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Teacher Induction Guidance Document

ADEPT Formative Evaluation

A component of South Carolina’s ADEPT system, beginning teacher induction is a Formative

Evaluation Process designed to promote the professional performance and effectiveness of novice

educators through structured assistance and ongoing, formative feedback. ADEPT Formative

Evaluation applies to and is required for all groups of beginning teachers, including classroom-based

teachers, school guidance counselors, library media specialists, and speech-language therapists.

Teacher Eligibility for Induction | ADEPT Formative Evaluation

Prior to June 2012, beginning educators in South Carolina were eligible for one—and only one—

induction contract. The passage of Act 231 during the 2012 legislative session, however, amended

Section 59-26-40 of the Code of Laws of South Carolina (1976) to provide for “an induction period of up

to three years” for beginning teachers, prior to advancement to an annual contract. As a result, South

Carolina now has a variable induction-contract period of one, two, or three years in contrast to the

previous fixed-length of one year. The length of the induction-contract period for each teacher—one, two,

or three years—is left to the discretion of the employing school district and should be based upon a

beginning teacher’s successful completion of induction requirements and his or her readiness to

participate in the summative evaluation process. The changes to this state statute will necessitate

updating both the ADEPT Regulation (R. 43-205.1) and, subsequently, the South Carolina Induction and

Mentoring Program Implementation Guidelines (2006) to reflect the variable induction period. The

updated ADEPT Regulation is slated for second reading before the South Carolina State Board of

Education on February 13. 2013. The text of Section 59-26-40 may be accessed online at

http://www.scstatehouse.gov/code/t59c026.php.

The purpose of this document is to provide guidance to school districts regarding the variable

induction period for beginning educators and to serve as a bridge between changes in legislation

and district implementation.

The following teacher eligibility requirements apply to ADEPT Formative Evaluation:

All teachers employed under induction contracts (Induction 1, Induction 2, or Induction 3) must

participate in ADEPT Formative Evaluation.

Teachers employed under annual contracts are eligible for placement in ADEPT Formative

Evaluation for one year only. At the annual-contract level, ADEPT Formative Evaluation is

equivalent to and serves the same purpose as the current Diagnostic Assistance process and, if a

district opts to offer a Diagnostic Assistance year to an educator, may precede or follow an ADEPT

Summative Evaluation. At the annual-contract level, this Diagnostic Assistance |ADEPT

Formative Evaluation process must always be followed by Summative Evaluation in the next year

of teaching employment. This provision also applies to teachers entering South Carolina public

schools from out-of-state or from a non-public or non-regulated school setting and who are hired

under an annual contract.

Teachers at the continuing-contract level are not eligible for placement in ADEPT Formative

Evaluation.

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ADEPT Formative Evaluation Requirements

ADEPT Formative Evaluation includes six primary requirements:

1. Assigned mentors. A mentor must be assigned to each first-year induction teacher, and ADEPT

flow-through funds will be allocated to districts based on the number of certified first-year induction

teachers entered in the ADEPT Data System by the February 15 annual reporting deadline. An

assigned mentor is specifically matched to the beginning teacher in order to provide intensive and

individualized support, beyond the level of support that is provided to other teachers. Although

assigned mentors are optional for second and third-year induction teachers, appropriate coaching and

assistance must be available to these Induction 2 and Induction 3 teachers. Additional information

regarding assigned mentors may be found on pages 3-5 of this guidance document.

2. Observers. At least two observers must be assigned to each induction-contract teacher. If a mentor is

required or optionally assigned to the teacher, at least one additional observer—typically the principal

or his or her designee—must serve as an observer and member of the teacher’s assistance team. If a

mentor is not assigned to the teacher, a supervisor—again, typically the principal or his or her

designee—and at least one other observer must be assigned.

3. Induction Program. Each first-year induction teacher must participate in a formal induction

program. Other teachers participating in ADEPT Formative Evaluation may participate in all or in

selected parts of an induction program, as needed and at the discretion of the school district. This

participation should be targeted to address each beginning teacher’s identified area(s) for

improvement. While some common topics of the induction program will apply to all teachers, other

topics should be differentiated to match each educator’s specific role (i.e., classroom-based teacher,

school guidance counselor, library media specialist, or speech-language therapist).

4. Orientation. A comprehensive orientation to the ADEPT Performance Standards, evidence

documentation, district Induction calendar/timeline, and criteria for successfully completing

Formative Evaluation must be provided to each participating teacher prior to the beginning of the

process. While some common topics of the orientation will apply to all teachers, other topics should

be differentiated to match each teacher’s specific role—classroom-based teacher, school guidance

counselor, library media specialist, or speech-language therapist. The requirements for providing the

orientation are as follows:

For teachers who are participating in an induction program, the orientation may be included

as part of the program.

For teachers who are not participating in an induction program or only in targeted

components of an induction program, the orientation may be provided in a group setting or on

an individual basis.

5. Formative Evaluation Process. The ADEPT Formative Evaluation process must address all

ADEPT Performance Standards and types of evidence documentation that apply to each group of

teachers (i.e., classroom-based teachers, school guidance counselors, library media specialists, and

speech-language therapists). The most important distinctions between formative and summative

processes are that, during Formative Evaluation,

the observers are to provide immediate feedback to the teacher on all types of performance

evidence, including observations and documents;

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the observers are to conference with the teacher and coach the teacher through processes such

as reflections, planning, and the like;

the observers are to provide assistance to the teacher, as needed;

the observers are to ensure that the teacher has the necessary resources and the opportunities

to engage in professional collaborations; and

at the end of each evaluation period (preliminary and final), the observers are to prepare a

written report and conference with the teacher about the findings. During the ADEPT

Formative Evaluation process, particular emphasis is placed on the growth of the beginning

teacher.

6. Professional Growth and Development Plan. No later than the end of each teacher’s first full

evaluation period (preliminary or final), the observers must collaborate to develop a Professional

Growth and Development Plan for the teacher. A Competence-Building Professional Growth and

Development Plan must address all areas that are targeted for improvement. A Research &

Development Professional Growth and Development Plan is optional, based on the performance level

and needs of the teacher. Professional Growth and Development Plans are dynamic documents that

should be reviewed at the end of each evaluation period—or more frequently, as warranted.

Modifications to a teacher’s plan should be made whenever necessary, based on documented

evidence of performance.

Assigned Mentors

Because beginning teacher assistance and support is of primary importance throughout ADEPT

Formative Evaluation, mentors play an essential role. However, it is important to distinguish between an

assigned mentor and a site-based mentor or coach. An assigned mentor is specifically matched to a

beginning teacher in order to provide intensive and individualized support, beyond the level of support

that is provided to other teachers. In contrast, a site-based mentor or coach provides holistic assistance

and support to groups of teachers within a school or throughout a district. Instructional coaches, for

example, fall into this latter category.

Requirements for Assigning Mentors

The following mentor assignment requirements apply to ADEPT Formative Evaluation:

A mentor must be assigned to each first-year induction-contract teacher.

A mentor may be assigned to any second or third-year induction teacher, at the discretion of

the school district.

A mentor must be assigned to any annual-contract teacher participating in ADEPT

Formative Evaluation | Diagnostic Assistance.

Mentor Qualifications

In order to be eligible to serve as an assigned mentor, the educator must

hold a valid South Carolina professional teaching certificate;

have completed a minimum of one-year of successful teaching experience in South Carolina

at the continuing-contract level;

express a desire or a willingness to serve as a mentor;

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be recommended by a school or district administrator and by another teacher to serve as a

mentor; and

have successfully completed all required South Carolina Department of Education-approved

mentor training and activities.

Characteristics demonstrated by effective mentors include

a knowledge of beginning-teacher professional development and effective adult learning

strategies;

a thorough command of the subject matter (content knowledge and/or skills);

a solid working knowledge of student academic standards and assessments;

a sound working knowledge of effective instructional strategies;

a knowledge of current educational trends, technologies, and literacy requirements;

a solid working knowledge of current educator performance standards, evaluation processes,

and evaluation requirements;

effective communication and interpersonal skills;

the ability to serve as a role model;

the desire and the ability to work collaboratively for a common cause and/or for a greater

good; and

the desire and the ability to continue to grow professionally.

Considerations for Matching Mentors to Teachers

In assigning a mentor to a teacher, the district must

match the mentor to the teacher according to at least two of the following three factors:

areas of certification (Note: Matching certification is required for school guidance

counselors, library media specialists, and speech-language therapists.);

grade levels; and/or

physical proximity;

make every effort to make the most effective teacher—mentor pairing based on other factors

such as compatibility, professional needs, the working environment, and the like;

ensure that the mentor is assigned to and begins working with the teacher in a timely

manner—no later than two weeks following the teacher’s start date or the date that a decision

is made to assign a mentor; and

reconsider the assignment in a timely manner when either the mentor or the teacher is

dissatisfied with the pairing.

Mentor Responsibilities

Each assigned mentor must fulfill the state-established requirements as well as any additional

expectations that are set by the employing school district. The state requires that each assigned mentor

assist the teacher in developing and implementing a Competence-Building Professional

Growth and Development Plan (Research & Development Professional Growth and

Development Plans are optional, based on the proficiency level and needs of the teacher.);

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assist the teacher in developing and reviewing any required plans, reflections, and other types

of evidence documentation;

serve as an observer, and provide immediate formative feedback to the teacher;

assist the teacher in locating and accessing professional development resources and activities;

conference with the teacher on a regular basis (i.e., at least once per month or as specified by

the district ; and

maintain a mentoring activity log that documents the types of assistance that the mentor has

provided to the teacher. At the request of the state, the district, and/or the school, the mentor

may be required to submit a copy of the mentoring activity log as evidence that the required

mentoring activities have been accomplished.

The text of the current South Carolina Induction and Mentoring Program: Implementation Guidelines

(2006) may be accessed online at http://www.ed.sc.gov/agency/se/Teacher-Effectiveness/Induction-

Mentoring/documents/mentorguide.pdf.