Collecting objective evidence is essential in helping observers paint a fair and accurate picture of educators’ strengths and areas for development. Observation criteria in the CCT Rubric for Effective Teaching 2014 focus on the skills that can be directly observed either in the classroom or through reviews of practice. Similarly, the criteria in the CCT Rubric for Effective Service Delivery 2014 focuses on the skills that can be observed in the delivery of service. To provide more guidance as to how the rubric continuum might look like in practice for both of the CCT rubrics, the CSDE in collaboration with the RESC Alliance and the Connecticut Association of Schools (CAS), convened multiple workgroups, comprised of teachers, service providers and building leaders throughout the summer of 2014 to developed grade-level and content-specific samples of observable student and teacher/service provider behaviors that might be seen or heard during an observation. The CT Evidence Guides have been created as a resource for teachers, service providers, mentors, observers and administrators. The CT Evidence Guides ARE NOT intended to represent comprehensive evidence, nor are they intended to be used as a checklist or as a rubric.
The evidence guides are color coded by grade band. Grades 3-5 are yellow, grades 6-8 are blue, grades 9-12 are red and the SESS guides are green.
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.
- ARE NOT to be used as a checklist of “must-sees.”
- DO NOT serve as a rubric for evaluation.
- ARE NOT an exhaustive list of teacher practices.
- Pre-Service — Teacher Preparation
- TEAM Mentors
- Teachers — all content areas/grade levels
- Service Providers
- Instructional Coaches
How can the CT Evidence Guides be used?
- To Prepare Educators
- To Induct Educators into the Profession
- To Coach for Professional Growth and Development
- To Generate Professional Conversations
- To Inform Observation