| Updated July 2005
Is ADEPT used in other states?
- No. ADEPT is unique to South Carolina. However, the ADEPT performance
standards are aligned with national standards, and the formal and informal
evaluation principles and guidelines are well-grounded in research.
Do all school districts in South Carolina use ADEPT?
- Yes. All school districts in South Carolina are required to use the
ADEPT system. ADEPT relates to the state standards and guidelines for
supporting beginning (induction) teachers, evaluating teachers at critical
decision points, and ensuring continuous professional growth and development
for experienced teachers.
- All processes and evaluation models must be reviewed by the State
Department of Education (SDE) and approved by the State Board of Education,
based on the specifications set forth in the ADEPT regulation (R 43-205.1).
Current state-approved formal evaluation models under the ADEPT system
include TEAM, STEP, FEAT, TAP, and PAS-T, among others.
Does the state collect ADEPT information on teachers?
- Yes. End-of-the-year ADEPT results ("met" or "not met") are reported
for all teachers at every contract level: induction, annual, and continuing.
- School districts are required to report these results electronically
to the SDE via the ADEPT Data System (ADS).
Can private schools use ADEPT?
- No. ADEPT applies only to educators employed in the public
schools in South Carolina.
The SDE is charged overseeing the implementation of the ADEPT system in all public schools and teacher education programs in the state. The SDE has no such authority over private schools and other non-public school entities.
New teachers are required to successfully complete an ADEPT formal evaluation in order to advance from an initial to a professional teaching certificate. If private schools and other non-public school entities cannot use ADEPT, what happens to teachers in these settings once their initial certificates expire?
- Teachers in private schools and other non-public school entities are
eligible to have their initial teaching certificates extended indefinitely
on an annual basis, as long as the teacher fulfills the certificate
renewal requirements specified in Regulation 43-55.
- The director of the private school or entity in which the teacher is employed must request this extension in writing on an annual basis from the SDE.
What happens if a public school teacher fails two
formal evaluations at the annual contract level?
- Once the districts have submitted the end-of-the-year ADEPT results
via the ADS, the SDE Office of Teacher Evaluation sends a certified
letter to the teacher at his or her last known address.
- This letter notifies the teacher that he or she is ineligible for
teaching employment in any public school in this state for a minimum
of two years. The letter also informs the teacher of the requirements
for reinstating his or her teaching certificate, based on the areas
that were identified as weaknesses in the teacher’s formal evaluations.
- Teachers who have questions about these requirements should contact
the ADEPT coordinator at the SDE.
What happens to a teacher who has met the ADEPT requirements
for having his or her teaching certificate reinstated?
- Once the teacher’s certificate is reinstated, he or she is
eligible for teaching employment at the annual contract level, at which
time the teacher must undergo formal evaluation.
- Upon returning to the profession, the teacher has only one opportunity
to pass the formal evaluation. If the teacher fails this formal evaluation,
his or her teaching certificate is removed permanently.
Can the same district rehire the teacher after his or
her teaching certificate has been reinstated?
- Yes, the district may rehire the teacher but is under no obligation to do so.
What happens if the evaluation team does not follow procedures
by adhering to time lines outlined in the regulation (consensus decisions,
written reports, and conferences with the teacher "before winter holiday
break" and "before contracts are issued")?
- Districts should consult with legal counsel on a case-by-case basis to determine whether the procedural problem is significant enough to place the district in a position of legal jeopardy.
- It is imperative that the teams follow the written procedures in order to preserve the reliability and validity of the evaluation instrument.
If a teacher
resigns before a subsequent contract is issued, does the team need to complete the evaluation process?
- Yes. If the teacher works for at least 80 percent of the days in the
district’s approved annual ADEPT cycle the evaluation process
must continue, and a report must be written following procedures outlined
in Regulation 43-205.1.
What if the teacher leaves the position prior to completing the evaluation process?
- On the ADS, the district should report the teacher's ADEPT results as "incomplete." Since the teacher has not completed the evaluation process for this contract year, the teacher is eligible to repeat the contract level during the next subsequent year of employment.
Under what circumstances can a contract year be repeated?
- A teacher who does not work for at least 80 percent of the district’s
approved annual ADEPT cycle of employment is eligible to repeat the
contract level during the next year of employment, upon approval by
the district superintendent.
If the teacher is absent many days during the evaluation year, does the district adhere to the time line?
- Yes. Districts must adhere to the time line as closely as possible.
- However, written notice to the teacher should be given regarding why the time line is not being followed.
- If the district is unsure if the process should be completed due to a large number of absences, the district should consult its legal counsel.
What circumstances will cause a continuing contract teacher to be recommended for formal evaluation? Can circumstances prevent a
teacher from being recommended for a second year of formal evaluation, even if he
or she receives a final evaluation consensus rating of competent?
- A principal or district administrator may recommend that a continuing
contract teacher be placed on formal evaluation if there are concerns
about a teacher's performance or if an employment decision needs to
be made.
- There are no set specifications regarding the number of times that
a continuing contract teacher may be placed on formal evaluation, as
long as the continuing contract teacher is notified in writing before
the end of the current school year, but no later than April 15, if he
or she is being recommended for formal evaluation during the next school
year.
- A school district may place a teacher on formal evaluation regardless
of the results of any previous evaluation(s). However, at the continuing
contract level, the teacher has full procedural due process rights relating
to employment and dismissal.
If the contract of an annual teacher is not renewed,
and the district gives notice by April 15, how long does the teacher have
to request an informal hearing before the superintendent?
- The teacher may request an informal hearing before the district superintendent
within fifteen days of receiving notice that he or she will not be reemployed.
Are districts responsible for evaluating a teacher who works part time?
- Yes. The amount of daily instructional time is irrelevant. If the
teacher is teaching half time or more (i.e., FTE=>0.5), the
district is obligated to evaluate the teacher.
- Under these circumstances, the evaluation requirements and contract levels/due process privileges are the same as for full-time teachers.
Does the evaluation rule apply if a teacher teaches only one day of the A/B schedule?
- Yes. If the teacher is teaching one day of the A/B schedule, even if it is a partial day, the district is obligated to evaluate the teacher.
- Districts have the same discretion to renew or not renew and/or to move the teacher to the next contract level.
What are the "passing" criteria for ADEPT formal evaluations?
- All formal evaluation models must be approved by the State Board
of Education as meeting the requirements of the ADEPT statute, regulation,
and guidelines.
- Classroom teachers must successfully complete (i.e.,
be rated "competent" on) at least nine of the ten performance dimensions.
This criterion applies regardless of the formal evaluation model (e.g.,
TEAM, STEP, FEAT, PAS-T, etc.) that is used.
- Library media specialists must successfully complete Performance Dimension
3 (Collaboration for Instruction and Services) and at least five of
their six remaining performance dimensions.
- School guidance counselors must successfully complete all seven of
their performance dimensions.
- Speech-language therapists must complete at least nine of their ten
performance dimensions.
- Teachers going through HOUSSE must successfully complete all five
of the performance dimensions relative to their specific core content
area.
If the teacher receives a "needs improvement" on only one performance dimension, should the teacher get an improvement plan for that performance dimension?
- Yes, the teacher should be given an improvement plan for that performance dimension.
- The ultimate goal is to have all teachers competent in all performance dimensions.
What should be included in an improvement plan?
- The improvement plan should include a description of the teacher's strengths and weaknesses relative to the performance dimension(s).
- The improvement plan should specify expectations (i.e., specific measurable and/or observable behaviors) for improvement relative to the performance dimension(s).
- The suggested activities should be more than a list of things to do. Rather, the relationship between each activity and the respective performance dimension(s) should be clearly explained.
What happens if a formal evaluation is not completed before the district's deadline?
- Districts may establish their own evaluation time lines, so long as these time lines are consistent with state requirements.
- The state-mandated evaluation time lines are as follows:
- Preliminary evaluations must be completed and conferences held before winter holiday break.
- Final evaluations must be completed and conferences held before April 15.
- Continuing contract teachers must be notified in writing on or before
April 15 if they are being recommended for formal evaluation during
the next school year.
Please address the issue of long-range planning (LRP) review for teachers who teach on the 4 x 4 block or A/B schedule. Does the evaluation team review and approve the LRP for first semester only, or does the LRP have to address both first and second semesters?
- In these cases, the team must review the LRP for both semesters.
May a principal decide to evaluate all faculty members, regardless
of their contract levels?
- Yes, the principal has the authority to do so. However, teachers at
the continuing contract level must be notified in writing on or before
April 15 that they will be placed on formal evaluation during the next
school year.
Can a continuing contract teacher who is pursuing or
who already holds National Board Certification be placed on formal evaluation?
- Yes. At the discretion of the school district, a continuing contract
teacher may use the National Board certification process as his or her
GBE goal for the year. However, a continuing contract teacher who is
pursuing or who holds National Board Certification may be placed on
formal evaluation, at the discretion of the school district, provided
that the district provides written notification to the teacher on or
before April 15 of the preceding school year.
What options can small districts pursue when assigning peer evaluators if there is only one high
school in the particular district?
- Districts may share peer evaluators, or they may use middle school or junior high school personnel.
Should at least one member of the evaluation team be certified in the same areas
as the teacher being evaluated?
- At a minimum, the evaluation team must include a building administrator
and one other trained evaluator matched as closely as possible to the
teacher being evaluated in terms of grade range, certification, and/or
subject area.
In writing final evaluation consensus documents, many evaluators are starting with the fall evaluation data collection document and making revisions based on spring data. Teams are then doing the same on final evaluation consensus documents. This method is especially workable for evaluating competent teachers. Is this permitted?
- Yes, as long as it is clear from the written results that all observations were considered. Examples from each observation should be included.
If a teacher begins the year late, does the teacher still
need to be evaluated?
- If time allows for completion of the evaluation process (i.e., at
least 80 percent of the district's approved annual ADEPT cycle), teachers
must be evaluated using the appropriate ADEPT process.
- Teachers who are eligible for an induction or an annual contract
but who are hired on a date that would not allow them to be present
for at least 80 percent of the district’s approved annual ADEPT
cycle may be employed under a letter of agreement. Although these teachers
technically do not fall under ADEPT, districts must ensure that the
teachers receive appropriate assistance and supervision throughout the
school year.
- The district should contact its legal counsel if it is in a situation
that is not typical.
Do teachers from out of the state have to be formally
evaluated?
- Yes, at some point, as applicable to their contract levels. Certified
teachers from out of state who have less than one year of teaching experience
are eligible for an induction contract.
- Certified teachers from out of state who have one or two years of
teaching experience are eligible for either an induction or an annual
contract, at the discretion of the school district.
- Certified teachers from out of state who have more than two years
of teaching experience are eligible for an annual contract.
A former South Carolina teacher has returned to our state
after several years. What contract level should be issued?
- A teacher who has previously achieved continuing contract status
in South Carolina must be employed under a continuing contract. In this
case, formal evaluation is optional, at the discretion of the employing
school district.
If a teacher completed the induction year but missed
specific induction activities, can the teacher be required to complete
these activities at the annual contract level?
- Yes. The district may stipulate these requirements.
- The district should notify the teacher, in writing, that completion
of the specified activities will be a requirement for the next year.
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