage II: Collection of EvidenceCollection of EvidenceIn R & D GBE, the teacher and In R & D GBE, the teacher and

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

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ADEPTADEPTGBE Stage II: GBE Stage II: Collection of EvidenceCollection of EvidenceIn competence-building GBE, evidence is In competence-building GBE, evidence is

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

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ADEPTADEPTGBE Stage III: GBE Stage III: DeliberationDeliberationIn R & D GBE, the supervisor reviews In R & D GBE, the supervisor reviews

and discusses the available evidence and discusses the available evidence with the teacher at least annually.with the teacher at least annually.

In competence-building GBE, the In competence-building GBE, the administrator reviews the evidence administrator reviews the evidence at least twice annually. at least twice annually.

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ADEPTADEPTGBE Stage IV: GBE Stage IV: JudgmentsJudgments In both types of GBE, one of three In both types of GBE, one of three

possible judgments can be rendered possible judgments can be rendered relative to each goal:relative to each goal:

1.1. the goal has been met;the goal has been met;2.2. progress toward meeting the goal is progress toward meeting the goal is

satisfactory; orsatisfactory; or3.3. progress toward meeting the goal progress toward meeting the goal

has not been made or is has not been made or is unsatisfactory.unsatisfactory.