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Teacher Evaluation Resources

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

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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.


Letter to Superintendents

Update on Flexibilities to the Guidelines for Educator Evaluation

Flexibilities to the Guidelines for Educator Evaluation

Adopted by Connecticut State Board of Education on February 6, 2014

Flexibility Request Submission Form

Due Date for this Academic Year (2013-14): March 30, 2014 (New Deadlines Will be Provided for the 2014-15 Academic Year)

  • 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.

  • 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 learning session will explain 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.

  • Teacher Evaluation Monthly Checklist

    Monthly evidence checklist for educator evaluation.

  • 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.

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