These frequently asked questions are intended to provide clear information and answers the most common questions that have been raised. The questions are grouped into categories for easier navigation. If you don't see your question, please submit it → and we will add it to the page.
Evaluation Development and Approval Process
What is the role of the district Professional Development and Evaluation Committee (PDEC)? →
What is the required composition of the Professional Development and Evaluation Committee (PDEC)? →
What resources are available to assist LEAs in developing and implementing their educator evaluation and support plans? →
Is it the district’s decision or the teacher’s decision to use whole- school student learning indicators or a student feedback? →
Do LEAs need to submit their evaluation and support plans every year? →
How will LEAs know if their evaluation plans meet state Guidelines? →
What is the difference between the CT Educator Evaluation and Support System and Connecticut’s System for Educator Evaluation and Development (SEED)? →
How many student learning goals/objectives are teachers required to set? →
How many IAGDs must a teacher have? →
Are teachers who teach a test grade or subject required to use state test data for their IAGDs? →
During an observation, must the evaluator collect evidence for every indicator in the rubric? →
What is a review of practice? →
Are ratings required at mid-year? →
If using whole-school learning indicators, must the teacher write a goal linked to the administrator’s goals? →
What if an educator and evaluator do not agree on the summative ratings? →
What training does an evaluator need before conducting observations? →
Questions Regarding Employment Status
What happens to the evaluation process when an educator transfers midyear from one school to another within a district or if the educator transfers midyear from to another district? →
When would a teacher who works in a Birth-to-Three program with a 112 or 113 endorsement be required to participate in the teacher evaluation process? →
Are districts required to follow the guidelines (and model) for evaluating a teacher who plans to retire in the coming year? →
Are teachers holding DSAPs, long-term sub permits, and resident teaching certificates (TFA), required to participate in the evaluation process? →
If someone holds an 092 endorsement and supervises his/her department but also teaches two classes. Which model should be used to evaluate his/her performance? →
Is there guidance about how to apply Administrator Evaluation to administrators who are hired on a contract/per diem basis (vs. employed as an administrator by the school district)? →
Do districts need to evaluate complementary evaluators hired on a contract/per diem basis? →
Evaluation Development and Approval Process
QWHO IS RESPONSIBLE FOR DEVELOPING AND ADOPTING AN EDUCATOR EVALUATION AND SUPPORT PLAN FOR THE DISTRICT?
A Educator evaluation and support plans must be developed through mutual agreement between the local or regional board of education and the professional development and evaluation committee (PDEC) for the school district.
If the local or regional board of education is unable to develop a teacher evaluation and support program through mutual agreement with the PDEC, then the board of education and the PDEC will consider the SEED model for educator evaluation and support adopted by the State Board of Education.
If the local or regional board of education and the PDEC are unable to mutually agree on the adoption of the SEED model, then the local or regional board of education may develop, adopt and implement an educator evaluation support plan, developed by the local or regional board of education, provided the educator evaluation and support plan is consistent with the Connecticut Guidelines for Educator Evaluation adopted by the State Board of Education.
QWHAT IS THE ROLE OF THE DISTRICT PROFESSIONAL DEVELOPMENT AND EVALUATION COMMITTEE (PDEC)?
A The role of the PDEC includes participation in the development or adoption of an educator evaluation and support plan for the district, which must be developed through mutual agreement between the local or regional board of education and the PDEC for the school district. The PDEC will also participate in the development, evaluation and annual updating of a comprehensive local professional development plan for certified employees of the district, which includes, but is not limited to, providing for the ongoing and systematic assessment and improvement of both the educator evaluation and professional development of the professional staff members.
QWHAT IS THE REQUIRED COMPOSITION OF THE PROFESSIONAL DEVELOPMENT AND EVALUATION COMMITTEE (PDEC)?
A Each local and regional board of education is required, by statute, to establish a PDEC consisting of certified employees, and such other school personnel as the board deems appropriate, including representatives selected by the exclusive bargaining representative for such employees.
QWHAT RESOURCES ARE AVAILABLE TO ASSIST LEAS IN DEVELOPING AND IMPLEMENTING THEIR EDUCATOR EVALUATION AND SUPPORT PLANS?
A The CSDE is partnership with the RESC Alliance and CAS have developed multiple trainings and resources to assist LEAs. You can find CSDE sponsored trainings under the Events link on our website. The resources can be found under the Evaluation Resources link on our website.
QIS IT THE DISTRICT’S DECISION OR THE TEACHER’S DECISION TO USE WHOLE- SCHOOL STUDENT LEARNING INDICATORS OR A STUDENT FEEDBACK?
QDO LEAS NEED TO SUBMIT THEIR EVALUATION AND SUPPORT PLANS EVERY YEAR?
A Educator evaluation and support plans or revisions to such plans must be approved annually by the CSDE prior to implementation. The CSDE establishes timelines for the submission, review, and approval of district plans to ensure that they align with the Connecticut Guidelines for Educator Evaluation. This timeline provides an opportunity for district PDECs to seek input from the educational community about how to best meet the requirements of the Guidelines and the goals of the district to improve student growth and development. The CSDE informs LEAs of the approval process timeline on an annual basis. More information can be found on the Evaluation Plan Submission Process page.
QHOW WILL LEAS KNOW IF THEIR EVALUATION PLANS MEET STATE GUIDELINES?
A All LEA Educator Evaluation and Support plans will be reviewed and approved based on alignment with the Connecticut Guidelines for Educator Evaluation. If a plan does not meet one or more of the Guidelines, the CSDE will provide feedback regarding the elements of the plan that need to be addressed in order to meet the Guidelines. Such a process will be an iterative one between the CSDE and district superintendent, until the CSDE approves the teacher and administrator evaluation and support system.
QWHAT IS THE DIFFERENCE BETWEEN THE CT EDUCATOR EVALUATION AND SUPPORT SYSTEM AND CONNECTICUT’S SYSTEM FOR EDUCATOR EVALUATION AND DEVELOPMENT (SEED)?
A The CSDE is required to provide a model for teacher and administrator evaluation and support. Therefore, SEED is one model of an evaluation and support system that is aligned to the Connecticut Guidelines for Educator Evaluation. SEED serves as a pre-approved CT evaluation system, which districts may choose to implement in its entirety, or districts may choose to propose variations upon the SEED model, or develop their own district plan, so long as the district evaluation and support plan is consistent with the Connecticut Guidelines for Educator Evaluation.
QAT THE GOAL-SETTING CONFERENCE, SHOULD AN EVALUATOR “APPROVE” A TEACHER’S GOALS/OBJECTIVES AND IAGDS?
A The CT Guidelines for Educator Evaluation require that each teacher and his or her evaluator mutually agree on the goals and indicators of academic growth and development (IAGDs).
If the district educator evaluation and support plan indicates that during the Goal-setting Conference the evaluator will approve the goals and/or indicators of academic growth and development, approval means that the teacher and his or her evaluator have come to mutual agreement on the goal(s)/objective(s) and IAGDs.
In the case when an evaluator does not agree on a goal/objective or the IAGDs, the evaluator and teacher should discuss the evaluator’s reasons for disagreement. The teacher should can share any relevant data to support the reason for setting the goal/objective. They should work together to reach mutual agreement a goal/objective and/or IAGDs that are most appropriate for the students assigned to the teacher.
QHOW MANY STUDENT LEARNING GOALS/OBJECTIVES ARE TEACHERS REQUIRED TO SET?
A The Guidelines state the teachers will select at least 1 but no more than 4 goals/objectives for student growth, the exact number based on a consideration of a reasonable number of goals/objectives taking into account teaching responsibilities and teacher experience.
For each goal/objective, each teacher, through mutual agreement with his/her evaluator, will select Indicators of Academic Growth and Development (IAGD) and evidence of the IAGD based on the range of criteria used by the district.
In February, 2014, the State Board of Education adopted recommendations made by PEAC, which allow for local and regional school districts to adopt one or more evaluation plan flexibility components, which includes the number of required goals/objectives. Teachers may select 1 goal/objective for student growth. For each goal/objective, each teacher, through mutual agreement with his/her evaluator, will select multiple Indicators of Academic Growth and Development (IAGD) and evidence of those IAGDs based on the range of criteria used by the district. This means that there must be a minimum of two IAGDs if only one objective/goals is required.
QHOW MANY IAGDS MUST A TEACHER HAVE?
A At least two IAGDs are required. One half (or 22.5%) of the IAGDs used as evidence of whether goal/objective is met shall be based on standardized indicators where available. The other half (22.5%) of the indicators of academic growth and development will be based on a minimum of one non-standardized indicator and/or a maximum of one additional standardized indicator, if there is mutual agreement, subject to the local dispute resolution.
The State Board of Education, in agreement with PEAC, further recommended that one half (22.5%) of the indicators of academic growth and development used as evidence of whether goals/objectives are met shall not be determined by a single, isolated standardized test score, but shall be determined through the comparison of data across assessments administered over time, including the state test for those teaching tested grades and subjects or another standardized indicator for other grades and subjects where available. A state test can be used only if there are interim assessments that lead to that test, and such interim assessments shall be included in the overall score for those teaching tested grades and subjects. Those without an available standardized indicator will select, through mutual agreement, subject to the local dispute-resolution procedure, an additional non-standardized indicator.
QARE TEACHERS WHO TEACH A TEST GRADE OR SUBJECT REQUIRED TO USE STATE TEST DATA FOR THEIR IAGDS?
QDURING AN OBSERVATION, MUST THE EVALUATOR COLLECT EVIDENCE FOR EVERY INDICATOR IN THE RUBRIC?
A Evaluators should collect evidence for what is observed. In all likelihood, an evaluator will not be able to collect evidence for every indicator in a single observation. Generally, evidence for planning will come from pre and post conference discussions. Reviews of practice can also provide evidence on planning over time. Data or grade level team meeting, faculty meeting, PPTs or other meetings with parents can provide evidence for professional responsibility. An evaluator should try to collect evidence to inform decisions for each domain in the rubric that is used for observation.
QWHAT IS A REVIEW OF PRACTICE?
A Reviews of practice are non-classroom observations and include but are not limited to: observations of data team meetings, observations of coaching/mentoring other teachers, reviews of lesson plans, student work or other teaching artifacts.
QARE RATINGS REQUIRED AT MID-YEAR?
A No. The purpose of the Mid-Year Conference is to provide an opportunity for the evaluator and educator to qualitatively review progress and appropriate adjustment(s) to practice and performance goals and student learning goals/objectives. This is also an opportunity to discuss professional learning to support the educator in attaining her/his goals/objectives. However, an indication of quantitative progress may be helpful to include as part of the discussion, especially in instances when final data is available for one or more student learning goals/objectives (e.g. a high school teacher who has completed a trimester course and has data to inform one or more of his/her student learning goals/objectives /IAGDs).
QIF USING WHOLE-SCHOOL LEARNING INDICATORS, MUST THE TEACHER WRITE A GOAL LINKED TO THE ADMINISTRATOR’S GOALS?
A The teacher does not need to write a goal. For districts that use Whole-School Student Learning Indicators in teacher evaluations, a teacher’s indicator rating will be equal to the aggregate rating for multiple student learning indicators established for the principal’s evaluation rating at that school. The rating that the administrator receives for his or her 45% will be the rating that teachers will be given for their 5%. However, teachers may determine the strategies they will use that would ultimately contribute to the whole school learning indicators set by the administrator.
QWHAT IF AN EDUCATOR AND EVALUATOR DO NOT AGREE ON THE SUMMATIVE RATINGS?
A If an educator does not agree with the summative evaluation ratings, he/she should still sign the End-of-Year Summative Evaluation Scoring Report to acknowledge that the End-of-Year Conference discussion has taken place.
In cases where the evaluator and educator cannot agree on goals/objectives, the evaluation period, feedback or the professional development plan the district is required to have a process for resolving disputes. Please refer to your Dispute Resolution Process.
QWHAT TRAINING DOES AN EVALUATOR NEED BEFORE CONDUCTING OBSERVATIONS?
A Both the Connecticut Guidelines for Educator Evaluation and SEED require that districts provide all evaluators with training in observation and evaluation and how to provide high-quality feedback. Included in the district educator evaluation plan, the district must describe how evaluators will demonstrate proficiency on an ongoing basis in observation, goal-setting and providing feedback as part of the teacher evaluation system. If a district adopts a rubric other than the CCT Rubric for Effective Teaching 2014, they will likely want to research a tool that would be most appropriate for training purposes.
Questions Regarding Employment Status
QHOW WILL AN EDUCATOR WHO TAKES A MATERNITY OR OTHER TYPE OF LEAVE DURING THE YEAR BE EVALUATED?
A For educators on an extended leave, such as a maternity leave, the evaluation process may need to be adjusted. The evaluator and educator should meet to discuss appropriate adjustments to the evaluation system. Depending on the amount of time the educator is in the district, the number of goals, required observations and other requirements may be adjusted.
QWHAT HAPPENS TO THE EVALUATION PROCESS WHEN AN EDUCATOR TRANSFERS MIDYEAR FROM ONE SCHOOL TO ANOTHER WITHIN A DISTRICT OR IF THE EDUCATOR TRANSFERS MIDYEAR FROM TO ANOTHER DISTRICT?
A The evaluation process will continue within the new school/district.
The evaluator should set aside time to hold a Goal-Setting and planning meeting with the educator in order to make any appropriate adjustments to the evaluation system, as it might differ from school to school or district to district. This meeting will likely involve a review of all goals/objectives to ensure they are consistent with the new district’s specific model. The educator would need to establish new goals/objectives to meet the needs of his or her new students. Based on the time of year when the educator enters the district, the evaluator may make adjustments to the number of goals/objectives required, the required number of observations, and goals related to stakeholder feedback.
Since all district evaluation plans align to the Guidelines for Educator Evaluation, many components of the evaluation should transfer to the new district. The teacher would then continue the evaluation process with his/her new evaluator.
QWHEN WOULD A TEACHER WHO WORKS IN A BIRTH-TO-THREE PROGRAM WITH A 112 OR 113 ENDORSEMENT BE REQUIRED TO PARTICIPATE IN THE TEACHER EVALUATION PROCESS?
A Birth-to-Three teachers serving under a valid certificate in a non-public school do not be evaluated under the CT Educator Evaluation and Support System. Those working for a public school, including a RESC or state-approved private special education facility, are required to be under the CT Educator Evaluation and Support System, but may fall under the guidelines for the Student and Educator Support Specialist Evaluation.
QARE DISTRICTS REQUIRED TO FOLLOW THE GUIDELINES (AND MODEL) FOR EVALUATING A TEACHER WHO PLANS TO RETIRE IN THE COMING YEAR?
A Yes. According to the Guidelines for Educator Evaluation, all teachers will be evaluated on an annual basis. The term “teacher” refers to any teacher serving in a position requiring teacher certification within a district, but not requiring 092 certification. Even if a teacher plans to retire in the coming year, he/she must complete the evaluation system process.
QARE TEACHERS HOLDING DSAPS, LONG-TERM SUB PERMITS, AND RESIDENT TEACHING CERTIFICATES (TFA), REQUIRED TO PARTICIPATE IN THE EVALUATION PROCESS?
A Teachers with DSAPs will participate in the evaluation process. Teachers with long-term sub permits may participate in the evaluation system, though this is a local/district decision. Teachers with resident teaching certificates (such as TFA corp members) are not required to participate in the evaluation process by their district. They are evaluated by Teach For America directly.
QIF SOMEONE HOLDS AN 092 ENDORSEMENT AND SUPERVISES HIS/HER DEPARTMENT BUT ALSO TEACHES TWO CLASSES. WHICH MODEL SHOULD BE USED TO EVALUATE HIS/HER PERFORMANCE?
A An individual should be evaluated based on the position for which they were hired. If they were initially hired into an 092-level position but now spend most of their time teaching, he/she should still be evaluated as an administrator.
QIS THERE GUIDANCE ABOUT HOW TO APPLY ADMINISTRATOR EVALUATION TO ADMINISTRATORS WHO ARE HIRED ON A CONTRACT/PER DIEM BASIS (VS. EMPLOYED AS AN ADMINISTRATOR BY THE SCHOOL DISTRICT)?
A If certified administrators are hired on a contract to provide a service (eg. evaluate teachers) and they are not employed by a board of education as an administrator in the district, they are not required to complete the evaluation process.
QDO DISTRICTS NEED TO EVALUATE COMPLEMENTARY EVALUATORS HIRED ON A CONTRACT/PER DIEM BASIS?
A If certified teachers/administrators are hired on a contract/per diem basis to provide a service (eg. evaluate teachers), and they are not employed by a board of education as a teacher/administrator in the district, they are not required to complete the evaluation process.
If you don't see your question, please submit it → and we will add it to the page.