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Teacher Evaluation Resources


Teacher Evaluation Guidelines - What's Changed? What's the Same?

Since being adopted in June 2012, the teacher evaluation guidelines have seen some significant changes. This chart outlines all sections of the guidelines, and shows what has and hasn't changed.

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Connecticut Guidelines for Educator Evaluation

These guidelines provide direction to school districts as they develop and adopt new systems of educator evaluation and support. They aim to ensure that districts have common and high expectations that educators are evaluated in a fair and consistent manner, and that employment decisions are based on fair, valid, reliable and useful indicators of a educator's work.

GUIDELINES   |   GUIDELINES WITH HIGHLIGHTED CHANGES

Teacher Evaluation Guidelines Changes: Promoting Better Practice

This presentation explains what the changes to the teacher evaluation guidelines are and how your local Professional Development & Evaluation Committee can use the changes and other sections of the guidelines to promote better practice.

PRESENTATION   |   PRESENTATION WITH NOTES

Teacher Evaluation Plan Required Components

This chart outlines what each section of the teacher evaluation guidelines requires in your teacher evaluation plan, including the changes approved by the State Board of Education on May 7. Sample language for each of these sections can be found below in other documents on this web page.

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3 Areas of Change to the Teacher Evaluation Guidelines - Chart

This chart outlines the changes in the teacher evaluation guidelines approved by the State Board of Education on May 7, 2014, and compares them to the 'old' requirements.

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Teacher Evaluation Monthly Checklist

Monthly evidence checklist for educator evaluation.

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PRESENTATIONS

  • The Teacher Evaluation 4-Level Rating System

    Changes to the teacher evaluation guidelines now stress that a teacher's evaluation should reflect progress over time in meeting goals. This presentation will describe the guidelines language change and how this promotes better practice.


    PRESENTATION - WITH NOTES (PDF)

  • The Dispute Resolution Process

    The teacher evaluation guidelines now include one example of a structure for the dispute resolution process. This presentation describes the language additions to the guidelines, and gives 3 additional examples of structures that can be mutually agreed upon by the PDEC for use in resolving disputes that arise in the teacher evaluation process.


    PRESENTATION - WITH NOTES (PDF)

  • Promoting Better Practice in Teacher Evaluation Observations

    This presentation explains the changes a PDEC can adopt for using observations of teachers rated Proficient or Exemplary. It gives clear examples of how to use 1 formal observation, informal observations, and reviews of practice as parts of the process for showing growth over time. The focus is on using a holistic approach, and clear, specific questions are included that can be the basis for analyzing evidence and determining an evaluation rating.


    PRESENTATION - WITH NOTES (PDF)

  • Using Standardized Indicators To Show Student Growth over Time

    The teacher evaluation guidelines now prohibit any single, isolated test score from being used to show student growth for teacher evaluation. This presentation explains the requirements for using standardized assessments and provides clear examples of how teachers in state-tested and non-state tested subjects can use standardized and non-standardized indicators to show student growth over time.


    PRESENTATION - WITH NOTES (PDF)

  • Flexibility Options In Teacher Evaluation

    PEAC approved flexibility options for district Professional Development and Evaluation Committees to discuss and consider, with use beginning this year.

    View this recorded presentation to learn more about those options and see sample questions your PDE committee should discuss before making decisions and recommendations for changes.


    PRESENTATION - WITH NOTES (PDF)

  • Writing Student Goals: An Approach for Classroom Teachers

    With the move this year away from using the state test in teacher evaluation, and the emphasis of the flexibility option to write only one student goal, teachers and evaluators need to think of what the best ways are to show student growth over time. This session explains what the guidelines require, what the flexibility options allow, and will give some concrete examples of student goals and indicators that clearly show growth over time.

  • Writing Student-Related Goals: An Approach for Support Specialists

    The new flexibility options for teacher evaluation emphasize that the goals of a support specialist who doesn't have primary responsibility for direct instruction of students must be based on his or her role. This raises questions about what appropriate goals and indicators 'look like' that support growth and development. This learning session will explain and give some concrete examples of goals and indicators support specialists can develop that show how the services they provide support growth over time.



SAMPLE LANGUAGE FOR TEACHER EVALUATION PLANS

Revisions to your teacher evaluation plan should be easy to understand. CEA offers the following sample language for your Professional Development and Evaluation Committee to consider. The concepts and practices contained in this language align with the teacher evaluation guidelines, including the changes that will be presented to the State Board of Education on Wednesday, May 7, and promote strong collaborative practices in evaluation.

SELECT A DOCUMENT (PDF)



ADDITIONAL INFO

  • Making 5% and 10% of Evaluation More Meaningful

    Rather than design evaluation processes that primarily promote compliance in using parent and student or peer feedback, there are options that can lead to more meaningful, active participation in these areas. The ideas contained in this document align with teacher evaluation guidelines and promote better practice.

  • One Formal Observation — A Growth-Promoting Approach

    One big question PDE committees have is how one formal, in-class observation can be used most effectively in teacher evaluation. This growth-promoting approach can move evaluation from a compliance model to a model that more closely links observations, reviews of practice, and student growth goals.

  • One Goal, Multiple Indicators, & Evidence — What's Best Practice?

    Writing one student goal can be more effective in showing student growth over time. This set of questions, answers, and graphics can help guide your PDE Committee discussion and decisions regarding this practice.

  • Informal Observations - What's Best Practice?

    As your PDE Committee reviews the teacher evaluation flexibility options, this set of questions and answers can help guide the discussion and decision.

  • Frequently Asked Questions about Teacher Evaluation Flexibility Options

    Check these FAQs to see if your questions are answered about the new flexibility options and the advantages of using them.

  • Flexibility Options in Teacher Evaluation (Chart)

    Get a quick view of the flexibility options approved by PEAC. This chart compares the current requirements with the new options.

  • What Should Your PDE Committee Do Now?

    Professional Development and Evaluation committees can mutually agree to adopt any of the flexibility options and begin using them this year. The committee must also review the current plan and agree on any changes for the plan for next year. Read about the steps recommended for your committee to take for both tasks.

  • Standardized Testing Flexibility Options

    Eliminating the use of the CMT/CAPT/SBAC assessments in teacher evaluation for this year requires thoughtful discussion about the best way to select indicators of student growth. These are some of the questions your Professional Development and Evaluation committee should discuss.

  • Flexibility in Formal Observations

    This flexibility option can lift a large burden in evaluation from both teachers and evaluators this year. But how will your Professional Development and Evaluation committee decide which teachers will be 'eligible' for this option and whether or not they should begin using this option this year? These questions can help guide that discussion.

  • Flexibility in Developing Student Goals and Objectives

    Having the flexibility to develop one student goal can help a teacher focus on the most pressing needs of the students. It also brings a series of questions about how to use multiple indicators well. Your committee should begin by discussing these questions.

  • Easing the Burden of Data Management Systems

    There are new requirements for using a data management system for teacher evaluation; one is that the Professional Development and Evaluation committee is charged with reporting to the local board of education about the efficiency of the district's data management system. These are sample questions the committee should discuss so they can provide the local board with the information needed to make an informed decision about a data management system.

  • Teacher Evaluation Guidelines - Flexibility Options Language

    Language in Sections 2.9 and 2.10 of the Teacher Evaluation Guidelines, providing flexibility for districts, as adopted by the State Board of Education on February 6, 2014.

  • Current Statutory Language on Teacher Evaluation and Professional Development

    This document contains pertinent statutory language that can guide your district Professional Development and Evaluation committee as they develop a comprehensive plan.

  • BloomBoard FAQs

    Many districts have chosen to use the BloomBoard data management system this year in connection with teacher evaluation. Read these Frequently Asked Questions, especially about privacy and security.



INFORMATION FROM THE SDE TO SUPERINTENDENTS

ADDITIONAL RESOURCES


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