Office of Educator Evaluation Division of School Effectiveness

1. Teacher Evaluation New Charter Development Workshop February 25, 2014 Office of Educator Evaluation Division of School Effectiveness

2. Assisting Developing Teaching Professional Evaluating

3. ADEPT is…

4. ADEPT System Career Continuum • ADEPT • Performance • Standards

5. Charter School Sponsorship Charter school sponsorship: If ADEPT is included in the district’s written agreement with the charter school, the school MUST implement ALL aspects of ADEPT as implemented by the sponsor district

6. Classroom-Based Teachers • Teachers of core content subjects • Teachers of related subjects (e.g., PE) • Special Education Teachers • School Guidance Counselors • Library Media Specialists • Speech-Language Therapists ADEPT Performance Standards

7. Assisting Beginning Educators ADEPT Induction and Mentoring for First-Year Educators Note: 2012 Amendment of the ADEPT Statute by the General Assembly has increased the teacher induction period for up to three years, at the discretion of the school district.

8. Summative Evaluation • Components • Multiple measures of teacher performance and effectiveness • Indicator(s) of student growth (Unit Work Sample) • Team of trained evaluators (two or three member teams) • To provide accountability and ensure teacher effectiveness • To determine eligibility for certificate advancement from initial to professional • Purpose

9. Goals-Based Evaluation (GBE) For Experienced Educators

10. ADEPT is statewide. . .

11. ADEPT Data Database Each district and participating charter school submits data on every teacher Each district and participating charter school receives teacher data reports ADEPT Data System IHE Portal System Each IHE receives data on every graduate Each IHE submits data on every student teacher

12. A chronological ADEPT history, a permanent record of employment and performance, is generated for every teacher. • The ADEPT history is available to the teacher, to the teacher’s employing school district, and to any school district in South Carolina to which the teacher applies for teaching employment.

13. ADEPT is dynamic. . . 2006 ADEPT and Induction & Mentoring Guidelines approved 1998 Statewide implementation of ADEPT system 2011 Revised InTASC standards released 2004 ADEPT statute amended Effective Educator Evaluation System ADEPT 2005 ADEPT regulation amended 2008—2010 SAFE-T Roll-out 2011 ADEPT Upgrade Task Force 2003 External evaluation of ADEPT system • The ADEPT system is continuously being revised and improved. • The Summative ADEPT Formal Evaluation of Classroom-Based Teachers (SAFE-T) was the latest revision to the educator evaluation process. • Amended June 2012: District’s discretion to extend teacher induction from 1 to maximum 3 years. • Currently piloting (2) evaluation models during 2013-14 school year.

14. ESEA Principle 3: Supporting Effective Instruction and Leadership • Educator Evaluation FUTURE Division of School Effectiveness

15. Student Growth is at the center of our work • Student • Growth • value-added • unit work samples • other measures Student Growth is nested in an educator evaluation system Educator Evaluation System

16. ESEA Waiver Request Principle 3: Supporting Effective Instruction and Leadership Requirements Division of School Effectiveness

17. ESEA Waiver Request Principle 3: Supporting Effective Instruction and Leadership • In order to qualify for the ESEA waivers, our state must meet the seven requirements for evaluating and supporting teachers and principals that have been established by the United States Education Department. Division of School Effectiveness

18. The teacher evaluation and support system must • be used for continual improvement of instruction; • meaningfully differentiate performance using at least three performance levels; • use multiple valid measures in determining performance levels, including, as a significant factor, data on student growth for all students; ESEA Waiver Request Principle 3: Supporting Effective Instruction and Leadership Division of School Effectiveness

19. The teacher evaluation and support system must (cont’d) • evaluate teachers on a regular basis; • provide clear, timely, and useful feedback, including feedback that identifies needs and guides professional development; • be used to inform personnel decisions; and • include training for all teachers and evaluators. ESEA Waiver Request Principle 3: Supporting Effective Instruction and Leadership Division of School Effectiveness

20. February 2012 • SY 2011-12 • SY 2012-13 • SY 2013-14 • SY 2014-15 ESEA Waiver Request Principle 3 Required Timeline SEA/LEAs revise the teacher evaluation and support system. *Currently being beta tested in 22 schools. LEAs implement the revised teacher evaluation and support system. LEAs pilot the revised teacher evaluation and support system. • SEA adopts updated guidelines for teacher and principal support systems. • SEA provides student growth data. SEA submits its ESEA Waiver Request and plan. Division of School Effectiveness

21. Charter School Decisions Non-ADEPT Charter Schools: • Teachers accrue experience credit in a manner consistent with teachers in traditional public schools. • Teachers who hold professional teaching certificates may renew their certificates in a manner consistent with certification requirements. (Renewal Credit Matrix) • Teachers who hold initial teaching certificates remain at the initial certificate level. However, charter school educators have the option of seeking the Limited Professional Certificate. • Teachers who are participating in PACE (SC’s Program for the Alternative Certification of Educators) are not eligible for employment in a non-ADEPT charter school.

22. Charter School Decisions In order to be approved to participate in the ADEPT system, the charter school must commit to • implementing ALLADEPT processes (e.g., induction and mentoring, summative evaluation, goals-based evaluation), as indicated in the sponsoring school district’s approved ADEPT plan; • adhering to the sponsoring school district’s approved ADEPT timeline; and • submitting all teacher data to the sponsoring school district for annual reporting to the SCDE.

23. ADEPT Sign-On Two major requirements for ADEPT System participation: • The charter agreement between the charter school and the sponsoring districtmust include an ADEPT provision that • verifies that the charter school will implement the ADEPT system with fidelity according to the sponsoring school district’s approved ADEPT plan, • verifies that the sponsoring school district agrees to disseminate ADEPT information—including the district’s approved annual ADEPT plan—and updates and to report the charter school’s teacher data on an annual basis, and • specifies any additional ADEPT-related agreements (e.g., training, support for induction teachers, evaluators, etc.). • The sponsoring school district’s annual ADEPT plan must list the charter school as a participant.

24. Educator Evaluation Unit Contact Information