Connecticut State Department of Education

Evaluation and Support Services

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  • Educator Evaluation Plans – Public School Districts, Charters and RESCs

    Listed below are the state approved educator evaluation and support plans for the current school year. The plans are sorted alphabetically.

  • Connecticut Evidence Guides

    The CSDE encourages districts to use the CT Evidence Guides as a tool for professional development and growth as well as guiding observations. These guides can offer opportunities for valuable professional learning as educators work with one another to generate their own examples of evidence aligned to their respective rubric.

  • The Student Learning Goals/Objectives Process

    The process begins before the start of the new school year with the superintendent identifying the instructional priorities for the district, which informs the instructional priorities of each school and thus informs the administrator’s student learning priorities. Teacher then examine their own student data and set goals to address the learning priorities identified by their administrators.

  • Evaluation Training

    The newly revised CSDE Foundational Skills for Evaluators of Teachers training is designed to concentrate on the evaluator’s capacity to observe and analyze teacher performance and practice inherent in the CT Common Core of Teaching (CCT) and to provide supportive, high quality feedback to teachers.

  • Educator Evaluation Plan Submission Process

    The State Board of Education acted on April 5, 2017, to adopt proposed recommendations from the Performance Evaluation Advisory Council (PEAC) on the appropriate uses/non-uses of the state mastery test (e.g. Smarter Balanced Assessment, SAT, CMT, and CAPT) within the educator evaluation and support system.

  • Professional Learning - Learning Designs

    Professional learning that enhances both educator practice and outcomes for each and every student integrates research on effective adult learning and uses flexible learning designs to achieve intended outcomes.

  • Professional Learning - Data

    Professional learning that enhances both educator practice and outcomes for each and every student requires the use of both quantitative and qualitative student, educator and system data to plan, implement, monitor, and assess professional learning.

  • Professional Learning - Resources

    Professional learning that enhances both educator practice and outcomes for each and every student requires purposeful planning for the identification, coordination, monitoring, evaluation, and equitable use and allocation of resources to support educator learning.

  • Professional Learning - Learning Communities

    Professional learning that enhances both educator practice and outcomes for each and every student occurs within learning communities committed to continuous growth, collective responsibility, family and community engagement and alignment of district and school vision and goals.