Educators make a real difference in the lives of students. The Expanded ADEPT Support and Evaluation System supports the improvement of teacher professional practice for the benefit of ALL students in South Carolina. Expanded ADEPT emphasizes the direct connection between teacher practices and increased student learning and the need for an evaluation system that continuously develops educators at all performance levels and produces actionable and constructive feedback to support professional growth.
All Expanded ADEPT formal evaluation systems must include multiple sources of evidence that reflect teacher's typical performance relative to each of the South Carolina Teaching Standards (SCTS) Indicators. Evidence must be collected from the following sources at a minimum: Lesson plans, classroom observations, reflections on instruction and student learning, the professional review, and the Student Learning Objective and professional growth and development plan. Evaluation teams may also request student work from observed lessons to support SCTS Indicator ratings.
Forms for classroom observation summaries, teacher reflection, the professional review, and the SLO and professional growth and development plan are available within the SCLead.org effectiveness and support data management system and in the SCTS process manual.
Teacher Evaluation Process
District Teacher Evaluation Implementation Resources
Teacher Evaluation Coaching Resources
Pre-conference Planning Resources
The evaluation process is designed to provide support and encourage reflection and professional growth. The pre-conference provides an opportunity to build a rapport with the teacher. The purpose of the pre-conference is two-fold. First, this conference provides the observer an opportunity to ask questions and begin collecting evidence for the upcoming lesson. Second, the pre-conference allows the observer to begin coaching and address any issues that may negatively impact the lesson.
Observation Resources
Post-conference Planning Resources
While the South Carolina Teaching Standards 4.0 rubric is used to evaluate teachers’ lesson planning and instruction, the rubric’s primary purpose is to provide the basis of coaching and other support teachers receive for their own professional growth. This support should be provided in numerous ways from administrators and/or teacher leaders including modeling of specific indicators in professional development meetings or coaching supporting provided to the teacher following the post-conference. The purpose of the post-conference is to provide teachers the opportunity to self-reflect on their lesson with guidance and support from the administrator and/or teacher leader who conducted the observation. This guidance includes the use of pre-planned questions by the evaluator, identification of an area of reinforcement (relative strength of the lesson) and identification of an area of refinement (relative area of improvement). By focusing on just two indicators in the rubric, teachers have the opportunity to segment their own learning with support from an administrator or teacher leader.
Crosswalks to Other Instruments
