ADEPT for School Guidance Counselors

1. ADEPT for School Guidance Counselors C3 - College and Career Readiness Conference Workshops Fall 2013 www.ed.sc.gov

2. Assisting Developing Teaching Professional Evaluating

3. ADEPT Infrastructure

4. The ADEPT System The ADEPT System is based on sets of performance standards that • establish the expectations for what all educators in South Carolina should know and be able to do, and • reflect fundamental principles of competent professional practice.

5. The Importance of Performance Standards • Articulated standards or expectations for competent practice are the defining attributes of any profession.

6. ADEPT Performance Standards There are four sets of ADEPT Performance Standards (APSs): • classroom-based teachers • school guidance counselors • speech-language therapists • library media specialists Special Areas

7. ADEPT Performance Standards • The ADEPT Performance Standards (APSs) were originally called “Performance Dimensions.” • The term “ADEPT Performance Standards” is synonymous with the term “Performance Dimensions.”

8. APSs for School Guidance Counselors • Were developed by a statewide group of counselors representing the public schools and institutions of higher education • Are aligned with established standards for the profession • Apply to school guidance counselors throughout all stages of their careers—from beginning to retirement

9. ADEPT Career Continuum • ADEPT • Performance • Standards

10. APSs for School Guidance Counselors • NOTE: The APSs for classroom-based teachers have recently been revised. However, the APSs for the three special areas have NOT been affected. • The 2003APSs (i.e., Performance Dimensions) and formal (summative) evaluation processes are still in effect for all of the special areas.

11. APSs for School Guidance Counselors • Information available on the Web www.ed.sc.gov

15. Scrolldown

16. ADEPT Materials ADEPT Videos

18. APSs for School Guidance Counselors • There are seven APSs for school guidance counselors. • Each APS includes a • description of the standard and • key considerations regarding the standard

19. Key Considerations • Are included in the Evidence Documentation template • Are examples of components of each performance dimension • Are not necessarily all of equal importance • Are not universally applicable to all guidance counselors in all settings • Are context-specific

20. APSs for School Guidance Counselors • APS 1: Long-Range Planning • APS 2: Short-Range Planning of Guidance and Counseling Activities • APS 3:Development and Use of Assessments

21. APSs for School Guidance Counselors • APS 4: Providing Guidance and Counseling Services • APS 5: Providing Consultation Services • APS 6: Coordinating Guidance and Counseling Services • APS 7: Fulfilling Professional Responsibilities

22. ADEPT for Practicing Educators

23. Terminology • Certificate – your license to work in the schools, issued by the SCDE • Contract – your employment agreement with the school district • ADEPT process– the ADEPT-related procedures that will apply to you, depending on your contract level, your certificate level, and your performance.

24. The Certification & ADEPT Processes

25. Assisting Beginning Educators ADEPT Induction and Mentoring for First-Year Educators

26. Evaluating Educators ADEPT Formal Evaluation

27. Evaluating Educators ADEPT Formal Evaluation Results Annual-Contract Educators

28. Counselors Formal Evaluation Materials • Guidelines • Evidence Documentation • Interview Form • Reflection on Counseling Session • Reflection on Guidance Session • Consultation Survey • Consultation Summary Report • Professional Performance Description • Professional Self-Report • Evaluation Summary • Long-Range Planning Form (optional)

29. School Guidance Counselors Formal Evaluation • Each formal evaluation year includes two cycles: a preliminary evaluation period and a final evaluation period. • Prior to the beginning of the preliminary evaluation period, the counselor must receive a comprehensive orientation to the evaluation process.

30. School Guidance Counselor Formal Evaluation Data Collection • Long-range plans (APS 1) • Interviews (APSs 2, 3, and 6) • Observations (APS 4) • Reflections (APS 4) • Surveys (APS 5) • Professional Self-Report (APS 7) • Professional Performance Description (APS 7)

31. School Guidance Counselor Formal Evaluation At-A-Glance Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

32. School Guidance Counselor Formal Evaluation At-A-Glance Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

33. School Guidance Counselor Formal Evaluation At-A-Glance *Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

34. School Guidance Counselor Formal Evaluation At-A-Glance Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

35. School Guidance Counselor Formal Evaluation At-A-Glance Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

36. School Guidance Counselor Formal Evaluation At-A-Glance

37. School Guidance Counselor Formal Evaluation At-A-Glance Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.

38. School Guidance Counselor Formal Evaluation At-A-Glance

39. School Guidance Counselor Formal Evaluation At-A-Glance

40. School Guidance Counselor Formal Evaluation At-A-Glance

41. School Guidance Counselor Formal Evaluation Evaluation Judgment In order to meet the overall competency standard, the school guidance counselor must meet the standard on all seven of the APSs at the time of the final evaluation.

42. Continuous Development • During this phase of ADEPT, school guidance counselors • must have successfully completed the ADEPT formal evaluation and advanced to a professional teaching certificate • receive a continuing contract from the school district • are eligible to participate in goals-based evaluation (GBE)

43. Goals-Based Evaluation • GBE is based on the premise that every educator, no matter how skilled or experienced, must always continue to improve. • GBE must be relevant and important to the educator. • GBE is the basis for each educator’s certificate renewal.

44. Goals-Based Evaluation • The GBEprocess is the same for all educators. • There are two types of GBE: • Research & Development GBE • Competence-Building GBE

45. Goals-Based Evaluation

46. Research & Development GBE • Through inquiry and collaboration, educators direct their own professional development within the context of the performance standards.

47. Research & Development GBE • Involves action research (inquiry) • Goals can be developed and addressed individually or in groups • Goals may be carried over for more than one year, subject to the approval of the GBE supervisor • Is a seven-step, iterative process

48. STEP 1 Ask a question, then turn it into a research goal. Step 7 Disseminate the findings Step 2 Develop a research plan. Step 6 Reflect on the analysis; determine implications Step 3 Implement the plan Step 5 Analyze the data Step 4 Collect data Research & Development GBE

49. Research & Development GBE Goals • Must be aligned with one or more of the appropriate APSs. • Must indicate the educator’s change or improvement over time. • The educator must pursue at least one goal every year.

50. Competence-Building GBE • If performance weaknesses have been identified and documented over time, one or more goals must address these weaknesses. • An educator can be required to address no more than three goals during any one time period.