The Expanded ADEPT Support and Evaluation System was designed with a specific purpose: to help teachers grow, reflect, and improve their practice over time. ADEPT stands for Assisting, Developing, and Evaluating Professional Teaching, and that name matters. It’s not just about evaluating professional teaching; it’s supposed to be about supporting it.
Principals, instructional coaches, or other trained evaluators conduct ADEPT observations throughout the school year. Teachers are rated in each of five performance categories on a scale of 1 to 4. The evaluation system was designed with the belief that teachers possess different strengths and abilities that can be identified through observation. This is not about catching anyone doing something wrong. It’s about identifying what’s working and what needs attention.
This self-evaluation document will allow you to rate your effectiveness in each of the five areas. This is meant to be a point of reflection to consider how teaching affects student learning and growth. These ratings should not be considered a measure of an educator’s worth as a teacher; rather, they are designed to help evaluate strengths and pinpoint areas for development.
South Carolina uses the Expanded ADEPT Support and Evaluation System for teacher observation and evaluations. It’s a comprehensive framework that touches every aspect of what classroom-based teachers do on a daily basis. The SCDE Office of Educator Effectiveness oversees the system, ensuring consistency across school districts and individual schools.
These evaluations are designed to reflect current teaching practices, understanding of subject matter content and academic standards, and knowledge of student development, learning styles, and individual interests. The ADEPT observation model was developed to provide educators with an opportunity for self-reflection and professional growth. That phrase, professional growth, is the key. This isn’t about punishment. It’s about getting better at what we do.
The evaluation process is built around continuous improvement. No one walks into a classroom on day one and has it all figured out. The system recognizes that teachers develop over time, and it’s structured to support that development at every stage.
If you want to make sure you’re putting your best foot forward during an observation, it helps to have some solid strategies in your back pocket. These teacher observation tips can help you feel prepared and confident when your evaluator walks through the door.
The Purpose of ADEPT Observations
The ADEPT observation model was developed to provide educators with an opportunity for self-reflection and professional growth. The four performance categories provide a comprehensive picture of an educator’s performance and effectiveness. Three of these categories are meant to provide a broad look at an educator’s work. The fourth category provides specific information for instructional support, professional development, and mentoring opportunities.
Consider all observations when determining performance levels because students learn at different rates, and curricula and instruction can be assessed against different academic standards. The student work samples in the categories below represent only a sample of what is taught in your classroom and might not represent all students’ abilities within a specific category.
But these categories aren’t just boxes to check… they’re lenses through which to view your own practice. When you sit down with your evaluator and look at the data together, you’re not just receiving a score; you should also be engaging in teacher reflection together that can genuinely shift how you approach your work.
The South Carolina Department of Education provides detailed information about the ADEPT system, including rubrics, guidelines, and resources for educators at every stage of the evaluation cycle.
The Four Categories of Evaluation
1. Planning / Organizing
This category focuses on your ability to identify, analyze, synthesize, select, and apply content from the appropriate curriculum, course materials, research, and other sources to meet learning objectives. It’s about the work you do before students ever walk through the door.
Strong planning means your lesson plans are aligned with South Carolina teaching standards and academic standards. It means you’ve thought through the instructional material you’re using and how it connects to your student learning objective. It’s not about having the prettiest lesson plan template…it’s about being intentional with every decision you make.
When evaluators look at planning, they’re looking for evidence that you understand where your students are and where they need to go. They’re looking for the thought process behind your choices. This is where best practice comes into play, not as a buzzword, but as a genuine guide for how you structure learning experiences.
2. Implementing / Delivering
This category focuses on your ability to read or hear instructional material, ideas, concepts, or facts presented by others in ways that are clear and appropriate for the intended learner, with accuracy and understanding. It’s what most people think of when they think of teaching: the actual delivery of instruction.
Implementation is more than just standing in front of a room and talking. It’s about reading your students, adjusting on the fly, and making sure the instructional material lands as intended. It’s about knowing when to push forward and when to slow down. It’s about creating an environment where students feel safe enough to take risks and make mistakes.
Classroom observations in this category look at how you engage students, manage the room, and bring the content to life. It’s the moment where all that planning either pays off or falls flat.
If you’re looking for a resource to help you show up as your best self during observations, my book Teaching When You Have Nothing Left is a great place to start. It’s all about finding the energy and motivation to be present for your students, even when you’re running on empty.
3. Evaluating / Measuring Student Learning
This category focuses on your ability to assess student work samples accurately. It’s about knowing whether your students actually learned what you set out to teach.
This is where evidence of student growth comes into play. You can’t just assume learning happened because you taught the lesson. You have to look at the work, analyze it, and figure out what it tells you about where students are. Formative evaluations throughout the school year help you track progress and make adjustments.
The evaluation cycle shouldn’t be something that happens once a year and then gets forgotten. It’s meant to be ongoing. It’s the coaching cycle with your instructional coach, the check-ins with your team members, and the quiet moments at your desk when you’re grading papers and realize half the class missed the same concept.
4. Using Resources / Collaborating
This category focuses on your ability to access, visualize, evaluate, and apply appropriate resources to meet learning objectives. It’s about knowing what’s available to you and actually using it.
Resources aren’t just textbooks and worksheets. They’re the school librarians who can help you find the perfect text. They’re the instructional coaches who can model a strategy. They’re the team members who share ideas during planning periods. They’re the digital tools and platforms that can make learning more accessible.
This category also looks at collaboration. No teacher is an island. The best educators know how to lean on others, share ideas, and work together to solve problems. It’s about recognizing that professional practice is stronger when it’s not done in isolation.
Contract Levels and the Evaluation Cycle
The Expanded ADEPT system recognizes that teachers are at different points in their careers, and the evaluation process should reflect that. First-year teachers on an induction contract have different needs than continuing-contract teachers with years of experience. The system accounts for this through different contract levels and expectations.
Annual contract teachers are still proving themselves. They’re building their skills and working toward that continuing contract. Continuing-contract teachers have demonstrated competence but still benefit from regular feedback and professional development opportunities.
The evaluation cycle includes both formative evaluations and summative evaluations. Formative evaluations happen throughout the year and are designed to provide constructive feedback that you can actually use. The summative evaluation happens at the end of the cycle and represents a final determination of your performance levels.
Spring observation windows are typically when the final formal observations take place, but informal observations can happen at any time. The key is that nothing should come as a surprise. If you’re engaged throughout the year, you’ll know exactly where you stand.
Here is a breakdown of the typical contract levels:
| Contract Level | Typical Experience | Evaluation Frequency | Key Focus Areas |
|---|---|---|---|
| Induction Contract | First-year teachers | Formal observation in fall and spring, plus informal check-ins | Building foundational skills, classroom management, lesson planning |
| Annual Contract | 1 to 3 years | Formal observation in fall and spring, plus informal check-ins | Refining practice, student engagement, assessment strategies |
| Continuing Contract | 3+ years | Annual formal observation, ongoing formative evaluations | Professional growth, leadership, mentoring others |
What Counts as Evidence?
The sources of evidence used in ADEPT evaluations go beyond just classroom observations. They include lesson plans, student work samples, and evidence of student growth. They include your development plan and the goals you set for yourself. They include feedback from instructional coaches and team members.
The SCDE Office of Educator Effectiveness provides guidance on what counts as acceptable evidence, but the general principle is that you should be able to show your work. If you claim you’re meeting a performance expectation, you should have something to back it up.
Who Is Evaluated?
The Expanded ADEPT system applies to classroom-based teachers, but it also extends to other educators. School counselors and school librarians have their own specific evaluation frameworks within the ADEPT system. The goal is the same: professional growth through reflection and feedback.
The system explicitly prohibits discrimination based on race, color, religion, national origin, or any other protected characteristic. The evaluation process is designed to be fair and equitable for all educators.
Common Misconceptions About ADEPT
Many misconceptions about the ADEPT evaluation system are floating around. Some teachers believe it’s designed to catch them making mistakes. Others think the ratings are arbitrary or that the process is too subjective.
The reality is different. The evaluation process is built around specific performance expectations and clear rubrics. Evaluators receive training to ensure consistency. The goal is constructive feedback that leads to continuous improvement, not punishment.
Another common misconception is that you can’t prepare for an observation. You absolutely can. Knowing the four categories, having your lesson plans ready, and reflecting on your practice ahead of time can make a significant difference.
Some educators also believe that once they reach continuing-contract status, the evaluation process no longer matters. That’s simply not true. Continuing-contract teachers still participate in regular evaluations, and the feedback they receive is just as valuable for professional growth.
How ADEPT Impacts Student Learning
The ultimate goal of the ADEPT evaluation system isn’t just to rate teachers; it’s to improve student achievement. When teachers engage in meaningful self-reflection and receive constructive feedback, they adjust their practice in ways that directly benefit students.
Research from the National Institute for Excellence in Teaching shows that effective teacher evaluation systems are linked to improved student learning outcomes. When evaluation is paired with targeted professional development and ongoing support, the impact is even greater.
This is why the ADEPT system emphasizes evidence of student growth as a key component of the evaluation process. Delivering a great lesson isn’t enough. You have to prove that students actually learned something.
How ADEPT Aligns with Professional Development
The ADEPT system isn’t separate from your professional development; it’s connected. Your development plan should flow directly from your evaluation results. If your evaluator notes that you need to strengthen your use of instructional material, that becomes a focus for your professional growth.
Instructional coaches play a key role here. They can observe your classroom, provide targeted feedback, and help you implement new strategies. The coaching cycle is designed to be supportive, not punitive.
When you view your evaluation results as a roadmap rather than a verdict, everything changes. You start to see patterns in your practice. You start to notice areas where you’ve grown since the previous year. You start to set goals that actually matter to you.
Tips for a Successful Observation
If you want to feel confident during your next observation, here are some practical strategies:
- Know the rubric. Understand exactly what evaluators are looking for in each performance category.
- Prepare your evidence. Organize student work samples, lesson plans, and other evidence in advance.
- Practice self-reflection. After each lesson, take a few minutes to reflect on what worked and what didn’t.
- Ask for feedback. Don’t wait for your formal observation. Invite your instructional coach or a trusted colleague to observe you informally.
- Take care of yourself. Burnout affects performance. My book Teaching When You Have Nothing Left is a resource to help you show up as your best self, even when you’re exhausted.
For more detailed strategies, check out these teacher observation tips.
Common Mistakes to Avoid During ADEPT Observations
Over the years, I’ve seen teachers make the same mistakes during observations. Here are the most common ones and how to avoid them:
- Treating the observation as a performance. Your evaluator isn’t looking for a dog-and-pony show. They want to see your authentic teaching practice.
- Not having evidence ready. If you claim you’re meeting a performance expectation, you need student work samples or other sources of evidence to back it up.
- Ignoring feedback. The whole point of the evaluation process is continuous improvement. If you dismiss constructive feedback, you’re missing the opportunity to grow.
- Waiting until the last minute to prepare. Spring observation windows sneak up fast. Start gathering evidence at the beginning of the school year.
- Not asking for help. Your instructional coaches and team members are there to support you. Don’t be afraid to ask for feedback before your formal observation.
Why This Matters
At the end of the day, the ADEPT evaluation system is about one thing: helping teachers get better. It’s about creating a structure for constructive feedback and continuous improvement. It’s about recognizing that teacher practice evolves over time and that professional growth is a journey, not a destination.
The completion bars and evaluation cycle might feel bureaucratic at times. The paperwork might feel tedious, but underneath it all is a genuine attempt to support educators in doing the hardest job there is.
When you approach your evaluation as an opportunity rather than an obligation, everything shifts. You start to see patterns in your practice. You start to notice areas where you’ve grown since the previous year. You start to set goals that actually matter to you.
That’s what the Expanded ADEPT Support and Evaluation System is really about. It’s not about the scores or the ratings…it’s about becoming the teacher you want to be.
If you’re looking for more practical strategies to help you succeed in the classroom, check out these teacher observation tips…and if you’re feeling burned out and need a boost, Teaching When You Have Nothing Left is here to help.
How do I handle an ADEPT evaluation if I have a challenging class that doesn’t perform well during observations?
This is one of the most common concerns I hear from teachers, and it’s a valid one. The reality is that evaluators are not looking for a perfect class. They’re looking for how you respond when things go sideways. If a student acts out during your observation, what matters is how you handle it. Do you stay calm? Do you de-escalate? Do you maintain the learning environment for the rest of the class?
The ADEPT system is designed to evaluate your professional practice, not your students’ behavior. If you have a particularly difficult group, document your classroom management strategies in your lesson plans and be prepared to discuss them with your evaluator. Show evidence of the systems you’ve put in place. Every teacher has challenging classes, and evaluators know this. What they want to see is that you’re being intentional about addressing the challenges.
What happens if I disagree with my evaluator’s rating on a specific performance category?
It happens more often than you might think, and you do have options. The first step is always to talk with your evaluator. Ask for specific examples of what they observed and how it connects to the rubric. Sometimes there’s a genuine misunderstanding that can be cleared up with a conversation.
If you still disagree after that conversation, you can request a second observation from another trained evaluator. Most school districts have a process for this. The key is to approach it professionally. You’re not attacking your evaluator; you’re seeking clarity and fairness. Bring your evidence. If you have student work samples or lesson plans that demonstrate your performance in a particular category, show them.
The evaluation process is designed to be fair, but it’s not perfect. If you feel something was missed, advocate for yourself.
How does ADEPT account for the different challenges faced by teachers in high-poverty schools or those with limited resources?
This is a question that doesn’t get asked enough. The reality is that teachers in under-resourced schools often face challenges that their counterparts in more affluent districts don’t. Large class sizes, limited instructional material, and students who come to school with significant needs outside of academics.
At its core, the ADEPT system is designed to evaluate your teaching practice within your specific context. Evaluators are trained to consider the environment in which you’re working. That said, it’s important to advocate for yourself. If you’re working with limited resources, document how you’re being creative with what you have. If your class size is significantly larger than recommended, note how you’re managing it.
The sources of evidence you bring to your evaluation matter. If you can show that you’re being innovative and intentional despite the challenges, that counts for something.
Can a teacher on an induction contract be non-renewed based solely on ADEPT evaluation scores?
This fear keeps many first-year teachers up at night, and it’s important to understand the bigger picture. ADEPT scores are one factor in the decision to renew or non-renew a contract, but they’re rarely the only factor. School districts also look at your professional conduct, your relationships with colleagues and families, and your overall fit within the school community.
That said, consistently low scores across multiple evaluation cycles can absolutely put your position at risk. This is why it’s so important to take the evaluation process seriously from the beginning of the school year. Don’t wait until spring observation windows to start gathering evidence. Work with your instructional coach. Ask for feedback early and often. Show your commitment to professional growth.
If you’re on an induction contract, you’re expected to be developing. You don’t have to be perfect. But you do have to show that you’re listening, learning, and improving.
Can I use my ADEPT evaluation results to negotiate for leadership opportunities or career advancement?
Most teachers don’t think about their evaluation results this way, but they absolutely should. Your ADEPT scores are a documented record of your effectiveness as an educator. When you’re ready to move into a leadership role, whether that’s as an instructional coach, a department chair, or a mentor teacher, your evaluation history can be a powerful tool.
If you’ve consistently received high performance levels across multiple years, that’s evidence of your professional practice. If you’ve shown growth in areas that were previously identified as weaknesses, that’s evidence of your commitment to continuous improvement.
Keep a portfolio of your evaluations, along with any artifacts that demonstrate your growth. When you’re ready to advocate for yourself, you’ll have the documentation to back it up. The evaluation system isn’t just about measuring where you are; it’s about providing a roadmap for where you want to go.
References
- Marzano, R. J., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD.
- National Institute for Excellence in Teaching. (2023). Best Practices in Teacher Evaluation. Retrieved from https://www.niet.org/
- South Carolina Department of Education. (2024). Expanded ADEPT Support and Evaluation System Guidelines. Retrieved from https://ed.sc.gov/educators/educator-effectiveness/adept/
- ASCD. (2022). Rethinking Teacher Evaluation for the 21st Century. Retrieved from https://www.ascd.org/
This article was originally published on April 16, 2021
