Frequency of Evaluations : Connecticut
Identifying Effective Teachers Policy
Analysis of Connecticut's policies
Commendably, all teachers in Connecticut must be evaluated annually.
However, the state's policy does not include any guidelines on when evaluations for new teachers should occur, except that "the superintendent shall report the status of teacher evaluations to the local or regional board of education on or before June 1st of each year."
Recommendations for Connecticut
Base evaluations on multiple observations.
To guarantee that annual evaluations are based on an adequate collection of information, Connecticut should require multiple observations for all teachers, even those who have nonprobationary status.
Ensure that new teachers are observed and receive feedback early in the school year.
It is critical that schools and districts closely monitor the performance of new teachers. Connecticut should ensure that its new teachers get the support they need and that supervisors know early on which new teachers may be struggling or at risk for unacceptable levels of performance.
State response to our analysis
Connecticut recognized the factual accuracy of this analysis.
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Connecticut
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Delivering Well Prepared Teachers
- Admission into Preparation Programs
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science
- Secondary Teacher Preparation in Social Studies
- Special Education Teacher Preparation
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale
For research emphasizing the importance of evaluation and observations for new teachers in predicting future success and providing support for teachers see, D. Staiger and J. Rockoff, "Searching for Effective Teachers with Imperfect Information." The Journal of Economic Perspectives. (24:3) American Economic Association (2010).