Student and Educator Support Specialist Guidance Documents
The Connecticut State Department of Education (CSDE) recognizes the challenges faced by districts in evaluating educators who teach in non-tested grades and subjects. This group of professionals comprises approximately 69% of the educator work force in a district (National Comprehensive Center for Teacher Quality, 2011). The CSDE has developed a series of documents to guide the evaluation of Student and Educator Support Specialists (SESS) who comprise part of the 69%. These documents are designed to work as a supplement to the System for Educator Evaluation and Development (SEED) state model, and inform other district developed models, to assist administrators in conducting evaluations for individuals from a variety of disciplines. Student and Educator Support Specialists are those individuals who by the nature of their job description do not have traditional classrooms, but serve a “caseload” of students, staff and/or families. In addition, they often are not directly responsible for content instruction nor do state standardized assessments directly measure their impact on students. Guidance documents, to include sample Student Learning Objectives (SLOs), have been created for the following educators:
- Comprehensive School Counselors
- English Language Learner / World Language Educators
- Library Media Specialists
- Mathematics and English Language Arts Coaches
- School Psychologists
- Social Workers
- Special Education Teachers
- Speech and Language Pathologists
- Transition Coordinators
- School Nurses
In addition to the white papers and sample SLOs, the CSDE in partnership with SESS representatives, has developed an adapted version of The Common Core of Teaching Rubric for Effective Teaching for use with some of the SESS educators. Specifically, this adapted rubric may be appropriate for use with School Psychologists, Speech and Language Pathologists, Comprehensive School Counselors and School Social Workers. These disciplines have recommended that the CSDE consider the use of nationally developed and vetted rubrics developed by their national organizations which adhere to national standards and align to the Connecticut Common Core of Teaching. The School Psychologist work group has included, within their guidance document, a draft rubric aligned to their national standards for review and use as determined by the district.
The CSDE looks forward to ongoing work with educators in these disciplines to examine observation frameworks and tools for consideration and adaptation to the SEED state model as we engage in a continuous improvement process.