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

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  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)

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  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)

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  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)

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  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)

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  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)

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  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.

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  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.

ADDITIONAL INFO

INFORMATION FROM THE SDE TO SUPERINTENDENTS

• Circular Letter May 19, 2014

  Information for districts on evaluation plan submission, process for requesting a waiver, 2014 SEED handbook, 2014 CCT Rubric for Effective Teaching, & evaluation of central office administrators.

• Circular Letter April 28, 2014

  Update on the proposed changes regarding teacher rating terms, use of tests to show student growth, and the dispute resolution process.

• Circular Letter April 10, 2014

  Updates on submission of district plans for 2014-15, evaluation of teachers non-renewed, BloomBoard support

• Circular Letter February 10, 2014

  Update on Flexibilities to the Guidelines for Educator Evaluation

• Circular Letter January 29, 2014

  CCT Review Committee, PDE Committees, BloomBoard

ADDITIONAL RESOURCES

• 2014 CCT Rubric for Effective Teaching

  For use with classroom teachers.

• PA 13-245 Requires Districts to Establish a Teacher Evaluation and Development Committee

  Read the statutory language describing the composition of the committee and their role in developing a district plan.

• Revised SEED Matrix for Summative Evaluation Ratings

  The matrix used in the 2012 SEED pilot program has been revised in this year's SEED model. If your district used last year's SEED matrix (even if the district isn't using the entire SEED model), CEA encourages you to adopt the revised matrix for this year.

• Building a Teacher Evaluation Plan: District Development Resource Guide

  This is a member-protected resource.

• Connecticut's System for Educator Evaluation and Development (SEED)

  SEED is the State Department of Education model teacher evaluation plan. This copy includes further explanations and comments about the components of the plan and their implementation.

• SEED at a Glance: Connecticut Teacher Evaluation Guidelines

  This is a member-protected resource.

• System for Educator Evaluation and Development (SEED)

  In June 2012, the State Board of Education adopted new guidelines for teacher evaluation to reflect statutory changes passed by the legislature in its 2012 session. The State Department of Education then developed a model for educator evaluation, called the System for Educator Evaluation and Development (SEED). The State Board guidelines, the SEED document, and other related documents, including a FAQ sheet to answer questions about the components of the new evaluation system, can be found at www.connecticutseed.org.

• The Connecticut Common Core of Teaching

  Source from which domains 1 and 4 of the SEED document were taken.

• Charlotte Danielson Framework for Educator Evaluation

  Source from which domains 2 and 3 of the Connecticut domains were taken.