South Carolina – Educator Effectiveness
This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.
SREB Elements of Evaluation
|
System Name |
Expanded ADEPT Support and Evaluation System |
|
System Type |
State framework, districts develop local systems for approval by state education agency (SEA) |
|
Framework for Effective Teaching |
ADEPT Performance Standards for Classroom-Based Teachers |
|
Key Elements of Professional Practice |
Required: Long range plan, professional growth plan, unit work sample Recommended: Peer observations, student surveys, walkthroughs |
|
Measures of Student Growth |
Value-added model (VAM, discontinued after 2015-16 school year), student learning objectives |
|
Weight of Component Measures |
50% Professional practice / 50% Student growth |
|
Number of Required Observations During Summative Evaluation |
Four |
|
Performance Levels |
Ineffective, Needs Improvement, Proficient, Highly Effective, Exemplary |
Design of State Evaluation Models
Evaluators use the Summative ADEPT Formal Evaluation of Teachers (SAFE-T) rubric to assign educators a professional practice rating. Evaluators gather evidence based on guidance outlined in the Enhanced ADEPT Manual.
The SEA has announced a plan to amend the Enhanced ADEPT guidelines to eliminate the statewide assessment requirement from the student growth component. The state department will encourage districts to develop student learning objectives aligned with formative or local assessments.
Teachers receive summative evaluations from at least two certified evaluators, with each evaluator conducting at least two formal observations.
Implementation of District Evaluation Systems
The SEA requires evaluators to receive training in the use of the default state observation rubric and to demonstrate minimum competency through a certification test. To retain certification educators must successfully complete all SAFE-T evaluator update requirements on an ongoing basis.
A certified evaluation team meets to analyze evidence collected during the summative evaluation. The team members discuss their independent ratings and reach consensus on the overall performance rating. Then, one or more team member consults with the teacher, providing feedback and coaching. The team and the teacher create a professional development plan during the post-observation conference.
The SEA has required higher education institutions to integrate the state’s teaching performance standards into educator preparation coursework, field experience and clinical practice.
Transformation of Professional Learning
The SEA has conducted mid-year and year-end surveys of pilot participants. During the pilot period, an independent research consultant collected teacher performance data and analyzed participant feedback.
The SEA will conduct focus groups with educators to receive feedback related to evaluation components, including student learning objectives.
Administrators and certified evaluators conduct teacher trainings on the evaluation process and performance expectations.