Teachers & Administrators

Page 5 of 10

• Educator Evaluation Plans – Public School Districts, Charters and RESCs

  Listed below are the state approved educator evaluation and support plans for the current school year. The plans are sorted alphabetically.

• The Student Learning Goals/Objectives Process

  The process begins before the start of the new school year with the superintendent identifying the instructional priorities for the district, which informs the instructional priorities of each school and thus informs the administrator’s student learning priorities. Teacher then examine their own student data and set goals to address the learning priorities identified by their administrators.

• Educator Evaluation Plan Submission Process

  The State Board of Education acted on April 5, 2017, to adopt proposed recommendations from the Performance Evaluation Advisory Council (PEAC) on the appropriate uses/non-uses of the state mastery test (e.g. Smarter Balanced Assessment, SAT, CMT, and CAPT) within the educator evaluation and support system.

• CSDE-Approved LEA Evaluation and Support Plans

• Evaluation Training

  The newly revised CSDE Foundational Skills for Evaluators of Teachers training is designed to concentrate on the evaluator’s capacity to observe and analyze teacher performance and practice inherent in the CT Common Core of Teaching (CCT) and to provide supportive, high quality feedback to teachers.

• Educator Evaluation Implementation Recommendations and Resources

• Educator Evaluation and Support Council 2022

  Information regarding the meetings of the Educator Evaluation and Support 2022 (EES 2022) Council

• Professional Learning - Leadership

  Professional learning that enhances both educator practice and outcomes for each and every student requires and develops leadership capacity at all levels to advocate for and create systems for professional learning.

• Professional Development and Evaluation Committees (PDECs)

• Professional Learning - Learning Designs

  Professional learning that enhances both educator practice and outcomes for each and every student integrates research on effective adult learning and uses flexible learning designs to achieve intended outcomes.

• Professional Learning - Data

  Professional learning that enhances both educator practice and outcomes for each and every student requires the use of both quantitative and qualitative student, educator and system data to plan, implement, monitor, and assess professional learning.

• Professional Learning - Resources

  Professional learning that enhances both educator practice and outcomes for each and every student requires purposeful planning for the identification, coordination, monitoring, evaluation, and equitable use and allocation of resources to support educator learning.

• 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.