Ellen Retelle, Ph.D
Director of Teaching and Learning
About Educator Effectiveness and Professional Learning
Educator Effectiveness and Professional Learning is a model evaluation system that is aligned to the Connecticut Guidelines for Educator Evaluation (Core Requirements), which were adopted by the Performance Evaluation Advisory Council (PEAC) and inform implementation of model teacher and administrator evaluation and support systems being piloted in district throughout the state during the 2012-13 school year.
Connecticut’s new evaluation and support model is designed to fairly and accurately evaluate teacher and leader performance in order to help strengthen practice to improve student learning.
Every teacher and administrator will receive one of four performance ratings
|4||Exemplary||Substantially exceeded target/indicators|
|2||Developing||Made progress but did not meet target/indicators|
|1||Below Standard||Made little or no progress toward target/indicators|
All teachers will be evaluated in four categories, grouped in two major focus areas: Teacher Practice and Student Outcomes.
• Teacher Performance and Practice (40%) – Based on the the Connecticut Common Core Teaching Rubric or district selected rubric.
• Parent Feedback (10%)– Based on teacher practice surveys.
• Student Growth and Development (45%)– Determined by the teacher’s student learning objectives (SLOs), which are goals for increased student achievement on standardized tests and classroom assessments.
• Whole-School Student Learning Indicator and/or Student Feedback (5%) – Determined by aggregate student learning indicators or student surveys.
The evaluation of administrators is based on four categories, grouped in two major focus areas: Leader Practice and Student Outcome.
• Leadership Practice (40%) – An assessment of an administrator’s leadership practice – by direct observation of practice and the collection of other evidence
• Stakeholder Feedback (10%) – BAssessed by administration of a survey with measures that align to the Connecticut Leadership Standards
• Student Learning (45%)– Student learning is assessed in equal weight by: (a) performance and progress on the academic learning measures in the state’s accountability system for schools and (b) performance and growth on locally-determined measures. Each of these measures will have a weight of 22.5% and together they will account for 45% of the administrators’ evaluation.
• Teacher Effectiveness (5%) – Measured by an aggregation of teachers’ student learning objectives.