SAFE-T SOUTH CAROLINA STATE DEPARTMENT OF EDUCATION EVALUATION SYSTEM

Transcription

1 SAFE-T SOUTH CAROLINA STATE DEPARTMENT OF EDUCATION EVALUATION SYSTEM

2 The Summative ADEPT Formal Evaluation of Teachers (SAFE-T) is one of the major components of South Carolina's system for Assisting, Developing, and Evaluating Professional Teaching (ADEPT). As its name implies, the ADEPT system addresses teacher performance through three primary processes: assisting, developing, and evaluating. Since these processes are interrelated, all of them occur throughout each phase of a teacher's career continuum. However, the emphasis placed on each process differs according to the needs and the career stage of the particular teacher.

3 Four Domains Domain 1. Planning Domain 2. Instruction Domain 3. Classroom Environment Domain 4: Professionalism 10 Performance Standards and 34 Key Elements

4 Domain 1. Planning APS 1 Long Range Planning 1A-1E APS 2 Short Range Planning 2A-2C APS 3 Planning Assessments and Using Data 3A-3C

5 TT and ET TT= Teacher Template,there are 4 TT 1 Long Range Plan TT 2 Unit Work Sample TT 3 Reflection on instruction and student learning TT 4 Professional self-assessment ET= Evaluator Template, there are 4 ET 1 Classroom Observation Record ET 2 Professional Review ET 3 SAFE-T Summary ET 4 SAFE-T Log

6 Classroom Based Teacher Evaluator 1 (Administrator/ Supervisor) Evaluator 2 Peer Evaluator (Consequential Evaluation) Select and approve in writing the course or subject that the teacher s LRP will address. Begin SAFE-T Log (ET4) *Complete the LRP (TT1) and submit for inclusion in dossier *Complete the UWS (TT2) and submit for inclusion in dossier Complete a Reflection (TT3) following each integral classroom observation and submit for inclusion in the dossier Conduct one or more integral classroom observations and place the completed Classroom Observation Record (ET1) in the dossier Conduct one or more integral classroom observations and place the completed Classroom Observation Record (ET1) in the dossier Conduct one or more integral classroom observations and place the completed Classroom Observation Record (ET1) in the dossier *Complete the Self-Assessment (TT4) and submit for inclusion in the dossier Complete the Professional Performance Review (ET2) and submit for inclusion in the dossier Conduct an independent review of the dossier Conduct an independent review of the dossier Conduct an independent review of the dossier Hold the consensus meeting; complete a consensus-based ADEPT Formal Evaluation SAFE-T Summary (ET3) Participate in the evaluation conference to discuss the evaluation results.

7 TT 1: Long Range Planning Section I: Student Information (Key Element 1.A) Demographic Information Reading and Writing Proficiency Students Interests Learning Styles Reading and Writing Attitudes

8 TT 1: Long Range Planning Section II: Long Range Learning or Developmental Goals (Key Element 1.B) Use action words when developing your goals Students will: Choose Demonstrate Develop Expand Explore

9 TT 1: Long Range Planning Section III: Instructional Units (Key Element1.C) List your unit topics and designate the length of time to complete each unit Example: Novel Study 9 weeks Poetry 2 weeks Research Project 4 weeks

10 TT 1: Long Range Planning Section IV: Assessment of Student Performance (Key Element 1.D) Examples: Pre and Post Test Assessments---WHY? Homework Journals Rubrics Tests

11 TT 1: Long Range Planning Section V: Classroom Management (Key Element 1.E) Establish a CLASSROOM MANAGEMENT PLAN Establish a DISCIPLINE PLAN What is the difference? Examples: Students are expected to: Your responsibilities are: Beginning of class procedures: End of class procedures: Other procedures and routines: Consequences:

12 BREAK

13 TT 2: UNIT WORK SAMPLE Section I: Major Unit Objectives (Key Element 2.A) The student will be able to: Match each objective with the appropriate state standard and place the standard in brackets at the end of the objective EXAMPLE:[5-W1.1]

14 TT 2: UNIT WORK SAMPLE Section II: Unit Plan (Key Element 2.B) Describe the sequence of steps that you need to follow if your students are to achieve the unit objectives Example: Writer s Workshop Mini Lessons Reader s Workshop Final Project

15 TT 2: UNIT WORK SAMPLE Section III: Unit Assessments (Key Element 3.A) What types of assessments will you use? Your assessments: Should align with the learning objectives Should not be overly reliant on commercially produced assessments Should be free of errors Should include verbal and/or written directions, models, and/or prompts that clearly define what the students are expected to do Should be appropriate for the ability and developmental levels of the students in your class Should provide accommodations for individual students who require them in order to participate in assignments

16 TT 2: UNIT WORK SAMPLE Section IV: Analysis of Student Performance

17 TT 2: UNIT WORK SAMPLE Section V: Response to Formative Analysis (Key Element 2.C) Did you need to adjust your plan as you progressed through this unit?

18 TT 2: UNIT WORK SAMPLE Section IV: Summative Results (Key Element 3.C) The teacher may present his/her evaluation criteria in the form of: Answer keys Grading standards Rating scales Scoring rubrics Test scores

19 TT 3: REFLECTION ON INSTRUCTION AND STUDENT LEARNING 1 9 QUESTIONS COVERS APS 4. A-C APS 5. A-C APS 6. A-C APS 7. A-C APS 8. A-C APS 9. A-C

20 TT 4: PROFESSIONAL SELF-ASSESSMENT 5 QUESTIONS IN TERMS OF ADEPT, YOUR STRENGTHS IN TERMS OF ADEPT, YOUR CHALLENGES YOUR STUDENTS PROGRESS WAYS YOU ENGAGE PROFESSIONAL GROWTH AN IMPORTANT PROFESSIONAL GOAL

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