Evaluation and Support Services

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  • 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.

  • Minority Teacher Recruitment (MTR) 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.

  • Educator Evaluation Implementation Recommendations and Resources

  • 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.

  • Surveys for Administrator Evaluation

    To ensure that districts use effective survey instruments in the administrator evaluation process, and to allow educators to share results across district boundaries, CSDE has adopted recommended survey instruments as part of the SEED State Model for administrator evaluation.

  • Sample SLOs by Content Area

    The Student Learning Goal/Objective in the teacher evaluation and support system is a carefully planned, broad academic goal that a teacher sets at the beginning of the year for all students or subgroups of students and is informed by available data. It is measured by Indicators of Academic Growth and Development (IAGDs), which include specific targets for student learning and expected outcomes over an entire course or year of instruction.

  • Parent Feedback Survey Materials

    To ensure that districts use effective survey instruments in the educator evaluation process, and to allow educators to share results across district boundaries, CSDE has adopted a recommended parent survey instrument as part of the SEED State Model for educator evaluation.

  • 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 Plans - APSEPs

    State approved educator evaluation and support plans for approved private special education programs.

  • 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.

  • 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.

  • Connecticut Evidence Guides

    The CSDE encourages districts to use the CT Evidence Guides as a tool for professional development and growth as well as guiding observations. These guides can offer opportunities for valuable professional learning as educators work with one another to generate their own examples of evidence aligned to their respective rubric.

  • 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.

  • SEED Model

    Connecticut’s System for Educator Evaluation and Development (SEED) is a model evaluation and support system that is aligned to the Connecticut Guidelines for Educator Evaluation (Core Requirements), which were adopted by the Performance Evaluation Advisory Council (PEAC) in 2012 and revised in 2014, and inform implementation of a model teacher and administrator evaluation and support system which was piloted in 2012-13 school year.