ADEPT AT RLOACS

ADEPT EVALUATION CYCLE 2012 – 2013

Mentor Assigned	First Day of School
Induction Teacher Orientation	Second week of school
Monthly Professional Development Seminars by school September October November December January February March	1st Friday of each month
Informal Meetings with Mentor (2 times per month) August September October November December January February March April May	August-May 2nd and 4th Friday of each month
Induction Teacher submit Long Range Plan to Administrator	Mid-October
2 Classroom Observations by Administrator 1st observation should be completed by 2nd observation should be completed by	Prior to Winter Break September 14th, 2012 December 4th, 2012
2 Classroom Observations by Mentor 1st observation should be completed by 2nd observation should be completed by	Prior to Winter Break September 14th, 2012 December 4th, 2012
Submit Professional Responsibilities Other than Classroom	December 10th, 2012
Fall Conference with Administrator and Induction Teacher	December 14th, 2012
Write Improvement Plan if Needed and implement	January 14, 2012
2 Classroom Observations by Administrator 1st observation should be completed by 2nd observation should be completed by	By the end of March Week of February 8th, 2013 Week of March 29, 2013
2 Classroom Observations by Mentor 1st observation should be completed by 2nd observation should be completed by	By the end of March Week of February 8th, 2013 Week of March 29, 2013
Spring Conference with Administrator and Induction Teacher	Week of March 18, 2013
Mail Copy of Spring Induction Conference Feedback Form to SCPCSD	May 3, 2013

SAFE-T CALENDAR FOR 2013	DATE
Begin date for teachers for the 2012-2013 school year	Mid-August 2012
Beginning date for students	August  14, 2012
Prerequisites – must be completed BEFORE the cycle begins	Date
Evaluator selection assignment, and briefings	August 13-24, 2012
Orientation (s) for educators scheduled for Formal Summative Evaluation	August 24, 2012
Preliminary Evaluation Cycle:45 minute observations only	Date
Beginning date of the Preliminary Evaluation Cycle	September 4, 2012
Deadline for submitting the Long-Range Plan(s) Beginning date for integral classroom observations	September 28, 2012
Ending date for integral classroom observations	December 3, 2012
Deadline for submit the ·         Unit Work Sample (TT2) ·         Professional Self-ASSESSMENT (TT4), and ·         Professional Performance Review (s) ET2	December 5, 2012
Deadline for conducting preliminary evaluation consensus meetings ET3-a copy must be given to the teacher	December 12, 2012
Final Evaluation Cycle	Date
Beginning date of the Final Evaluation Cycle	January 14, 2013
Deadline for submitting Long Range Plan (s) if revised plans are needed. Beginning date for integral classroom observations for teachers who are required to submit LRPs for the final evaluation cycle	January 14, 2013
Beginning date for integral classroom observations for  teacher who are NOT required to submit LRPs for the final evaluation cycle	January 16, 2013
Ending date for integral classroom observations	March 29, 2013
Deadline for submission of: ·         Unit Work Sample (TT2) ·         the Professional Self-Assessment (TT4) if required, and ·         the Professional Performance Review (s) (ET2)	March 29, 2013 March 29, 2013 March 29, 2013
Deadline for conducting final evaluation consensus meetings	April 12, 2013
Deadline for conducting final evaluation conferences with teachers (A copy of the consensus-based Final Evaluation Summary-ET3-must be provided to the teacher.)	April 20, 2013
Deadline for submitting evaluation summaries to district office	Aril 27, 2013

·         The number of days for the year’s evaluation process (Preliminary Evaluation Cycle + Final Evaluation Cycle) must total at least 90 student attendance days.

ADEPT: Induction and Mentoring

From their first moments in South Carolina's schools, beginning educators are expected to be effective practitioners, facilitating and guiding the learning of their students even as they themselves continue to learn. Because expectations are high and the challenges are many for these novice professionals, quality induction programs that support and assist them through their early years in the profession are essential in promoting teacher retention, teacher effectiveness, and - most importantly - student learning. South Carolina is committed to developing, implementing, and sustaining effective induction programs in school districts statewide to ensure that beginning teachers become an integral part of the professional learning community, benefit from the coaching and support of a trained mentor, and continue to develop the skills necessary to positively impact student learning throughout their careers.
Performance Standards for South Carolina Educators

• ADEPT Performance Standards for Classroom-Based Teachers
• ADEPT Performance Standards for Library Media Specialists
• ADEPT Performance Standards for School Guidance Counselors
• ADEPT Performance Standards for Speech-Language Therapists

South Carolina Induction and Mentoring Requirements
Mentor Assignment Requirements for 2011-12 (262Kb PDF)
Overview of the ADEPT System for beginning educators, mentors, and administrators. (15Kb PDF)
The South Carolina Induction and Mentoring Program Guidelines(193Kb PDF) provide helpful information to school districts in terms of planning and implementing effective induction and mentoring programs. The guidelines specifically address four critical elements: (1) induction and mentoring program leadership, (2) district programs for beginning teachers, (3) district programs for mentors, and (4) induction and mentoring program evaluations. As one of several important revisions to South Carolina's ADEPT system, the Induction and Mentoring Program Guidelines are designed to elevate the teaching profession by promoting support for beginning teachers and leadership roles for experienced teachers.
Induction and Mentoring Information for Beginning Classroom Teachers
ADEPT Performance Standards for Classroom-Based Teachers - This document provides a complete description of the performance standards for classroom-based teachers, as presented in the State Board of Education-approved ADEPT Guidelines (2006). (103Kb PDF)
ADEPT Performance Standards and Key Elements for Classroom-Based Teachers (Placemat Version) (83Kb PDF)
APSs for Beginning Classroom-Based Teachers Teachers are encouraged to use this guide to the APSs to help them chart a course to more effective teaching. (70Kb PDF)
What is SAFE-T? This two-page document provides an overview of the SAFE-T process including its purpose, the six types of evidence collected, and the importance and uses of a teacher's results. (70Kb PDF)
Induction and Mentoring Information for Special Area Educators

• Library Media Specialists
• School Guidance Counselors
• Speech-Language Therapists

Induction and Mentoring Information for Districts and Mentors
Designed for use by mentors, administrators, IHE supervisors, and coaching teachers, the ADEPT Connections for Mentors ACM Matrix is a tool to help guide conversations and collaborations with beginning teachers and teacher candidates. Focused on each of the thirty-four key elements of the ADEPT Performance Standards for Classroom-Based Teachers, the ACM Matrix connects performance expectations with practical suggestions for mentoring opportunities and activities. (279Kb PDF)
The Competence-Building Professional Growth and Development Plan templates for classroom teachers, media specialists, school guidance counselors, and speech language therapists support the collaboration of mentors, beginning educators, and administrators as they identify performance-based needs and develop professional learning goals and strategies.
Scheduled Mentor Training is sponsored by districts in collaboration with the Center for Educator Recruitment, Retention and Advancement (CERRA) and the South Carolina Department of Education (SCDE).

Additional Resources & Information
Initial Mentor Training