ADEPT

1. ADEPT Assisting Developing Teaching Professional Evaluating

2. ADEPT Career Continuum ADEPT Performance Standards

3. ADEPT Performance Standards for Classroom-Based Teachers

4. Domains APSs Key Elements

5. ADEPT Career Continuum You are here. SAFE-T happens here. ADEPT Performance Standards

6. ADEPT for Teacher Candidates

7. Dual Roles for Faculty Formative Summative

8. SCDE/DEQL Districts

11. Process vs. Purpose formative When the chef tastes the soup, that’s ________________. summative When the customer tastes the soup, that’s ____________.

12. Types of SAFE-T Evidence

13. Reflection Why it’s important.

14. REFLECTION

15. REFLECTION

16. Domain 1: Planning • APS 1: Long-Range Planning (5 key elements) • APS 2: Short-Range Planning of Instruction(3 key elements) • APS 3: Planning Assessments and Using Data (3 key elements)

17. Domain 1: Planning • The emphasis in this domain is on • developing the “big picture” for the course (the evidence is the long-range plan—i.e., the course syllabus), and • increasing student achievement by using assessment data to help guide instructional planning (the evidence is the unit work sample).

18. Domain 1: Planning • Teacher candidates need to know • how to obtain various types of student information, and which types are needed; • how to use student information to inform instructional planning; • the curriculum; • the types of assessments that are required; • how to align the curriculum, instruction, and assessments; and • how to analyze and use the results of formal and informal assessments to guide instruction.

19. Domain 1: Planning • Formative processes to assist the teacher candidate include • review and discussion of the teacher’s current (and previous) plans • collaborative planning and reflections • collaborative analysis of student performance and the implications for future plans

20. Domain 2: Instruction • APS 4: High Expectations for Learners (3 key elements) • APS 5: Instructional Strategies (3 key elements) • APS 6: Providing Content (3 key elements) • APS 7: Monitoring, Assessing, and Enhancing Learning (3 key elements)

21. Domain 2: Instruction • The emphasis in this domain is on using real-time, dynamic processes to match the learning to the learners. The evidence for this domain is obtained through the classroom observations and the teacher reflections on the observed lessons.

22. Domain 2: Instruction • Teacher candidates need to know • how to determine the appropriate level(s) of expectations for the students • how to use the instructional strategies effectively, based on the content • how to best organize the presentation of the content • how to make real-time judgments about student learning, • how to determine when adjustments are needed, and how to make these adjustments “in flight”

23. Domain 2: Instruction • Formative processes to assist the teacher candidate include • demonstrations and co-teaching, followed by reflections • real-time coaching • immediate feedback following the lesson • collaborative reflections

24. Quick TipWhat is the difference between APS 3 andAPS 7? • APS 3 deals with the use of student information and assessment results to guide future instructional planning. It’s what happens before and after the lesson. • APS 7 deals with “real time” assessments and adjustments to instruction that occur during the actual lesson.

25. Domain 3: Environment • APS 8: Maintaining an Environment That Promotes Learning (3 key elements) • APS 9: Managing the Classroom (3 key elements)

26. Domain 3: Environment • The emphasis in this domain is on creating an environment that promotes learning.

27. Domain 3: Environment • Teacher candidates need to know • how to motivate students by making the learning relevant; • how and when to schedule breaks in instruction; • how to create positive learning associations; • how to prioritize information; • how to facilitate independent discovery learning; (continued on the next slide)

28. Domain 3: Environment • Teacher candidates need to know • how to create a safe haven for students; and • how to differentiate between and deal with misbehavior versus disruptive behavior.

29. Domain 3: Environment • Formative processes to assist the teacher candidate include • the same as those used for Domain 2 (Instruction), and • collaborative reflections about student-student and teacher-student relationships • analysis of overall organization and use of time

30. Domain 4: Professionalism • APS 10: Fulfilling Professional Responsibilities (5 key elements)

31. Domain 4: Professionalism • The emphasis in this domain is on • advocacy for students • contributions to the organization • communication • professional ethics and responsibility • continuous professional growth and development.

32. Domain 4: Professionalism • Teacher candidates need to know • the Standards of Conduct for South Carolina Educators • how to become part of collegial networks that promote shared learning and mutual support • the professional norms, culture, and expectations of the school

33. Domain 4: Professionalism • Formative processes to assist the teacher candidate include • candid conversations about professional expectations • opportunities to network, formally and informally, with other professionals in the school

34. ADEPT on the Web http://www.scteachers.org ADEPT for Institutions of Higher Education (IHEs)

35. ADEPT Resources