ADEPT

1. ADEPT for School Guidance Counselors

2. ADEPTWeb Site http://www.scteachers.org

3. ADEPT Cycle

4. ADEPT Levels • Induction • Formal Evaluation • Diagnostic Assistance (optional) • Informal Evaluation

5. South Carolina Department of Education Teacher Contract Levels Effective 7/22/04

6. Performance Dimensions • Are South Carolina’s professional practice standards for school guidance counselors • Were developed by a statewide group of guidance counselors representing public schools and institutions of higher education • Are aligned with established standards for the profession, including NBPTS • Apply to school guidance counselors throughout their career continuum

7. Performance Dimensions • Long-Range Planning • Short-Range Planning of Guidance and Counseling Activities • Development and Use of Assessments • Providing Guidance and Counseling Services • Providing Consultation Services • Coordinating Guidance and Counseling Services • Fulfilling Professional Responsibilities

8. Key Considerations(Evidence Documentation) • Are examples of components of each performance dimension • Are not necessarily all of equal importance • Are not universally applicable to all school guidance counselors in all settings • Are context-specific

9. PD 1: Long-Range Planning • The school guidance counselor develops an annual long range plan, based on identified student needs, that reflects national school counseling standards and state program components related to guidance curriculum, individual student planning, responsive services, and system support. • Goals, objectives, activities, and methods of evaluating the four components • Formal and informal needs assessments • Program organization and management procedures • Plans for program communications

10. PD 2: Short-Range Planning of Guidance and Counseling Activities • The school guidance counselor develops appropriate short-term goals, including aligned activities, resources, and schedules, to ensure full implementation of the long range plan. • Procedures for responding to referrals and requests • Short-term goals and objectives • Strategies, techniques, and/or activities • Materials and/or resources • Program schedule

11. PD 3: Development and Use of Assessments • The school guidance counselor plans and conducts continuous program evaluations and maintains appropriate program accountability documentation. • Formal and informal needs assessments and program evaluations • Student assessment (initial) • Student progress • Follow-up • Program accountability information

12. PD 4: Providing Guidance and Counseling Services • The school guidance counselor effectively provides classroom/school-wide guidance activities and individual/group counseling services that promote student educational, career, and personal/social development. • Student goals and objectives • Techniques, practices, materials, and/or resources • Communication skills • Environment • Expectations for students • Transfer of knowledge and skills • Analyses of student needs and progress

13. PD 5: Providing Consultation Services • The school guidance counselor provides effective direct and indirect consultation services to deliver appropriate information and assistance to parents/guardians, students, and colleagues. • Range of consultation services • Effectiveness of consultation services • Decision-making regarding services

14. PD 6: Coordinating Guidance and Counseling Services • The school guidance counselor effectively coordinates guidance and counseling program services within the school and with community programs and agencies. • Orientations • Information and assistance • Referrals and requests for services • Referral and resource file • Program budget and materials • Collaboration

15. PD 7: Professional Responsibilities • The school guidance counselor consistently demonstrates ethically based professional behavior and participates in continuous professional development. • Professional relationships • Ethical behavior • Job performance • Work habits • Contribution • Self-analysis • Program vision • Professional goals

16. Induction

17. Year 1

18. INDUCTION(Successful Transition)

19. Induction • Comprehensive orientation • Trained assistance team (building administrator and school guidance counselor mentor) • Regular opportunities to observe and consult with experienced school guidance counselors

20. Induction • Regular opportunities to receive feedback from and to consult with assistance team members. • Regular opportunities to meet with other new professional staff members.

21. Year 2 (+)

22. Formal Evaluation

23. FORMAL EVALUATION(Quality Assurance)“PACT” for Counselors

24. Formal Evaluation Materials • Available online at http://www.scteachers.org • Include • 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

25. FORMAL EVALUATION • Must address the seven performance dimensions (PDs) for school guidance counselors. • Must provide clear, convincing evidence of typical performance relative to each PD.

26. Typical Performance Rationale: Typical performance is the best overall indicator of a counselor’s knowledge, skills, and dispositions. Judgments about typical performance must be based on evidence obtained from • multiple evaluators, • multiple sources of evidence, • multiple samples over time, and • Unannounced observations, as opposed to “showcase” lessons.

27. Evaluation Teams • Each evaluation team must include a minimum of two members. • All evaluation team members must be certified ADEPT evaluators. • All evaluation team members must have successfully completed training in the ADEPT for School Guidance Counselors evaluation process.

28. Evaluation Teams • At least one member of the evaluation team must be a certified school guidance counselor. • At least one member of the evaluation team must be qualified to serve as a district- or school-level supervisor for school guidance counselors.

29. Expert Evaluator • Expert – someone who, through education or experience, has gained knowledge of a particular subject so that he or she could form an opinion that one without that knowledge could not.

30. Formal Evaluation Process • Orientation • Long-Range Plan (PD 1) • Interviews (PDs 2, 3, and 6) • Observations (PD 4) • Reflections (PD 4) • Surveys (PD 5) • Professional Self-Reports and Descriptions (PD 7)

31. Orientation • Each school guidance counselor who is scheduled for formal evaluation must receive a comprehensive orientation prior to the initiation of the evaluation process. The orientation must include, but need not be limited to, written and oral explanations of • the performance dimensions, • the evaluation process, • the criteria for successfully completing the evaluation, and • the intended use of the evaluation results.

32. Formal Evaluation Process

33. Formal Evaluation Process

34. Formal Evaluation Process

35. Formal Evaluation Process

36. Formal Evaluation Process

37. Formal Evaluation Process

38. Formal Evaluation Process

39. Formal Evaluation Process

40. Formal Evaluation Results • Consensus-based • Evaluation judgments • For each Performance Dimension • Overall • Conferences are held twice per year (preliminary and final) • Criteria for successfully completing the formal evaluation: The school guidance counselor must meet the standard on all seven of the PDs

41. Diagnostic Assistance

42. Diagnostic Assistance • Provided if needed at the annual contract level. • One year only. • For school guidance counselors who show potential but who are not ready for formal evaluation. • May be provided either after the induction year or after the first unsuccessful formal evaluation.

43. Diagnostic AssistanceInterim Guidelines • Assistance team (mentor and supervisor). • Assistance plan, based on area(s) that need improvement. • Observations by and formative oral and written feedback from assistance team. • Other types of assistance, as needed. • Evaluation of the effectiveness of the diagnostic assistance.

44. All Requirements Met

45. Informal Evaluation Goals-Based Evaluation (GBE)

46. INFORMAL EVALUATION (GBE)(Continuous Quality Improvement)

47. GBE • For “successful” school guidance counselors at the continuing contract level • Goals must relate to • the performance dimensions for school guidance counselors and • the overall mission and strategic plan for the school and district.

48. The GBE Process • Identify the need • Articulate the goal (i.e., the vision) • Develop the action plan • Determine the requirements • Professional development • Resources • Identify the appropriate evidence for measuring progress. • Establish ways for determining “success.”

49. Professional Growth • Action research • Mentoring • Peer coaching • National Board certification • Self-Directed Professional Growth

50. For additional information, contactKathryn R. Meeks, Ph.D.Office of Teacher Preparation, Support, and EvaluationDivision of Teacher QualitySouth Carolina Department of Education3700 Forest Drive, Suite 500Columbia, South Carolina 29204Telephone: (803) 734-4067Facsimile: (803) 734-0872E-Mail: kmeeks@scteachers.org