ADEPT is South Carolina’s system for Assisting, Developing, and Evaluating Professional Teaching. Teachers must successfully complete all ADEPT requirements in order to be eligible to advance to a professional teaching certificate. The components of ADEPT assigned to an individual teacher is based upon the teacher’s contract level:
- Induction contract teachers fall under the guidelines of the New Teacher Institute (NTI). Induction 2 and Induction 3 teachers will have an individualized plan based on their identified growth area(s).
- Annual/Formal contract teachers fall under the guidelines of Summative ADEPT Formal Evaluation for Classroom-Based Teachers (SAFE-T) or Framework for Evaluating and Assisting Teachers (FEAT) for specialty area teachers (media, guidance, or speech therapist).
- Annual and Continuing contract teachers who have completed formal evaluation fall under the guidelines of Goals-Based Evaluation (GBE).
Components of the ADEPT process
New Teacher Institute
Rock Hill Schools take pride in hiring the very best teachers. During their first year, teachers have the advantage of participating in a unique induction program with other new teachers and receive the year-long support of a mentor. In addition, first-year teachers work with Teacher Support Specialists to develop effective teaching skills. The New Teacher Institute (NTI) puts new teachers in touch with people, ideas, and experiences designed to help them achieve success their first year. They share ideas and become more familiar with the resources available to them in the district and the community.
The Goals and Beliefs....
The goals of the Rock Hill Schools’ New Teacher Institute (NTI) promote the district's mission and strategic plan, address the learner standards, and implement state-mandated guidelines for induction programs.
Goals of the New Teacher Institute
- to increase the retention of first-year teachers;
- to improve teacher performance;
- to promote the personal and professional well-being of first-year teachers;
- to transmit the school system’s culture; and
- to integrate the first-year teacher into the community.
These goals are based on the beliefs that staff development should be derived from sound principles of theory and research, that it respects and builds upon the uniqueness of individuals and groups, and that it occurs best in an environment of encouragement, trust, and safety. Through this induction program, the expected outcome will be a first-year teacher who demonstrates an ability to plan, organize, and instruct in the classroom; who actively seeks opportunities to grow professionally; and who fosters relationships with colleagues, parents, and the community to support students’ learning.
The Key Elements....
As stipulated in state guidelines, induction teachers participate in district and school orientations at the beginning of the year that include written and oral explanations of successful completion of New Teacher Institute (NTI) requirements, all relevant district and school policies and resources, and information about the Rock Hill community. Additionally, they are assigned a mentor, who has been trained in ADEPT and the skills of "mentoring." This mentor works closely with the induction teacher throughout the year. Induction teachers are given a schedule in August of NTI sessions that they attend throughout the year. By participating in the New Teacher Institute, induction teachers receive the necessary information and preparation about ADEPT, work closely with a two-member assistance team, regularly attend staff development sessions lead by veteran teachers, and collaborate with other induction teachers, mentors, and district personnel to discuss and learn expectations for being employed as a teacher in Rock Hill Schools.
Participants in the New Teacher Institute receive support through monthly sessions. Some session topics include:
- Classroom management
- Community relationships and resources
- Developing a long-range plan
- Writing appropriate lesson plans
- Engaging ESL students in the regular classroom
- ETV Resources
- PLCs (Professional Learning Communities)
- SLO (Student Learning Objectives) Training
- Special Education
- Technology initiative and utilization
In addition to academic discussions and meetings, social events are planned so that first-year teachers may get acquainted and network with colleagues.
FAQs concerning New Teacher Institute
Who? All Induction Contract teachers in Rock Hill Schools
Why? For assistance in becoming the best teacher possible and to meet state ADEPT requirements for induction teachers
Where? In the district’s Training Room and at various schools in the district
When? All Induction teachers will meet monthly as specified on the NTI Session Schedule.
How? Through sessions with veteran teachers and administrators
Summative ADEPT Formal Evaluation of Classroom-Based Teachers (SAFE-T)
Beginning with 2008-09 school year, the instrument used for all regular classroom teachers scheduled to undergo formal evaluation in Rock Hill Schools became the Summative ADEPT Formal Evaluation of Classroom-Based Teachers or SAFE-T. SAFE-T replaced all other formal evaluation models for classroom-based teachers used in the state of South Carolina. It is based on a consensually determined definition of effective teaching.
Components of SAFE-T include:
The Four Domains - broad categories for teacher expectations
- Domain I - Planning
- Domain II - Instruction
- Domain III - Environment
- Domain IV - Professionalism
The Ten Performance Standards - statements of what the teacher should know, be able to do, and assume responsibility for accomplishing on an ongoing basis.
The Thirty-Four Key Elements - critical components and descriptors of the Performance Standards.
These domains, standards, and key elements apply to classroom-based teachers throughout their career continuums. An ADEPT evaluation team, 2 member team for Annual 1 contract teachers and 3 member teams for teachers on a highly consequential formal evaluation, is appointed for each teacher undergoing the SAFE-T process.
In 2015-2016, Rock Hill Schools presented a Modified ADEPT Process for Summative Evaluation for approval to the SC State Department of Education. This plan included the Student Learning Objective (SLO) requirement as practice for teachers undergoing SAFE-T. The approved plan replaced the Unit Work Sample with a Lesson Plan Sample. The plan was implemented with SAFE-T teachers beginning with the 2015-2016 school year.
FEAT Speciality Area Teachers
(School Guidance Counselor, Library Media Specialist, Speech-Language Therapist)
The Rock Hill Schools’ summative evaluation instrument for specialty area educators, Framework for Evaluating and Assisting Teachers (FEAT), is a refinement of the state-created TEAM process. FEAT is the result of a committee’s review of several evaluation instruments used in South Carolina, and the conclusion that TEAM was an instrument that accurately reflected typical teaching performance in Rock Hill during the 1998-99 school year. Thus, the committee determined the following:
- that the ADEPT Performance Dimensions for the specialty area be grouped into clusters to reflect the educator’s individual job requirement and professional responsibilities of teachers;
- that the number of team members should be reduced to two for Annual 1 contract educators, with one member being a building administrator, and the other being a person who has had recent teaching experience in the subject area or at the same level of the teacher being evaluated;
- that the manner in which documentation for short-range planning is collected should be changed;
- that the redundancy in documentation should be reduced, and the manner of collecting data should be refined; and
- that time frames should be adjusted to allow for maximum observation and conferencing time in the fall and spring.
During the evaluation committee's review of FEAT for specialty area educators, the group determined that the number of team members should be left at two for those Annual 1 educators who performed successfully during their induction year. For those Annual 2 and Continuing contract specialty area educators who are evaluated using FEAT, a three-member team will be used.
Goals-Based Evaluation Model (GBE)
One goal of the Rock Hill Schools’ Strategic Plan is to recruit, prepare, and retain good teachers and to create the conditions under which these teachers can teach well. The purpose of the Goals-Based Evaluation (GBE) model is to utilize a formative teacher evaluation system in which teacher evaluation and professional development are linked to support professional growth, continuous improvement, and enhanced student learning.
The Goals-Based Evaluation model is the ADEPT component designed to be used as an informal evaluation tool for experienced Annual GBE and Continuing contract teachers who have previously met the requirements on prior evaluations. Each participating teacher will develop, in writing and in collaboration with a building administrator, Students Learning Objectives (SLO) that include professional goals. Goals are to be supportive of school district strategic plans and school renewal plans.
Each participating teacher must develop, in writing, an individualized plan for accomplishing his/her goals to include: (1) appropriate strategies for goal completion, (2) a system for monitoring progress and a method of generating supportive evidence of goal completion, and (3) a method of demonstrating a measurable impact on classroom performance. Each of these should be in writing and must be reviewed and approved by the teacher’s building administrator. A teacher’s Student Learning Objectives (SLO) will include at least one Professional Growth Goal (GBE).
Any GBE teacher with identified areas of weakness may be placed on Competence-Building Goals Based Evaluation (CB GBE) by his/her administrator. The CB GBE will serve as an individualized growth plan for the teacher.