Educator Evaluation and Support Overview
Welcome to the website for CT’s Evaluation and Support system!
The “Why” of Evaluation
Excellent schools begin with great school leaders and teachers. The importance of highly-skilled educators is beyond dispute, as a strong body of evidence now confirms what parents, students, teachers, and administrators have long known: effective teachers are among the most important school level factor in student learning, and effective leadership is an essential component of any successful school.
The Connecticut State Department of Education (CSDE) is committed to raising the overall quality of our schools’ workforce. To meet this goal, the state, in partnership with local and regional school districts, aims to create a comprehensive approach to supporting and developing Connecticut’s educators so that Connecticut prepares, recruits, hires, supports, develops, and retains the best educators to lead our classrooms and schools.
Educator evaluation is the cornerstone of this holistic approach and contributes to the improvement of individual and collective practice. High-quality evaluations are necessary to inform the individualized professional development and support that an educator may require. Such evaluations also identify professional strengths which should form the basis of new professional opportunities. High-quality evaluations are also necessary to make fair employment decisions based on teacher and leader effectiveness. Used in this way, high-quality evaluations will bring greater accountability and transparency to schools and instill greater confidence in employment decisions across the state.
Resources for teachers, administrators and educator and student support specialists are available on this site. If you do not find what you are looking for, please contact a Connecticut State Department of Education Talent Office staff member through our Contact Us page.
How Evaluation in CT Works
The development and implementation of a new educator evaluation and support system is ground-breaking work for the state of Connecticut. Public Act 12-116, An Act Concerning Education Reform, was pivotal in defining an annual performance evaluation system for administrators and teachers, based upon a new standard of effective practice. This initiative provides the opportunity to enhance the effectiveness of each and every educator in Connecticut through improved evaluation, support and professional learning.
Beginning in November 2010, a Performance Evaluation Advisory Council (PEAC) was formed to establish the CT Guidelines for Educator Evaluation. These Guidelines were approved by the State Board of Education (SBE) on June 27, 2012 and inform implementation of model teacher and administrator evaluation and support systems being piloted in districts throughout the state during the 2012-13 school year.
CT’s System for Educator Evaluation and Development (SEED) is a model evaluation system that is aligned to the Guidelines. For more information, visit the SEED section of this site.
Educator evaluation serves to articulate our priorities. The Guidelines give student learning the priority that it deserves. The categories outlined within the Guidelines- requiring multiple indicators of student academic growth and development and multiple observations of teacher and leader practice from a variety of perspectives- aim to ensure that formative and summative ratings are a fair, valid, reliable, useful, and accurate reflection of an educator’s work.
The purpose of the new evaluation system is to fairly and accurately evaluate teacher and administrator performance and to help each educator strengthen his/her practice to improve student learning.
As of the 2013-14 academic year, local and regional boards of education will have reviewed and approved a teacher evaluation program consistent with the CT Guidelines for Educator Evaluation that ensures all teachers within their respective district will be evaluated annually. According to the Guidelines, the term “teacher” refers to any teacher serving in a position requiring teacher certification within a district, but not requiring an 092 certification.
The Guidelines provide a model not only for teacher evaluation, but for support as well. The evaluation process has the potential to help move teachers along the path to exemplary practice and raise student achievement by clearly defining excellent practice and results; giving accurate, useful information about teachers’ strengths and areas for development; while providing opportunities for growth and recognition. This premise for evaluation and support recognizes that our teachers are hard-working professional who are in the profession to help children learn and grow.
Student and Educator Support Specialists
Educators in Connecticut are committed to ensuring that all students achieve and develop the skills that will enable them to become lifelong learners and productive citizens in a global world. This responsibility is shared by all educators who work with students. Collaboration between educators is necessary to help students attain excellence. Under Connecticut’s new educator evaluation and support system, all educators including Student and Educator Support Specialists (SESS) must take part in the evaluation and support system.
A PEAC subgroup, the Student and Educator Support Specialists Working Group, which represents many disciplines, has made several recommendations for making Teacher Evaluation more relevant to these unique disciplines. Read more about the subgroup’s recommendations in the SESS white paper.
As of the 2013-14 academic year, the superintendent of each local or regional board of education shall annually evaluate or cause to be evaluated each administrator who serves in a role requiring an 092 certification, in accordance with the CT Guidelines for Educator Evaluation. Except where noted as applying to particular job descriptions, the requirements apply to all roles requiring an 092 certification. Educators holding an 092 certification whose primary job responsibilities include teaching students, shall be evaluated using the requirements for teacher evaluation.