Teacher Evaluation Resources
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Teacher Evaluation Resources

Innovative Teacher Evaluation Practices

Connecticut's Guidelines for Educator Evaluation and Professional Development contain some "hidden" areas of flexibility that, if capitalized on, can reduce burdens on educators, foster greater levels of collaboration, and ultimately, improve teaching and learning.

The Every Child Succeeds Act, passed on December 15, 2015, will also give districts more flexibility when it comes to teacher evaluation. Some districts across the state are already thinking outside the box when it comes to teacher evaluation. Region 9, for example, uses peer coaches to foster collaboration and improved teaching practice. Region 9's peer coaches do not evaluate their colleagues, but do provide constructive feedback on the lessons they've observed, which promotes increased dialogue about what good teaching and learning looks like.

If your PDEC would like help in identifying areas of flexibility to get your district thinking outside the box, the CEA's Department of Policy, Research, and Government Relations is here to help. Please contact Kate Field, CEA's Teacher Development Specialist, at katef@cea.org for more information.



Teacher Evaluation Made Simple

This annual guide was written to simplify the process and provide practical tips and strategies to help you achieve a high rating while reducing confusion, anxiety, and stress, allowing you to focus more of your energy on what matters the most—your students.

Teacher Evaluation: PDEC Rights & Responsibilities

Download a PDF copy of our presentation delivered at the 2017 Summer Leadership Conference.


CT Approved Teacher Evaluation Plans

State approved educator evaluation and support plans for the 2019-20 school year.

Requirements & Flexibility for PDEC Decision-Making

All too often, PDECs aren't clear on how the components of their evaluation plans must be included and where they have flexibility in how an evaluation practice will be conducted. This chart lists those areas that most commonly come into question, describe what the guidelines require, and explain what the PDEC can decide about how that component of evaluation will be practiced.


How Does Your PDEC Define 'Mutual Agreement?

While statute requires that teacher evaluation plans be developed by 'mutual agreement' of the PDEC and local board of education, more than 60% of PDECs haven't defined what that term means to them, and how they'll know when they reach mutual agreement. Read more about this simple, yet effective, way of looking at what 'mutual agreement' can mean, and some tips to reaching it in a way that is truly collaborative.

Teacher Evaluation Plan Review and Revision: What Should Your PDEC Do?

It's a good idea for your PDEC to continuously review your teacher evaluation plan and make revisions that can help move toward better practice. This presentation outlines a simple process your PDEC can use to review your plan in light of the teacher evaluation guidelines, and includes links to tools on the CEA teacher evaluation web page that can help you get the job done.

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Plan Review Documents:

CT Guidelines for Educator Evaluation
Teacher Evaluation Plan Analysis
Teacher Evaluation Plan Analysis - Sample
What's Working - What's Challenging (Worksheet)


Teacher Evaluation Plan Review and Revision: What Should Your PDEC Discuss?

As your PDEC reviews your teacher evaluation plan for revisions, questions about the evaluation components and processes can help shape your conversations, drive creative thinking, and lead to more effective and efficient practice.

Plan Review Questions:

· Developing Assistance Plans
· Dispute Resolution Process
· Goals and Indicators
· Implementation
· In-class Observations
· Reviews of Practice
· Structure of the Plan
· Student, Parent, & Peer Feedback
· Summative Ratings
· Training
· WSLI

Teacher Evaluation and Alternative Education Teachers

Teachers who work in alternative education programs face challenges that are often very different from those of teachers in a 'regular' classroom. This presentation will provide some suggestions for building flexibility into the evaluation process for alternative education teachers, so that the process is more meaningful and reflective of what they do with students.


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.

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.


Teacher Evaluation Monthly Checklist

Monthly evidence checklist for educator evaluation.



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.

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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.

  • 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.

ADDITIONAL RESOURCES


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