About the Division of Educator Quality and Leadership
Mark Bounds – Deputy Superintendent
mbounds@leaders.ed.sc.gov
Office of Educator Certification
www.scteachers.org
Office of Educator Certification Overview
Jim Turner, Director (803-734-1418) jturner@scteachers.org
The mission of the Office of Educator Certification is to assist educators in obtaining appropriate certification to serve in the public schools of our state. The Office staff assists individual applicants and school districts in a variety of ways that include processing requests related to initial and add-on certification, certificate updates, and teaching experience credit. The Office staff also oversees the implementation of the state’s plan for professional certificate renewal. To support these efforts, the Certification Portal System enables school district personnel and educators to view certification status and other related information via the Division of Educator Quality and Leadership’s website.
Also included under the umbrella of Educator Certification are areas that relate to Career and Technology Education, the Program of Alternative Certification for Educators (PACE), Certificate Renewal, and Professional Practices.
Professional Practices Unit
(Until July 15, 2010) Jack Singletary (803-734-8432) jsingletary@scteachers.org(After July 15, 2010) Jim Turner (803-734-1418) jturner@scteachers.org
The Professional Practices Unit is responsible for investigating the prior criminal histories of all initial certification applicants as well as applicants for student teaching. All applicants who have prior criminal histories that cannot be cleared under State Board of Education guidelines are presented to the Board. The unit also maintains disciplinary action histories.
Career and Technology
Steve Wash, Ph.D. (803-734-5830) swash@scteachers.org
Career and Technology provides assistance and information to individuals seeking certification under Regulation R43-63: Career and Technology Education Work-Based Certification. In addition, assistance and information is provided to educators and school district personnel regarding the renewal, extension, and advancement of career and technology education certificates. This office is also responsible for the administration of the state trade competency examinations required for many of the career and technology education certification areas.
Program of Alternative Certification for Educators (PACE)
Falicia Harvey, Ph.D. (803-734-5858) fharvey@scteachers.org
PACE was designed to help alleviate the teacher shortage by placing highly qualified career-changers in South Carolina’s classrooms. To qualify, applicants must have a degree in the content area they intend to teach, passing scores on the state required teaching examinations, and two years of full-time work experience. (The work experience requirement can be waived if the applicant holds a master’s degree.) Over a three-year-period, PACE participants must complete a rigorous training program based on state and federal standards and must demonstrate successful and effective classroom teaching performance.
Certificate Renewal
(Until June 30, 2010) Susie Hines (803-734-4061) shines@scteachers.org
(After June 30, 2010) Kim Spigener (803-734-7893) kspigener@scteachers.org
The purpose of South Carolina’s Renewal Credit Plan is to encourage educators to engage in meaningful professional development activities that are specifically directed toward student achievement. Individual professional growth and development plans ensure that each educator is held accountable for his or her ongoing professional growth. The Renewal Credit Plan is flexible in that it offers eleven areas of professional development. Through the certificate renewal system, all school districts in the state are able to approve their educators’ renewal credits and renew their professional certificates. Additionally, public education entities and related professional organizations are eligible to apply to participate in this system.
Office of Educator Preparation, Support and Assessment
www.scteachers.org
Office of Educator Preparation, Support and Assessment Overview
Allison Batten Jacques, Ph.D., Director (803-734-5842) ajacques@scteachers.org
The Office of Educator Preparation, Support, and Assessment includes educator preparation, the teacher and principal quality aspects of The No Child Left Behind Act, and the Teacher Advancement Program (TAP). The mission is reflected in the office name; it is charged with the responsibility of preparing, supporting, and assessing educators. This unit supports a variety of programs that do just that. Whether focusing on the accreditation of educator preparation programs, recruiting and retaining great educators, assisting schools and districts to ensure that teachers are highly qualified, providing the framework for educator evaluation or creating career ladders for teachers through TAP, this office is committed to meeting the continuum of educator needs beginning at the pre-service level.
(ESEA) Title II, Part A
Deborah Larkin (803-734-3454) dlarkin@scteachers.org
The primary goal of Title II, Part A is to ensure that all students in South Carolina’s public school have effective teachers with the subject-matter knowledge and teaching skills necessary to help all children achieve high academic standards. This unit collaborates on the design, implementation, and delivery of technical assistance to districts in meeting the requirements of the Teacher Quality components of the Elementary and Secondary Education Act (ESEA) of 2001 No Child Left Behind (NCLB) Act. Responsibilities include administering federal funds by an application review and distribution process; monitoring districts’ compliance with the Teacher Quality components of NCLB; designing and implementing data collection and reporting, as required by the U.S. Department of Education; and making written and oral presentations concerning the Teacher Quality components of the NCLB. The Revised State Plan for Meeting the Highly Qualified Teacher Goal submitted in July 2006 was one of only nine plans that received approval by peer evaluators and the U.S. Department of Education
South Carolina Teacher Advancement Program
South Carolina Teacher Incentive Fund
Dennis Dotterer (803-734-5882) dadotterer@scteachers.org
The goal of the South Carolina Teacher Advancement Program (SCTAP) – a research based reform model – is to raise student achievement by attracting and retaining qualified professionals in the field of education. Further, SCTAP provides on-going and applied professional development for teachers through a careful and mentor-guided analysis of student data. Another vital component of SCTAP is a career ladder which affords teachers the opportunity to remain in the classroom while increasing their responsibilities and leadership roles within a school.
Currently, there are forty-four SCTAP schools in South Carolina. Approximately 1,600 teachers are involved in the program, impacting over 20,000 students. SCTAP schools are making substantial gains in student achievement on PACT, and surveys indicate that levels of teacher satisfaction are increasing. For example, the school report card rating for Spaulding Elementary in Darlington County improved from an absolute rating of Unsatisfactory to a rating of Below Average with an improvement rating of Good in its first year as a SCTAP school. The teacher turnover rate of 35 percent at Bell Street Middle School decreased to 5 percent after three years of SCTAP participation. SCTAP enjoys a broad base of support in South Carolina and has garnered endorsements from educational and public policy leaders across the nation.
Educator Preparation
Don Stowe, Ph.D. (803-734-8944) dstowe@scteachers.org
Damara Hightower-Davis (803-734-3455) ddavis@scteachers.org
The Office of Educator Preparation is responsible for facilitating the state and national accreditation process of all professional education units that prepare teachers for certification in South Carolina. The office works closely with the South Carolina Commission on Higher Education, the National Council for the Accreditation of Teacher Education (NCATE), the Office of Educator Certification, the Professional Review Committee, numerous state and national professional associations, and all in-state public and private institutions for use in planning, assessment, and policy formation.
Through on-site State/NCATE accreditation visits to evaluate the professional education units, the evaluations of new and existing teacher education programs, and the monitoring of annual reports submitted by institutions, the office ensures that all professional education programs comply with the State Board of Education policies for approved teacher education programs.
The responsibility for administering the Title II (Sections 207 and 208) portions of the Higher Education Act, which requires institutions to report annual data to the state, is also a significant responsibility of this office. Title II data are reported to Congress and used to determine the success rates of program graduates, and the quality of teacher preparation institutions.
The Office also serves as the central repository for educator preparation policies and regulations, and coordinates training, work sessions and seminars for deans, faculty, and other university personnel.
Educator Recruitment and Retention
Barbara Turner (803-734-5881) bturner@scteachers.org
Recruiting and retaining the best possible teachers is critical to the future of public education and the success of the students we serve. This section coordinates efforts to create and sustain programs that help “elevate and reinvigorate” the teaching profession. Actions include coordinating with the International Visiting Teachers and Troops to Teachers programs as well as with other educational organizations such as CERRA; conducting research; providing technical assistance to districts; and developing new innovative approaches to recruitment and retention. Current initiatives include teacher housing projects, social networking site development, and the Task Force on 21st Century Teaching and Learning.
International Visiting Teachers
Barbara Turner (803-734-5881) bturner@scteachers.org
The International Visiting Teachers program is designed to recruit highly qualified teachers from Spain, China, and India. Spanish educators teach the Spanish language as well as English as a Second Language (ESL). Chinese educators teach the Chinese language to South Carolina students. Indian teachers are recruited for their expertise in math, science, and special education. The International Visiting Teachers program provides students, parents, and educators with the unique opportunity to learn and work with professionals from other countries and cultures. The program assists its foreign teachers with such critical issues as visa questions and certification issues. It often serves as a liaison for employing districts and private companies that also bring foreign teachers to South Carolina.
Troops to Teachers/Spouses to Teachers
George R. “Rick” Wise (803-734-4014) rwise@scteachers.org
Troops to Teachers (TTT) recruits quality teachers to serve in public schools with a high percentage of students from low-income families. Troops to Teachers helps relieve teacher shortages, provides positive role models, and assists military personnel in making successful transitions to second careers in teaching. The South Carolina TTT office serves in a network of 32 state TTT offices to provide participants with counseling and assistance regarding certification requirements, teacher preparation programs, routes to state certification, and employment opportunities. In addition, the South Carolina office is one of nine TTT state offices with the Spouses to Teachers pilot program. This program provides counseling and financial assistance for certification testing to the spouses of active duty and reserve component members.
Office of School Leadership
www.ed.sc.gov
Office of School Leadership Overview
Sally Barefoot, Director (803-734-8858) sbarefoot@leaders.ed.sc.gov
The Office of School Leadership’s (OSL) mission is to provide a continuum of professional development opportunities and experiences for educational leaders in South Carolina focused on improving school and student achievement. The goal is to provide a range of high quality programs for educational leaders from those that are aspiring to those that are retiring. All OSL programs have a foundation in state and national standards for educational leaders. Each program helps build the skills and competencies needed to succeed in that phase of the educational leader’s development. Schools and districts can only achieve as their leaders inspire and lead them to achieve. The OSL programs help build strong school and district leaders who can lead positive change in their schools and communities.
Foundations in School Leadership
Morgan Lee (803-734-8313) mlee@leaders.ed.sc.gov
This program is designed to provide leadership skills and competencies to teachers serving in leadership positions. Many times teachers are asked to lead other educators through a program or process. Quite often they have not had the opportunity to develop and refine their leadership skills. Foundations in School Leadership (FSL) gives them that opportunity. This program also provides foundations in leadership that can assist in the transition to administrative positions.
Assistant Principal Program for Leadership Excellence
Bruce Moseley (803-734-8429) bmoseley@leaders.ed.sc.gov
The Assistant Principal Program for Leadership Excellence (APPLE) is designed specifically for newly assigned assistant principals. The transition from the classroom to administration is a difficult one. APPLE assists participants in developing and enhancing their leadership, management and instructional leadership skills. This important initiative helps establish a pool of competent and confident school leaders for the future.
Developing Aspiring Principals Program
Morgan Lee (803-734-8313) mlee@leaders.ed.sc.gov
The Developing Aspiring Principals Program (DAPP) is designed to provide an intensive curriculum for veteran assistant principals aspiring to become principals. Participant selection is based on an application process that requires recommendations from each applicant’s principal and superintendent. Over the course of a year, the participants devote ten days to enhancing their knowledge and skills in areas such as self-knowledge, leadership development, instructional leadership, self-improvement, media relations, and legal and policy issues. Methods of instruction for the program include book reviews, projects, case studies, simulations, assessment instruments and journals.
Principal Induction Program
Morgan Lee (803-734-8313) mlee@leaders.ed.sc.gov
The central focus of the Principal Induction Program (PIP) is to provide quality professional development for newly appointed principals. The rigorous research-based curriculum provides substantive, ongoing professional development that new principals will deem helpful in their first year of orientation as newly appointed building administrators. The course goals and objectives are aligned at the state level with the South Carolina Department of Education’s Strategic Plan, state standards, and the Program for Assisting, Developing, and Evaluating Principal Performance (PADEPP), and at the national level with the Interstate School Leaders Licensure Consortium (ISLLC) Standards. The course is designed to embody the tenants of adult learning via independent study, fieldwork and practical job-embedded activities.
School Leadership Executive Institute for Principals
Bruce Moseley (803-734-8429) bmoseley@leaders.ed.sc.gov
The South Carolina School Leadership Executive Institute (SLEI) is a world-class initiative designed to give veteran principals the insights, knowledge, and competencies to lead South Carolina schools to success. The South Carolina Department of Education has developed and implemented a rigorous, one-year institute for principals. The curriculum focuses on enhancing principal’s skills in three areas: leadership, management, and educational best practices. Each SLEI cohort has approximately twenty educators from diverse backgrounds and schools. These cohorts develop a strong sense of camaraderie and a strong network of expertise and support.
SLEI Alumni Program
Bruce Moseley (803-734-8429) bmoseley@leaders.ed.sc.gov
The SLEI Alumni Program is an exciting program that provides rigorous and relevant professional development opportunities for alumni of the School Leadership Executive Institute. Alumni receive invitations to continue their professional growth by participating in seminars and workshops. The Office of School Leadership presents these offerings at different times throughout the year.
Program for Assisting, Developing and Evaluating Principal Performance
Beth Copenhaver, Ph.D. (803-734-8562) bcopenhaver@leaders.ed.sc.gov
The Program for Assisting, Developing and Evaluating Principal Performance (PADEPP) is the framework for principal evaluation in South Carolina and is mandated by Section 59-24-40 of the South Carolina Code of Laws. The standards for principal performance were adopted by the State Board of Education and approved by the General Assembly. The Office of School Leadership conducts awareness sessions for new principals and training sessions in which superintendents and their designees are trained as principal evaluators. Program administration is maintained through annual assurance forms from superintendents.
Institute for District Administrators
Beth Copenhaver, Ph.D. (803-734-8562) bcopenhaver@leaders.ed.sc.gov
Mike Thun (803-734-8357) mthun@leaders.ed.sc.gov
The Institute for District Administrators is a six-day professional development opportunity for Assistant and Associate Superintendents, Program Directors, and District Officers. The curriculum is designed on high levels of participant involvement, self-analysis, research-based practices, current professional literature, and opportunities to apply learning to local districts. Topics include leadership skills and styles, critical communication skills, marketing strategies, dynamics of change, capacity building, effective use of technology, and organizational management.
Tapping Executive Educators
Beth Copenhaver, Ph.D. (803-734-8562) bcopenhaver@leaders.ed.sc.gov
In recognition of the need to develop a pool of highly qualified school district leaders, the Tapping Executive Educators Program (TEE) is designed to enhance and foster the knowledge and skills necessary to effectively perform the duties of a school superintendent. By the end of the 2008–09 school year, almost one-half (48 percent) of the sitting school superintendents in South Carolina will have completed the TEE program. The TEE program is designed for talented experienced educators who aspire to be superintendents. Tapping Executive Educators is a long-term, in-depth program that requires high levels of participant involvement. Instructional activities and assignments are based on adult learning theory and focus on skills and traits necessary to succeed as a school superintendent. The year long program is built around learning strands that are aligned with ISLLC, ELCC, and AASA standards.
SLEI program for Superintendents
Bruce Moseley (803-734-8429) bmoseley@leaders.ed.sc.gov
SLEI for Superintendents is the premier program for school district leaders in partnership with the Center for Creative Leadership (CCL) in Greensboro. This program is designed to provide a curriculum that focuses on educational leadership, conflict, change, politics and teams. This seven day, three-session program is held on the CCL campus.
OSL On-Line Campus
Michael Thun (803-734-8357) mthun@leaders.ed.sc.gov
The Online Campus (OLC) program supports the continuum of the Office of School Leadership's professional development opportunities for all educational leaders by providing a technology-rich, online learning environment where participants have the opportunity to collaborate with colleagues anytime, anywhere to develop professional learning communities. Educational leaders have the opportunity to participate in professional development programs designed specifically for school/district leaders to help them plan, implement and support their educational technology infrastructure and pedagogical techniques and strategies.
Rising Stars
Michael Thun (803-734-8357) mthun@leaders.ed.sc.gov
Rising Stars is an in-depth leadership program for highly motivated SC Department of Education Associates II and III who are demonstrating agency leadership potential. The program is designed to enhance individual leadership skills necessary to help guide the Department of Education toward Dr. Rex’s five principles of: creating a fair and equitable system; reforming accountability; elevating the teaching profession; accelerating innovation; and providing more choice.
This program provided participants with 90 hours of leadership training through multiple residential and virtual sessions. Participants were required to read, respond, and apply concepts from business and educational resources concerning leadership. This includes leading change and collaboration as well as developing policy and procedures. Participants engaged in self-assessments including a Myers-Briggs Type Inventory, Leadership Practices Inventory, and a series of other leadership skill/trait assessments. Each participant used the assessment results to create personal and professional action plans in order to help guide their growth during and after the program.
Assisting, Developing, and Evaluating Professional Teaching (ADEPT)
ADEPT Overview
Kathryn Meeks, Ph.D. (803-734-4067) kmeeks@scteachers.org
South Carolina’s system for Assisting, Developing, and Evaluating Professional Teaching (ADEPT) targets both quality improvement and quality assurance in teaching. All school districts in the state fall under the ADEPT system umbrella, as do charter schools that elect to do so. The ADEPT system also applies to all teacher preparation programs at institutions of higher education (IHEs) in the state.
ADEPT is built on the knowledge that good teaching is fundamental to student achievement. To that end, the ADEPT system requires educators to continuously assess and reflect upon their impact on the learning, achievement, and overall well-being of their students. Central to the ADEPT system are sets of standards that establish the expectations for what educators should know, be able to do, and assume responsibility for accomplishing on an ongoing basis throughout all stages of their careers, beginning with their preparation experiences and continuing throughout their induction program, their high-stakes performance evaluations, and, finally, their ongoing, self-directed professional growth and development. The current ADEPT system includes performance standards for four groups of educators: classroom-based teachers, library media specialists, school guidance counselors, and speech-language therapists. Although unique to South Carolina, each set of standards is aligned with nationally recognized standards for each respective group of educators.
The ADEPT system includes four major processes: (1) developing preservice teachers, (2) assisting beginning teachers, (3) evaluating teacher performance, and (4) developing exemplary teachers through goals-based evaluation.
Developing Preservice Teachers
Mary Hipp (803-734-2496) mhipp@scteachers.org
The purpose of ADEPT for Preservice Teachers is to help teacher candidates develop the knowledge, skills, and dispositions necessary to meet South Carolina’s expectations for effective teaching. In order to accomplish this goal, the Division of Educator Quality and Leadership (DEQL) collaborates with all teacher preparation programs at institutions of higher education (IHEs) in the state to ensure that the ADEPT standards are effectively integrated throughout their curricula, assessment plans, and field experiences. The ADEPT system includes a feedback loop that links the performance of practicing teachers back to their respective IHEs. For accountability purposes, this information is included on each institution’s Title II report card; for program improvement purposes, the data are disaggregated so that institutions can analyze their graduates’ performance on a standard-by-standard basis.
Assisting Beginning Teachers
Mary Hipp (803-734-2496) mhipp@scteachers.org
Upon entering the profession, beginning teachers receive assistance and support from their respective school districts, the purpose of which is to maximize teaching effectiveness and increase the likelihood that these teachers will remain in the field. As part of the ADEPT system, all school districts are required to provide induction programs and mentoring support to every beginning teacher. To help create and maintain a comprehensive network of support for beginning teachers, the DEQL coordinates this statewide initiative; provides technical assistance to schools and school districts; and, in collaboration with the South Carolina Center for Educator Recruitment, Retention, and Advancement (CERRA), provides training for mentors. The DEQL also oversees the development and implementation of district plans for assisting beginning teachers.
Evaluating Teacher Performance
Anita Parker (803-737-3182) aparker@scteachers.org
The ADEPT system includes a high-stakes formal/summative evaluation component that focuses on quality assurance. The statewide evaluation requirements for classroom-based teachers include multiple trained evaluators, multiple sources of data (e.g., multiple observations, teacher reflections, analyses of student progress and achievement, instructional plans, professional self-assessments, professional goal-setting, and the like), and uniform criteria for successfully completing the evaluation. This summative formal evaluation serves as the gateway for advancement to a professional teaching certificate. The evaluation also provides information to institutions of higher education about the performance of their program completers. Experienced teachers may be scheduled for formal evaluation if performance weaknesses are evidenced. Parallel ADEPT formal evaluation models are used with library media specialists, school guidance counselors, and speech-language therapists, respectively.
Developing Exemplary Teachers
Anita Parker (803-737-3182) aparker@scteachers.org
The most advanced stage of the ADEPT system focuses on continual professional development for exemplary teachers through research and development goals-based evaluation (R&D GBE). The purpose of R&D GBE is to encourage teachers to identify and address issues that affect their professional practice. The model incorporates action research (identify the issue, develop a goal and action plan, conduct research and gather data, analyze the data, develop a plan to use the data and/or further the study, share the findings), professional learning communities (educators are encouraged to work collaboratively), and authentic professional development (educators are eligible to earn certificate renewal credits related to their R&D GBE initiatives).
Teacher Recognition
Teacher Recognition/Communications Overview
Kathy Gardner-Jones (803-734-3451) kjones@scteachers.org
The primary mission of the Teacher Recognition effort is to strengthen the South Carolina teaching force by honoring and recognizing exceptional teachers on local, district, state, and national levels. Award programs such as the Teacher of the Year, the Milken Family Foundation awards, and the All USA-Today Teacher Team awards, among others, serve as motivational tools as these nationally recognized educator-leaders encourage, mentor, and assist in the retention of educators statewide. The ongoing support of the South Carolina legislature, the state’s business community, as well as generous national sponsors, makes these prestigious awards and events possible. This office also provides congratulatory certificates to all educator retirees within all districts. Special educator recognitions by the State Superintendent during board meetings are also handled through this office.
This area serves as a liaison with the Communications Office handling all press inquiries and Freedom of Information Requests regarding the Division. In addition, an annual report is generated as well as speeches for the Deputy Superintendent.
Office of Educator Information Management
Educator Information Management Overview
Wendy Spivey (803-734-5856) wspivey@scteachers.org
The Technology Office is responsible for collecting, analyzing, and disseminating data that are integral to education reform and accountability. This office develops and supports the technology infrastructure for the Division, including all facets of certification; teacher preparation, support and assessment; Title II, including NCLB; the Assisting, Developing, and Evaluating Professional Teaching (ADEPT) system, teacher recognition; and school leadership.