Evaluation and Support Services

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• Professional Learning - Learning Communities

  Professional learning that enhances both educator practice and outcomes for each and every student occurs within learning communities committed to continuous growth, collective responsibility, family and community engagement and alignment of district and school vision and goals.

• Professional Learning - Cultural Competence

  Professional learning that enhances both educator practice and outcomes for each and every student facilitates educators’ self-examination of their awareness, knowledge, skills, and actions that pertain to culture and how they can develop culturally-responsive strategies to enrich the educational experiences for all students.

• Professional Learning Podcasts

  A podcast series focused on the Connecticut standards for professional learning.

• Professional Learning

  Connecticut's Definition of Professional Learning: High-quality professional learning is a process that ensures all educators have equitable access throughout their career continuum to relevant, individual and collaborative opportunities to enhance their practice so that all students advance towards positive academic and non-academic outcomes.

• Professional Learning - Outcomes

  Professional learning that enhances both educator practice and outcomes for each and every student is aligned with district/school goals, relevant Connecticut standards, and other agreed-upon standards for educator practice and student growth.

• Connecticut Equity Plan

  Connecticut's six strategy plan to ensure equitable access to excellent educators

• Increasing Educator Diversity (IED) Policy Oversight Council

  Advise the Commissioner of Education on ways to encourage minority middle and secondary school students to attend institutions of higher education and enter teacher preparation programs, recruit minority students attending institutions of higher education to enroll in teacher preparation programs and pursue teaching careers, recruit and retain minority teachers in Connecticut schools, recruit minority teachers from other states to teach in Connecticut schools, and recruit minority professionals in other fields to enter teaching.

• Professional Development Task Force 2016-17

  The task force was created to study professional development and in-service training requirements for educators.

• Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Grant

  A collaborated effort with pilot higher education institutions, CCSU and SCSU, to analyze and reform teacher preparation curricula to ensure training in evidence-based practices in literacy (reading and writing), culturally responsive teaching and clinical experiences.