Expanded ADEPT Support and Evaluation

"This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me." -Maya Angelou

Assisting, Developing, and Evaluating Professional Teaching (ADEPT)

The Expanded ADEPT Support and Evaluation System for Classroom-Based Teachers (2018) (Expanded ADEPT) is designed to continuously develop educators at all performance levels through an evaluation system that is valid, reliable, and fair and that produces actionable and constructive feedback to support professional growth. For purposes of this system, educator is defined as a certified classroom teacher who plans, delivers, and assesses instruction over time. School counselors, speech and language therapists, and library media specialists will continue to be evaluated under the existing 2006 ADEPT guidelines until new evaluation guidelines are developed for those educators. These guidelines amend the earlier approved Expanded ADEPT Guidelines and SAFE-T Guidelines; any provisions that are not expressly changed remain in place. Expanded ADEPT re-focuses the attention on intended student outcomes, allowing educators to align and strengthen professional practice to support those intended student outcomes. The system uses data-driven improvements to the state’s existing support and evaluation systems.

With these improvements, Expanded ADEPT contains multiple valid measures of educator practice and impact, including the following:

● Support for continuous improvement of instruction;

● Systematic assessment and differentiation of educator professional practice;

● Use of multiple valid measures to include: professional performance (including observations of professional practice) and student growth measure(s);

● Inclusion of appropriate processes for regularly evaluating educators;

● Clear, timely, useful, and actionable feedback for educators that identifies areas for improvement and guides professional development (PD);

● Annual individualized professional growth plans aligned to district strategic plans and the school’s renewal plan;

● Use of evaluations to inform personnel decisions;

● Appropriate training for all educators to help them understand the purposes of the evaluation system, the elements of the evaluation system, and their roles and responsibilities in implementing these systems; and

● Annual reporting, assurances, and updates within district and higher education Expanded ADEPT plans.

South Carolina Department of Education, Office of Educator Effectiveness. (2018). Expanded ADEPT Support and Evaluation System Guidelines For Classroom-Based Teachers (p. 3).

Expanded ADEPT Resources and Links

Office of Educator Effectiveness and Evaluations

Nathaniel Marshall, M.Ed., Director of Teacher Effectiveness



Jennifer Heilbronn, M.Ed., Coordinator of Evaluations