RICHLAND COUNTY SCHOOL DISTRICT ONE ADEPT GOALS – BASED

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ADEPT Goals – Based Evaluation






Richland County School District One




ADEPT


Goals – Based Evaluation


Guidelines








August 2009



Richland County School District One

ADEPT Research and Development Goals – Based Evaluation


The revised Goals-Based Evaluation (GBE) model is intended to relate professional development to certificate renewal, make professional development more effective and meaningful, and establish criteria and procedures for moving continuing-contract teachers from GBE to formal evaluation. GBE applies to all:



There are two types of GBE: Research and Development GBE (R & D GBE) and Competence-Building GBE (C-B GBE). R & D GBE allows educators to engage in inquiry and continual professional development within the context of the ADEPT performance standards and is to be used with educators who consistently demonstrate competent teaching performance. C-B GBE allows administrators and educators to target specific weaknesses (as opposed to a full formal evaluation that encompasses all ADEPT performance standards) and is to be used to assist educators who are experiencing performance issues to develop competent teaching performance.


There are specific requirements, outlined below, for each type of GBE. However, both types of GBE require that educators:




The R & D GBE Process:


Teachers will generally be placed on R & D GBE upon successful completion of ADEPT formal evaluation. However, a supervisor may move a teacher from R & D GBE to C-B GBE as soon as a performance issue is identified and documented.


Step 1: The educator forms a research question, either independently or in collaboration with colleagues.

Examples of research questions:


Step 2: The educator transforms the research question into one or more goals. There are no specific goal-area requirements.




Goal criteria:


R & D GBE goals may take a variety of formats, for example:


In both of these types of R & D GBE goals, (X) might be an instructional strategy, a mentoring strategy or a strategy for communicating with parents; and (Y) might be student achievement, beginning teacher performance or satisfaction, or parent participation in school activities. There are countless possibilities.


Teachers being evaluated with R & D GBE must have at least one goal but may be required to work on up to three goals annually.



Step 3: The educator meets with the GBE supervisor to develop the Professional Growth and Development (PGD) Plan . The supervisor may be:



The PGD plan is based on answers to the following questions:



Step 4: The educator begins working on the goal(s), either independently or collaboratively. Typically, the educator will:



Step 5: The educator meets with the supervisor prior to the due date for contract recommendations to discuss progress toward meeting the goal(s). Accomplishing specific strategies or activities does not necessarily equate with accomplishing the overall goal.


The results of the evaluation will be scanned into the teacher’s district personnel file and reported to the South Carolina Department of Education as “Met” or “Not Met.” For reporting purposes, the SDE does not distinguish between R & D GBE and C-B GBE. The SDE database will indicate only that the teacher was evaluated with GBE.




The C-B GBE Process:



C-B GBE involves teaching competence and is intended to help improve teaching performance. C-B GBE is NOT intended to address conduct problems. Conduct problems should be addressed through Improvement Plans, not through GBE. Examples of conduct problems (see Standards of Conduct for South Carolina Educators) include, but are not limited to:



Teachers will generally be placed on R & D GBE upon successful completion of ADEPT formal evaluation. However, a supervisor may move a teacher from R & D GBE to C-B GBE as soon as a performance issue is identified and documented. During C-B GBE, the supervisor must bring the specific performance weakness(es) to the attention of the educator, establish goals to ameliorate the weakness(es), ensure that reasonable efforts are made to assist the educator, and allow reasonable time for improvement.


C-B GBE goals must address ongoing performance weaknesses that have been identified and documented. They must relate to one or more ADEPT performance standards and should focus primarily on the first three levels of the Revised Bloom’s Taxonomy (i.e., Remember, Understand and Apply). An educator cannot be required to work on more than three goals at one time.


The C-B GBE supervisor must be a school- or district-level administrator. The supervisor plays a major role in developing and monitoring the educations PGD plan. The supervisor must ensure that strategies are included in the PGD plan and that the strategies and activities are likely to be useful or helpful in achieving the goal(s). As appropriate, strategies and activities may be used for certificate renewal. Accomplishing specific strategies or activities does not necessarily equate with accomplishing the overall goal.


A teacher who is being evaluated with C-B GBE will meet with his or her supervisor a minimum of three times annually. The first meeting will be to create and discuss the PGD plan, the second to discuss progress toward meeting plan requirements, and the third to determine whether the teacher has met the identified goals. Additionally, at the final conference, the supervisor will discuss the teacher’s evaluation status for the next evaluation cycle.


The results of the evaluation will be scanned into the teacher’s district personnel file and reported to the South Carolina Department of Education as “Met” or “Not Met.” For reporting purposes, the SDE does not distinguish between R & D GBE and C-B GBE. The SDE database will indicate only that the teacher was evaluated with GBE.






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