At least with ADEPT three lessons are observed and de-briefed - in the old APT days it was just the observation, a number score and out the door. With the de-briefing, teachers can provide a rationale for any changes made in the lessons, or reflect on something that didn't quite work the way it might have worked earlier in the day or perhaps reflect on something that worked much better than expected. There is a conversation about the lesson -- and the standards for ADEPT are nothing more than just good teaching. The crux of the problem is how ADEPT is used, and how observers use the guidelines. As usual, the devil is in the details.
On another note, I'm planning class for next Tuesday evening and hoping that I can provide an experience in which students grow as professionals and leave class refreshed and inspired rather than more tired than they arrived. We'll see . . .