adept 1 revised goals- based evaluation (gbe-r)

www.scteachers.org

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ADEPTADEPT

Revised Goals-Revised Goals-Based EvaluationBased Evaluation

(GBE-R)(GBE-R)

Revised Goals-Revised Goals-Based EvaluationBased Evaluation

(GBE-R)(GBE-R)

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ADEPTADEPTGBEGBEThe The revisedrevised GBE model GBE model (GBE-R) is intended to. . (GBE-R) is intended to. . ..relate professional development to relate professional development to

certificate renewal,certificate renewal,make professional development make professional development

more effective and meaningful, andmore effective and meaningful, andestablish explicit criteria and establish explicit criteria and

procedures for moving continuing-procedures for moving continuing-contract teachers from GBE to contract teachers from GBE to formal evaluation.formal evaluation.

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GBE CyclesGBE Cycles

Educators were on Educators were on a three-year GBE a three-year GBE cycle.cycle.

Educators are on a Educators are on a five-year GBE five-year GBE cycle, consistent cycle, consistent with their with their certificate validity certificate validity period.period.

CurrentCurrent GBEGBECurrentCurrent GBEGBE Revised GBERevised GBERevised GBERevised GBE

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PGD PlansPGD Plans

Educators’ Educators’ professional professional growth and growth and development plans development plans applied only to applied only to GBE.GBE.

Educators’ Educators’ professional growth professional growth and development and development plans can apply to plans can apply to both GBE and both GBE and certificate renewal.certificate renewal.

Current GBECurrent GBECurrent GBECurrent GBE Revised GBERevised GBERevised GBERevised GBE

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PGD PlansPGD Plans

Educators rarely Educators rarely modified their modified their professional growth professional growth and development and development plans.plans.

Educators may Educators may modify their PGD modify their PGD plans at any time. plans at any time. Most common Most common reasons:reasons:– New job settingNew job setting– New job New job

responsibilitiesresponsibilities– New interestsNew interests– New programsNew programs


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Number of GoalsNumber of Goals

Minimum number Minimum number of goals required: of goals required: Three during the Three during the three-year periodthree-year period

Maximum number Maximum number of goals that can of goals that can be required at one be required at one time: Nonetime: None

Minimum number Minimum number of goals required: of goals required: One or more during One or more during the five-year periodthe five-year period

Maximum number Maximum number of goals that can be of goals that can be required at one required at one time: Threetime: Three


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Goal ContentGoal Content

Required Required educators to educators to develop goals in develop goals in – the subject area,the subject area,– instruction, instruction,

technology, or technology, or assessment, andassessment, and

– professional professional serviceservice

There are no pre-There are no pre-specified goal specified goal areas, areas, exceptexcept when when performance performance weaknesses have weaknesses have been identified been identified and documented and documented over time.over time.


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What are goals?What are goals?Goals are desired end-points; Goals are desired end-points;

activities and strategies are the activities and strategies are the means to those ends.means to those ends.

Enrolling in a course is NOT a goal. It Enrolling in a course is NOT a goal. It is an activity. The goal has to do is an activity. The goal has to do with what should be gained by with what should be gained by completing the course (e.g., more completing the course (e.g., more knowledge, greater skill). knowledge, greater skill).

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GBE applies to allGBE applies to allclassroom-based teachers,classroom-based teachers,special area educators (i.e., library special area educators (i.e., library

media specialists, school guidance media specialists, school guidance counselors, and speech-language counselors, and speech-language therapists),therapists),

educators who are participating in the educators who are participating in the TERI plan, andTERI plan, and

educators who hold National Board educators who hold National Board Certification.Certification.

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What are the two types What are the two types of GBE-R?of GBE-R?They are called They are called Research & Research &

DevelopmentDevelopment (R & D) GBE and (R & D) GBE and Competence-BuildingCompetence-Building GBE. GBE.

All educators who pass SAFE-T All educators who pass SAFE-T should be placed initially in R & D should be placed initially in R & D GBE.GBE.

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When should competence-building GBE When should competence-building GBE begin?begin?When should competence-building GBE When should competence-building GBE begin?begin?

For educators who are eligible for GBE, the competence-building GBE process should begin as soon as an administrator has identified and documented performance weaknesses over time.

For educators who are eligible for GBE, the competence-building GBE process should begin as soon as an administrator has identified and documented performance weaknesses over time.

Do Do notnot wait until the end of the year! wait until the end of the year!Do Do notnot wait until the end of the year! wait until the end of the year!

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PurposesPurposesAllows Allows

administrators administrators and educators to and educators to target specific target specific weaknesses (as weaknesses (as opposed to a full opposed to a full formal evaluation formal evaluation that that encompasses all encompasses all APSs).APSs).

Allows educators Allows educators to engage in to engage in inquiry and inquiry and continual continual professional professional development development within the context within the context of the of the performance performance standards.standards.

Competence-Building GBECompetence-Building GBECompetence-Building GBECompetence-Building GBE Research & Development GBEResearch & Development GBEResearch & Development GBEResearch & Development GBE

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Research & Research & Development GBEDevelopment GBE

Research & Research & Development GBEDevelopment GBE

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The R&D GBE ProcessThe R&D GBE ProcessThe R&D GBE ProcessThe R&D GBE Process

Step 1:Step 1: The educator forms a research The educator forms a research question, either independently or in question, either independently or in collaboration with colleagues.collaboration with colleagues.Examples of research questions:Examples of research questions: Does my new strategy for teaching reading Does my new strategy for teaching reading

improve students’ reading comprehension?improve students’ reading comprehension? What types of mentoring assistance do beginning What types of mentoring assistance do beginning

teachers find most helpful?teachers find most helpful? What can we as teachers do to increase parent What can we as teachers do to increase parent

involvement?involvement?

Step 1:Step 1: The educator forms a research The educator forms a research question, either independently or in question, either independently or in collaboration with colleagues.collaboration with colleagues.Examples of research questions:Examples of research questions: Does my new strategy for teaching reading Does my new strategy for teaching reading

improve students’ reading comprehension?improve students’ reading comprehension? What types of mentoring assistance do beginning What types of mentoring assistance do beginning

teachers find most helpful?teachers find most helpful? What can we as teachers do to increase parent What can we as teachers do to increase parent

involvement?involvement?

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Step 2:Step 2: The educator transforms theThe educator transforms theresearch question into one or more research question into one or more

goals.goals.

Step 2:Step 2: The educator transforms theThe educator transforms theresearch question into one or more research question into one or more

goals.goals.

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QQ: What are the criteria for setting What are the criteria for setting goals?goals?QQ: What are the criteria for setting What are the criteria for setting goals?goals?AA: There are five:

All goals must relate to one or more All goals must relate to one or more APSs.APSs.

All goals must be stated in terms of All goals must be stated in terms of the educator’s change or the educator’s change or improvement over time. improvement over time.

At least one goal must be stated in At least one goal must be stated in terms of the educator’s influence on terms of the educator’s influence on students. students.

AA: There are five: All goals must relate to one or more All goals must relate to one or more

APSs.APSs. All goals must be stated in terms of All goals must be stated in terms of

the educator’s change or the educator’s change or improvement over time. improvement over time.

At least one goal must be stated in At least one goal must be stated in terms of the educator’s influence on terms of the educator’s influence on students. students.

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QQ: What are the criteria for setting What are the criteria for setting goals?goals?QQ: What are the criteria for setting What are the criteria for setting goals?goals?

AA: There are five:At least one goal must support any At least one goal must support any

applicable school or district initiative.applicable school or district initiative. Goals should focus primarily on the Goals should focus primarily on the

higher-level cognitive processes of higher-level cognitive processes of the Revised Bloom’s Taxonomy (i.e, the Revised Bloom’s Taxonomy (i.e, Analyze, Evaluate, and Create).Analyze, Evaluate, and Create).

AA: There are five:At least one goal must support any At least one goal must support any

applicable school or district initiative.applicable school or district initiative. Goals should focus primarily on the Goals should focus primarily on the

higher-level cognitive processes of higher-level cognitive processes of the Revised Bloom’s Taxonomy (i.e, the Revised Bloom’s Taxonomy (i.e, Analyze, Evaluate, and Create).Analyze, Evaluate, and Create).

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Vignette 1Vignette 1

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QQ: What do R&D goals look What do R&D goals look like?like?

QQ: What do R&D goals look What do R&D goals look like?like?

AA: R&D goals that focus on R&D goals that focus on evaluatingevaluating might be worded might be worded as follows:as follows:

To determine the impact of To determine the impact of (X) on (Y). (X) on (Y).

AA: R&D goals that focus on R&D goals that focus on evaluatingevaluating might be worded might be worded as follows:as follows:

To determine the impact of To determine the impact of (X) on (Y). (X) on (Y).

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A: R&D goals that focus on R&D goals that focus on creatingcreating might be worded like might be worded like this:this:

To develop (X) to enhance (Y).To develop (X) to enhance (Y).

A: R&D goals that focus on R&D goals that focus on creatingcreating might be worded like might be worded like this:this:

To develop (X) to enhance (Y).To develop (X) to enhance (Y).

QQ: What do R&D goals look What do R&D goals look like?like?QQ: What do R&D goals look What do R&D goals look like?like?

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A: In both of the preceding In both of the preceding examplesexamples

(X) might be an instructional (X) might be an instructional strategy, a mentoring strategy, strategy, a mentoring strategy, or a strategy for communicating or a strategy for communicating with parents, or the like. There with parents, or the like. There are countless possibilities. are countless possibilities.


(X) might be an instructional (X) might be an instructional strategy, a mentoring strategy, strategy, a mentoring strategy, or a strategy for communicating or a strategy for communicating with parents, or the like. There with parents, or the like. There are countless possibilities. are countless possibilities.

QQ: : What do R&D goals look What do R&D goals look like?like?QQ: : What do R&D goals look What do R&D goals look like?like?

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(Y) might be student (Y) might be student achievement, beginning achievement, beginning teacher performance or teacher performance or satisfaction, or parent satisfaction, or parent participation in school participation in school activities. Again, there are activities. Again, there are countless possibilities. countless possibilities.


(Y) might be student (Y) might be student achievement, beginning achievement, beginning teacher performance or teacher performance or satisfaction, or parent satisfaction, or parent participation in school participation in school activities. Again, there are activities. Again, there are countless possibilities. countless possibilities.

QQ:: What do R&D goals look What do R&D goals look like?like?QQ:: What do R&D goals look What do R&D goals look like?like?

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Step 3:Step 3: The educator meets with The educator meets with the GBE supervisor to develop the GBE supervisor to develop the PGD plan. The supervisor the PGD plan. The supervisor may bemay be a school- or district-level a school- or district-level

administrator,administrator, a department chair or lead a department chair or lead

teacher,teacher, a curriculum specialist, ora curriculum specialist, or any educator who holds a similar any educator who holds a similar

position, at the discretion of the position, at the discretion of the school district.school district.

Step 3:Step 3: The educator meets with The educator meets with the GBE supervisor to develop the GBE supervisor to develop the PGD plan. The supervisor the PGD plan. The supervisor may bemay be a school- or district-level a school- or district-level

administrator,administrator, a department chair or lead a department chair or lead

teacher,teacher, a curriculum specialist, ora curriculum specialist, or any educator who holds a similar any educator who holds a similar

position, at the discretion of the position, at the discretion of the school district.school district.

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The PGD plan is based on answers to The PGD plan is based on answers to the the

following questions: following questions: Which goals—and how many—does the Which goals—and how many—does the

educator plan to address during the five-year educator plan to address during the five-year period?period?

When does the educator plan to begin and end When does the educator plan to begin and end each goal? (Multi-year goals are encouraged.)each goal? (Multi-year goals are encouraged.)

What types of evidence will the educator What types of evidence will the educator present annually to the supervisor to verify present annually to the supervisor to verify progress?progress?

How will everyone know when the goal has How will everyone know when the goal has been accomplished? been accomplished?

The PGD plan is based on answers to The PGD plan is based on answers to the the

following questions: following questions: Which goals—and how many—does the Which goals—and how many—does the

educator plan to address during the five-year educator plan to address during the five-year period?period?

When does the educator plan to begin and end When does the educator plan to begin and end each goal? (Multi-year goals are encouraged.)each goal? (Multi-year goals are encouraged.)

What types of evidence will the educator What types of evidence will the educator present annually to the supervisor to verify present annually to the supervisor to verify progress?progress?

How will everyone know when the goal has How will everyone know when the goal has been accomplished? been accomplished?

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Step 4:Step 4: The educator begins working The educator begins working on on

the goal(s), either independently or the goal(s), either independently or collaboratively. Typically, the educator collaboratively. Typically, the educator

will:will: learn more about the goal and ways in which learn more about the goal and ways in which

others have pursued the goal.others have pursued the goal. determine the types of data needed and how the determine the types of data needed and how the

data will be collected.data will be collected. carry out a study and systematically collect, carry out a study and systematically collect,

analyze, and interpret the data.analyze, and interpret the data. disseminate the results (e.g., via presentations, disseminate the results (e.g., via presentations,

articles, Web sites, newsletters, e-mail).articles, Web sites, newsletters, e-mail).

Step 4:Step 4: The educator begins working The educator begins working on on

the goal(s), either independently or the goal(s), either independently or collaboratively. Typically, the educator collaboratively. Typically, the educator

will:will: learn more about the goal and ways in which learn more about the goal and ways in which

others have pursued the goal.others have pursued the goal. determine the types of data needed and how the determine the types of data needed and how the

data will be collected.data will be collected. carry out a study and systematically collect, carry out a study and systematically collect,

analyze, and interpret the data.analyze, and interpret the data. disseminate the results (e.g., via presentations, disseminate the results (e.g., via presentations,

articles, Web sites, newsletters, e-mail).articles, Web sites, newsletters, e-mail).

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Step 5:Step 5: The educator meets at least The educator meets at least annually with the GBE supervisor annually with the GBE supervisor

prior to prior to April 15April 15thth to discuss progress toward to discuss progress toward meeting the goal(s).meeting the goal(s).

Step 5:Step 5: The educator meets at least The educator meets at least annually with the GBE supervisor annually with the GBE supervisor

prior to prior to April 15April 15thth to discuss progress toward to discuss progress toward meeting the goal(s).meeting the goal(s).Note. An optional template for R & D Note. An optional template for R & D

GBE GBE is available on the Web at is available on the Web at http://www.scteachers.orghttp://www.scteachers.org..

Note. An optional template for R & D Note. An optional template for R & D GBE GBE

is available on the Web at is available on the Web at http://www.scteachers.orghttp://www.scteachers.org..

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Competence-Competence-Building GBEBuilding GBECompetence-Competence-Building GBEBuilding GBE

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Competence-Competence-Building GBE. . .Building GBE. . .

involves teaching involves teaching competencecompetence..is intended to help improve is intended to help improve

teaching teaching performanceperformance..

involves teaching involves teaching competencecompetence..is intended to help improve is intended to help improve

teaching teaching performanceperformance..

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Competence-Competence-Building GBE. . .Building GBE. . .

is NOT intended to address conduct is NOT intended to address conduct problems. Conduct problems should be problems. Conduct problems should be addressed through Improvement Plans, not addressed through Improvement Plans, not through GBE. Examples of conduct through GBE. Examples of conduct problems (see problems (see Standards of Conduct for Standards of Conduct for South Carolina EducatorsSouth Carolina Educators) include, but ) include, but are not limited to,are not limited to,– persistent neglect of dutypersistent neglect of duty– willful violation of rules and regulations,willful violation of rules and regulations,– gross immorality,gross immorality,– dishonesty.dishonesty.

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Litmus TestLitmus TestIf the identified performance If the identified performance

weaknesses fall exclusively into APS weaknesses fall exclusively into APS 10 (Fulfilling Professional 10 (Fulfilling Professional Responsibilities), there is a possibility Responsibilities), there is a possibility that the problem may be related to that the problem may be related to conduct rather than to competence. If conduct rather than to competence. If that is the case, you should develop that is the case, you should develop an Improvement Plan rather than an Improvement Plan rather than relying on Competence-Building GBE.relying on Competence-Building GBE.

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PROFESSIONAL PROFESSIONAL CONDUCTCONDUCT

TEA

CH

ING

TEA

CH

ING

C

OM

PETEN

CE

CO

MP

ETEN

CE

Good

Good

Bad

Bad

GoodGood BadBad

IP IP

++

R&D GBER&D GBE

R&D GBER&D GBE

C-B GBEC-B GBE

IP IP

++

C-B GBEC-B GBE

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ADEPTADEPTGBEGBEDuring Competence-During Competence-Building GBE the Building GBE the Supervisor must. . .Supervisor must. . .

bring the specific performance bring the specific performance weakness(es) to the attention of the weakness(es) to the attention of the educator,educator,

establish goals to ameliorate the establish goals to ameliorate the weakness(es),weakness(es),

ensure that reasonable efforts are ensure that reasonable efforts are made to assist the educator, andmade to assist the educator, and

allow reasonable time for allow reasonable time for improvement.improvement.

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ADEPTADEPTGBEGBEWhat about What about competence-building competence-building goals? goals? Goals must address ongoing performance Goals must address ongoing performance

weaknesses that have been identified and weaknesses that have been identified and documented.documented.

Goals must relate to one or more APSs.Goals must relate to one or more APSs.An educator cannot be required to work on An educator cannot be required to work on

more than three goals at one time.more than three goals at one time.Goals focus primarily on the first three Goals focus primarily on the first three

levels of the Revised Bloom’s Taxonomy levels of the Revised Bloom’s Taxonomy (i.e., Remember, Understand, and Apply). (i.e., Remember, Understand, and Apply).

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ADEPTADEPTGBEGBEWhat about What about supervisors?supervisors?The supervisor must be a school- or The supervisor must be a school- or

district-level administrator.district-level administrator.This administrator plays a major role This administrator plays a major role

in developing and monitoring the in developing and monitoring the educator’s professional growth and educator’s professional growth and development (PGD) plan. development (PGD) plan.

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ADEPTADEPTGBEGBECompetence-Competence-Building GBE Building GBE Strategies. . .Strategies. . .are included in the PGD plan.are included in the PGD plan.are sets of activities that are likely to be are sets of activities that are likely to be

useful or helpful in achieving the goal.useful or helpful in achieving the goal.are likely to involve some activities that are likely to involve some activities that

may be used for certificate renewal.may be used for certificate renewal.are NOT to be confused with are NOT to be confused with

accomplishing the goal.accomplishing the goal.

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About the PGD PlanAbout the PGD PlanThe PGD plan is typically monitored at The PGD plan is typically monitored at

least twice annually, with the last least twice annually, with the last monitoring occurring before April 15monitoring occurring before April 15thth..

Optional templates for Competence-Optional templates for Competence-Building PGD plans are available on the Building PGD plans are available on the Web at Web at http://www.scteachers.orghttp://www.scteachers.org..

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Possible OutcomesPossible OutcomesCompetence-Competence-Building GBEBuilding GBECompetence-Competence-Building GBEBuilding GBE

If goal is If goal is metmet::

If goal is If goal is metmet::

If If satisfactory satisfactory

progressprogress::

If If satisfactory satisfactory

progressprogress::

If If not metnot met oror

unsatisfactoryunsatisfactoryprogressprogress::

If If not metnot met oror

unsatisfactoryunsatisfactoryprogressprogress::

ContinueContinueC-B GBEC-B GBE


Develop Develop new C-B new C-B GBE goalGBE goal

Develop Develop new C-B new C-B GBE goalGBE goal

Return toReturn toR&D GBER&D GBE

Return toReturn toR&D GBER&D GBE



Move toMove toformal formal

evaluationevaluation

Move toMove toformal formal

evaluationevaluation

Pursue Pursue contract contract

non-non-renewalrenewal

Pursue Pursue contract contract

non-non-renewalrenewal

Improvement Plan?Improvement Plan?Improvement Plan?Improvement Plan?

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QQ: : Where can I find all of the Where can I find all of the requirements for GBE-R?requirements for GBE-R?QQ: : Where can I find all of the Where can I find all of the requirements for GBE-R?requirements for GBE-R?

A: The requirements for the revised The requirements for the revised GBE model are located in the ADEPT GBE model are located in the ADEPT System Guidelines that were System Guidelines that were approved by the State Board of approved by the State Board of Education on June 14, 2006. These Education on June 14, 2006. These Guidelines are available online atGuidelines are available online at http://www.scteachers.org/adept/evalhttp://www.scteachers.org/adept/evalpdf/adept_guidelines.pdfpdf/adept_guidelines.pdf..

A: The requirements for the revised The requirements for the revised GBE model are located in the ADEPT GBE model are located in the ADEPT System Guidelines that were System Guidelines that were approved by the State Board of approved by the State Board of Education on June 14, 2006. These Education on June 14, 2006. These Guidelines are available online atGuidelines are available online at http://www.scteachers.org/adept/evalhttp://www.scteachers.org/adept/evalpdf/adept_guidelines.pdfpdf/adept_guidelines.pdf..

adept 1 revised goals- based evaluation (gbe-r)

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