Educator Evaluation
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US Department of Education's Education Evaluation Approval Letter to SCDE (dated 2/22/13, provided March 5, 2013)
- Transmittal memo from Dr. Zais
- SCDE's request for districts to pilot educator evaluation systems in SY 13-14, February 21, 2013
"The design will include testing two rubrics. The first is a revised version of the Enhanced ADEPT rubric, which will be modified based on the Teacher Observation Performance Scale (TOPS) Beta Project that the SCDE is performing during the 2012-13 school year. The second rubric will give an alternative to examine."
- Webinar Recording from Statewide Faculty Meeting Webinar, January 7, 2012
- Slides from Statewide Faculty Meeting Webinar, January 7, 2012
- Framework for Amendments to ADEPT Teacher Evaluation Guidelines - presented to the State Board of Education's Policy & Legislative Committee, December 12, 2012
- WIS recording of the statement by Dr. Zais to the State Board on December 12, 2012
- Printed version of the remarks by Dr. Zais
- Resolution passed by the State Board of Education, December 12, 2012
- "Approval Pending" Educator Evaluation Guidelines proposed by SCDE to the US Department of Education June 25, 2012
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Current ADEPT System Guidelines (2006)
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"Revised ADEPT plans will be reviewed by an SDE-appointed team of educators and must be
approved by the State Board of Education prior to implementation." (Page 40)
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"Revised ADEPT plans will be reviewed by an SDE-appointed team of educators and must be
- G. Partee, Using Multiple Evaluation Measures to Improve Teacher Effectiveness (Center for American Progress, December 18, 2012) (multi-state comparison)
- Presentation to SCASA Superintendents Roundtable, December 6, 2012
| Myth | Fact |
|
The U.S. Department of Education requires the use of value-added measures (VAM) as a significant factor in educator evaluations. |
For an NCLB waiver, SC must agree to use "student growth" as a significant factor in evaluations. Student growth can be measured many ways. For teachers in tested grades and subjects with measures of a student's achievement at two points in time, at least one of those measures must use those test scores. Other measures may also be used. And the test score measure does not need to be a value-added measure. |
| A teacher is the most important factor in a student's achievement. | The predominate factors are individual and family background characteristics and parental involvement. A 1999 paper estimated these factors at 60%. Research shows that a teacher is the most important school-based factor in achievement, but estimates are that this impact is less than 10%, and that all school factors are around 21%. |
| SC teachers are not evaluated. | SC's continuing contract teachers are currently "evaluated on a continuous basis (i.e., every year)." 2006 ADEPT Guidelines |
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