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Growing Teachers to Grow Students

Welcome! As you are waiting for us to get started, please check your sound. Then type your answers to these questions into the chat box. Imagine your principal came in to observe a lesson, and you’re meeting later to debrief. 1. What should that conversation look and sound like? 2. What should that conversation not look and sound like?

Office of Educator Effectiveness Our Mission Design and implement a rich, comprehensive educator evaluation system that is MEANINGFUL to educators, ALIGNED to the intent of professional growth and development, and THOUGHTFUL in implementation.

Agenda 1. What is Expanded ADEPT? Why change? 2. What will changes look like? a) SC Teaching Standards b) Student Learning Objectives (SLOs) 3. Implementation: How will this work? 4. How can I help? a) Next steps b) Feedback and closing

What is Expanded ADEPT?

Profile of the SC Graduate

Feedback from Growth teachers

What will the new Expanded ADEPT look like?

Expanded ADEPT • SAFE-T • Expanded ADEPT process New Now • ADEPT Performance Standards (APS) • SC Teaching Standards (SCTS) System • SLOS • SLOs

Expanded ADEPT APS 5: Using Instructional Strategies to Teacher Knowledge of Students Exemplary (4) Proficient (3) Facilitate Learning Teacher practices Teacher practices display   APS 5.A The teacher uses appropriate display understanding understanding of most of each student’s student anticipated instructional strategies. anticipated learning learning difficulties. difficulties. Teacher practices The teacher uses instructional strategies that  Teacher practices regularly incorporate are   appropriate for the content; and consistently student interests and incorporate student cultural heritage.  appropriate for the students. interests and cultural Teacher regularly  heritage. provides differentiated Teacher consistently instructional methods  provides differentiated and content to ensure instructional methods children have the and content to ensure opportunity to master children have the what is being taught. opportunity to master what is being taught.

Expanded ADEPT • South Carolina Teaching Standards 4.0 rubric selected to replace SAFE-T as a part of Expanded ADEPT Instruction Environment • Initiative led by SCDE and educators from across the state Student Growth • Supports educators with feedback related to professional practice, not simply based on student test scores Planning Professionalism • New rubric is aligned to the Profile of the South Carolina Graduate

South Carolina Teaching Standards Environment Planning Instruction Professionalism • Standards & Objectives • Growing and • Managing Student • Instructional • Motivating Students Behavior Developing Plans • Presenting Instructional • Expectations • Student Work Professionally • Environment • Reflecting on • Assessment Content • Lesson Structure & Pacing • Respectful Culture Teaching • Activities & Materials • Community • Questioning Involvement • Academic Feedback • School • Grouping Students Responsibilities • Teacher Content Knowledge • Teacher Knowledge of Students • Thinking • Problem Solving

Parts of the Rubric Domains Indicators *Descriptors *Performance Levels Instruction Exemplary (4) Proficient (3) Needs Improvement(2) Unsatisfactory (1) • • • • All learning objectives and state content Most learning objectives and Some learning objectives and state Learning objectives and state standards are explicitly communicated. state content standards are content standards are content standards are not • Standards and Objectives Sub-objectives are aligned and logically communicated. communicated. communicated. • • • sequenced to the lesson’s major Sub-objectives are mostly Sub-objectives are sometimes Sub-objectives are rarely aligned to objective. aligned to the lesson’s major aligned to the lesson’s major the lesson’s major objective. • • Learning objectives are: (a) consistently objective. objective. Learning objectives are rarely • • connected to what students have Learning objectives are Learning objectives are not clearly connected to what students have previously learned, (b) know from life connected to what students connected to what students have previously learned. • experiences, and (c) integrated with other have previously learned. previously learned. Expectations for student disciplines. performance are vague. • State standards are not appropriately displayed. • There is evidence that few students demonstrate mastery of the objective.

Instruction Student Centered Teacher Centered Exemplary Proficient Needs Improvement Unsatisfactory Description Consistent Evidence of Some Evidence of Student Moving Towards Student Heavy emphasis on Teacher of Student Centered Centered Learning/ Student Centered Learning/Student Direction – Minimal Evidence Qualifying Learning/Student Ownership Ownership of Learning Ownership of Learning- of Student Ownership of Measures of Learning- Teacher – Teacher Facilitates the Consistent Reliance on Teacher Learning Facilitates the Learning. Learning Direction.

SC Teaching Standards Process Pre-observation Conference Post-observation Observation Conference Reflection

Student Learning Objectives

Implementation Timeline How will this all work?

Expanded ADEPT Implementation Timeline Implementation Recalibration Readiness & Training 2017-18 2018-19 2016-17 Summer Continued district and Full statewide Phase I Training: evaluator training on implementation of Institutions of Higher NIET 4.0 rubric Expanded ADEPT system Education Observation and feedback to District readiness and Business Rules Work all teachers using SCTS 4.0 support structures Group rubric Technical support on Fall – Spring transition to rubric Phase II Training: Districts and Evaluators ADEPT Guidelines to State Board

Expanded ADEPT Implementation Timeline Contract Level Observations Student Growth Induction >1 – Full Classroom Observation per semester, with Complete 1 SLO, conferences often just covers 2 nd semester >2 – Full Classroom Observations per semester, with Annual Complete 1 SLO conferences Continuing Contract – >1 – Full Comprehensive Classroom Observation per Complete 1 SLO Comprehensive 5 th semester, with conferences year recertification Continuing Contract – Informal Complete 1 SLO GBE

What can I do now to support these changes? • Reflect: What do the SCTS indicators look like and sound like in my classroom? • Connect: How can I practice with my grade-level team? Student teacher? PLC? Student support team? • Model: Do I have a growth mindset for my own practice? • Lead: How can I support strong implementation at my school?

Stay Connected ed.sc.gov/educators/ educator-effectiveness kjoannes@ed.sc.gov tgrant@ed.sc.gov lmandsager@ed.sc.gov

Feedback Survey https://tinyurl.com/ExpandedADEPT

Questions?