1 adept for school guidance counselors october 2011

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ADEPT for School Guidance Counselors

October 2011

www.ed.sc.govwww.ed.sc.gov

A D E P T

Assisti

ng

Develo

ping

Evaluating

Profes

sional

Teach

ing

System

Statewide

Dynamic

ADEPT Infrastructure

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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.

The ADEPT System

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Articulated standards or expectations for competent practice are the defining attributes of any profession.

The Importance of Performance Standards

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There are four sets of ADEPT

Performance Standards (APSs):

1. classroom-based teachers

2. school guidance counselors

3. speech-language therapists

4. library media specialists

SpecialAreas

ADEPT Performance Standards

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The ADEPT Performance Standards (APSs) were originally called “Performance Dimensions.”

The term “ADEPT Performance Standards” is synonymous with the term “Performance Dimensions.”

ADEPT Performance Standards

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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

APSs for School Guidance Counselors

ADEPT Career Continuum

developing teacher candidates

assisting beginning teachers through induction and mentoring

evaluating teachers for high stakes decisions

developing exemplary teachers

ADEPT Performance

Standards

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NOTE: The APSs for classroom-based teachers have recently been revised. However, the APSs for the three special areas have NOT been affected.

The 2003 APSs (i.e., Performance Dimensions) and formal (summative) evaluation processes are still in effect for all of the special areas.


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Information available on the Web

www.ed.sc.gov


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Scro

ll do

wn

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ADEPT Materials

ADEPT Videos

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There are seven APSs for school guidance counselors.

Each APS includes a description of the standard and key considerations regarding the

standard


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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

Key Considerations

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APS 1: Long-Range Planning APS 2: Short-Range Planning of

Guidance and Counseling Activities APS 3: Development and Use of

Assessments


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APS 4: Providing Guidance and Counseling Services

APS 5: Providing Consultation Services APS 6: Coordinating Guidance and

Counseling Services APS 7: Fulfilling Professional

Responsibilities


ADEPT for Practicing Educators

ADEPT

Certificate

Contract

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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.

Terminology

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South Carolina Department of Education Teacher Contract Levels (Effective 2004)

INDUCTIONTransitionAssistance

ANNUAL 1Formal Eval.

ANNUAL 1Diagnostic

(Eval. Simulation)+ Assistance

CONTINUING(if eligible forProfessionalCertificate) or

ANNUAL(e.g.,PACE, C&T)

GBE orDiscretionaryFormal Eval.

ANNUAL 2Diagnostic

(Eval. Simulation)+ Assistance


Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then



CONTINUINGGBE or

DiscretionaryFormal Eval.

OUT OFPROFESSION

CONTINUING(if eligible forProfessional

Certificate) orANNUAL

(e.g., C&T)GBE or



Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then


CONTINUINGGBE or


OUT OFPROFESSION

Ready Not Ready

Not Met

Not Met

Not Met

Not Met

Not Met

Not Met

Met

Met

Met

Met

Met

Met

CONTINUINGGBE or

DiscretionaryFormal Eval

CONTINUINGGBE or


Met

Met

Assisting Beginning Educators

• New educator effectiveness• New educator retention

Purpose

ADEPT Induction and Mentoring for First-Year Educators

Evaluating Educators

• Quality Assurance

Purpose

ADEPT Formal Evaluation

Evaluating Educators

Certificate Advancement

Contract Advancement

Certificate Suspensions

District Employment

Decisions

ADEPT Formal Evaluation ResultsAnnual-Contract Educators

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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)

Counselors Formal Evaluation Materials

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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.

School Guidance Counselors Formal Evaluation

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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)

School Guidance Counselor Formal Evaluation

Data Collection

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School Guidance Counselor

Evaluator 1(Certified

Counselor)

Evaluator 2(Supervisor/

Administrator)Complete the LRP (APS 1)

*Begin distributing the “Consultation Survey” forms (APS 5)

Review the LRP; complete the documentation for APS 1

Review the LRP; complete the documentation for APS 1

Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.


At-A-Glance

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Counselor)


Administrator)Participate in interviews (APSs 2, 3, and 6)

Conduct the counseling interview; complete the documentation for APSs 2, 3, and 6

Conduct the guidance interview; complete the documentation for APSs 2, 3, and 6



At-A-Glance

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Counselor)


Administrator)

Complete the counseling or guidance “Reflection” following each observation (APS 4)

Conduct the counseling observation; *review the “Counseling Reflection”; complete the documentation for APS 4

Conduct the guidance observation; *review the “Guidance Reflection”; complete the documentation for APS 4

*Optional during the final evaluation cycle, if successful during the preliminary cycle, at the discretion of the evaluation team.


At-A-Glance

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Counselor)


Administrator)Analyze the results of the “Consultation Survey”; complete the “Consultation Summary Report” (APS 5)



At-A-Glance

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Counselor)


Administrator)Complete the “Professional Self-Report” (APS 7)

Review the “Consultation Summary Report”; complete the documentation for APS 5

Review the “Consultation Summary Report”; complete the documentation for APS 5



At-A-Glance

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Counselor)


Administrator)

Complete the “Professional Self-Report” (APS 7)

*Administrator: Complete the “Professional Performance Description”(APS 7) during each evaluation cycle


At-A-Glance

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Counselor)


Administrator)

Review the “Professional Self-Report”

Review the “Professional Self-Report”



At-A-Glance

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Counselor)


Administrator)Review the “Professional Performance Description”; complete the documentation for APS 7

Review the “Professional Performance Description”; complete the documentation for APS 7


At-A-Glance

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Counselor)


Administrator)

Hold the consensus meeting; complete the consensus documentation and the “Evaluation Summary”


At-A-Glance

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Counselor)


Administrator)

Participate in the evaluation conference to discuss the evaluation results; all participants sign the summary form; school guidance counselor receives a copy


At-A-Glance

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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.


Evaluation Judgment

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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)

Continuous Development

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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.

Goals-Based Evaluation

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The GBE process is the same for all educators.

There are two types of GBE: Research & Development GBE Competence-Building GBE


Competence-

Building GBE

Research and

Development GBE


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Through inquiry and collaboration, educators direct their own professional development within the context of the performance standards.

Research & Development GBE

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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


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Step 5

Analyze the data

Step 2

Develop a research plan.

Step 3

Implement the plan

STEP 1Ask a question, then turn it into a research goal.

Step 6

Reflect on the analysis; determine implications

Step 7

Disseminate the findings

Step 4

Collect data


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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.


Goals

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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.

Competence-Building GBE

ADEPT Histories

ADEPT History

Year District Current Contract Results Hiring Status Next Year Contract

2011 Richland 01 Continuing - GBE No Data No Data No Data

2010 Richland 01 Continuing - GBE Met or Ready Rehired Continuing - GBE

2009 Richland 01 Annual - Formal 1 Met or Ready Rehired Continuing - GBE

2008 Richland 01 Induction Met or Ready Rehired Annual - Formal 1

Discussion Question: Should the certification area in which the educator was employed/evaluated be added to each year of the educator’s ADEPT History record?

The Current ADEPT System forSchool Guidance Counselors

School

Guidance Counselor

Performance

School Guidance

Counselor Quality

The Future of Evaluation

School Guidance Counselo

r Performa

nce

Student

Performance

School Guidance

Counselor Effectiveness

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QUESTIONS?

ADEPT StaffContact Information

Briana Timmerman,PhD

Director, Instructional Practices and Evaluations

[email protected](803) 734-80461429 Senate St. Columbia, SC

Joseph TadlockEducator Evaluation Team Leader

[email protected](803) 734-8368 1429 Senate St. Columbia, SC

Anita ParkerTeacher EvaluationGoals-Based Evaluation (GBE)


Patti FowlerADEPT for Teacher CandidatesInduction & Mentoring


http://www.ed.sc.gov

Division of School Effectiveness

1 adept for school guidance counselors october 2011

Documents

adept system slide

school guidance counselors

professional teaching

adept materials adept

sets of performance

standard apss

retirement apss

adept career continuum