Teacher and Principal Evaluation Policy
The state should have a data system that contributes some of the evidence needed to assess teacher effectiveness. The bar for this goal was raised in 2017.
Teacher of Record: Connecticut defines teacher of record as the teacher whose name appears on the report card or transcript.
Teacher Roster Verification: Connecticut does not have a process in place for teacher roster verification.
Linking Student-level Data and Teacher Performance: Connecticut mandates a statewide public school information system that has the capacity to link student-level data and teacher performance. It must "track and report data relating to student, teacher and school and district performance growth and make such information available to local and regional boards of education for use in evaluating educational performance and growth of teachers and students enrolled in public schools in the state."
Teacher Mobility Data: Connecticut does not track teacher mobility data and make it publicly available.
Certification Regulations 10-145d-401 Connecticut General Statute 163-10-10a
Develop a definition of teacher of record that can be used to provide evidence of teacher effectiveness.
To ensure that data provided through the state data system are actionable and reliable, Connecticut should articulate a definition for teacher of record that reflects a teacher's instructional responsibilities, rather than grading responsibilities, and require its consistent use throughout the state.
Institute a process for teacher roster verification.
Connecticut should clearly articulate a process for teacher roster verification. This is of particular importance for using the data system to provide evidence of teacher effectiveness.
Track teacher mobility data and make it publicly available.
Connecticut should not only track teacher mobility data at both the state and district levels, but it should also make these data publicly available, consistent with applicable privacy constraints. Providing detailed analyses of teacher mobility and attrition will help provide a clearer picture of Connecticut's teaching force.
Connecticut was helpful in providing NCTQ with facts that enhanced this analysis. The state added that it requires school districts to report data in the Teacher-Course-Student (TCS) data collection, which connects students to teachers and courses. Analyses of TCS data can greatly inform school and district strategies to increase the college and career readiness of all learners (e.g., course-taking patterns and course completion rates for students from different subgroups and schools, alignment of middle/high school courses with college-level courses). The Connecticut State Department of Education (CSDE) will be making TCS data available to all districts through CSDE's data portal. This will allow districts to make informed decisions about the current state of instruction and learning and the ways in which both can be improved, monitored, and shared.
7E: Data Systems Needed for Evaluation
It is an inefficient use of resources for individual districts to build their own data systems for value-added analyses. States need to take the lead and provide districts with state-level data that can be used not only for the purpose of measuring teacher effectiveness, but also to track teacher mobility across the state. As such, multiple years of data are necessary to enable meaningful determinations of teacher effectiveness and to identify staffing trends.
Teacher effectiveness analysis, including teachers' value-added measures, requires both student and teacher identifiers and the ability to match test records over time. Such data are useful not just for teacher evaluation, but also to measure overall school performance and the performance of teacher preparation programs.
States need to have some advanced elements in place in order to apply data from the state data system fairly and accurately to teacher evaluations. Each state must have a clear definition of "teacher of record" that connects teachers to the students they actually instruct and not just students who may be in a teacher's homeroom or for whom the teacher performs administrative but not instructional duties. There should also be in place a process for roster verification, ideally occurring multiple times a year, to ensure that students and teachers are accurately matched. Systems should also have the ability to connect multiple educators to a single student. While states may establish different business rules for such situations, what is important is that the mechanism exists, in recognition of the many possible permutations of student and teacher assignments.
Additional elements are needed to use data to assess teacher supply and demand. For example, states should include in their data systems means of tracking when teachers leave schools or districts, as well as when they re-enter new ones, and should make these data publicly available. These data can support the state's effort to build a cohesive picture of the state's teacher labor market and workforce needs.