Teacher Evaluation Resources


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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 Reform is here to help. Please contact Kate Field, CEA's Teacher Development Specialist, at katef@cea.org for more information.


Teacher Evaluation: Your 10-STEP Guide to Scoring Proficient or Higher

Download a PDF copy of our presentation delivered at the 2016 New Teacher Conference.

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CT Approved Teacher Evaluation Plans

State approved educator evaluation and support plans for the 2015-16 school year. The plans are sorted alphabetically.

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Performance Evaluation Advisory Council (PEAC) Meeting- September 16, 2015

Training for evaluators is one area that CEA leaders on the Council have previously highlighted as needing attention, and PEAC heard from administrators in the Wolcott Public Schools about their efforts to improve evaluator training.

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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.

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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. These guidelines 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 with Highlighted Changes (PDF)
Annotated Guidelines (PDF)

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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Presentations



Dispute Resolution and Remediation Plans in the State Guidelines

This presentation will introduce you to the language from the state guidelines regarding dispute resolution and will differentiate between disputes and grievances.

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From Statute to Practice: A PDEC's Responsibility

This presentation will provide you with concrete ideas for your PDEC to discuss so they can clearly establish some working strategies and understand the most important responsibilities they can and should take on.

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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.

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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.

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Promoting Better Practice in Teacher Evaluation Observations

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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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What Should Your PDE Committee Do Now?
PDE 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.

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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 committee should discuss.

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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.

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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.

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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.

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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.

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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.



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 F requently Asked Questions, especially about privacy and security.

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
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 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.


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