I. Comprehensive Induction Process
  • clearly delineates an induction process for years 1-3 or 1-4 (CCT; Guidelines II-7)
  • focuses year 1 on evaluating teaching techniques and models; CCI, pre and post observation conference, including student work (CCT)
  • evaluation process in years two and three builds on the B.E.S.T. portfolio, i.e. uses both live and video observations; reviews a teaching unit; utilizes pre and post observation conferences including student work, plus a reflection exercise (CCT)
  • introduces professional responsibility activities in year(s) 3 and/or 4 with greater attention to student learning (CCT)
  • provides time for mentoring support (Guidelines I-6)
  • introduces new teachers to the proper use of student work samples to inform teaching/learning (Guidelines II-4)
  • introduces new teachers to the effective use of reflective practices/exercises (CCT)
    ensures that teachers are regularly given substantive feedback on the quality of their teaching along with suggestions for improvement (Guidelines II-6)
  • outlines evaluator responsibilities for the proper induction of new teachers i.e. support and assessment (CCT)
  • includes a well defined evaluation timeline with due dates for both teacher and evaluator (Guidelines II-10)
  • outlines process for resolving disagreements in creating, executing, and evaluating induction plans (Guidelines II-9)
    includes all relevant forms with clear instructions for completion

II. Professional Growth Opportunities
  • includes provisions for experienced teachers to create more self-directed projects; define professional goals and objectives, carry out action research, prepare for NBPTS assessment, etc. (CCT; Guidelines II-7)
  • outlines clear performance measures for teaching, student learning, and community outreach (CCT)
  • provides time/opportunities for teacher collaboration: collaborative research and projects; sharing of student work, and sharing of best teaching practices (Guidelines I-8)
  • encourages teacher risk-taking, creativity and innovation (Guidelines I-1a)
  • exemplary teaching is recognized and reinforced (Guideline I-1a and I-9)
  • requires multiple and varied data collection, student work samples to inform teaching, monitor learning, and meet professional responsibilities (CCT and Guidelines II-6)
  • includes multiple opportunities for teacher reflection (individually and in group) (Guidelines I-5)
    requires demonstration of professional responsibility; giving back to the community (CCT)
  • provides opportunities to share and integrate research findings and data collection with administrators and peers (Guidelines I-8)
  • encourages teachers to take on a mentor role(s); BEST mentors; BEST assessors (Guidelines I-6)
  • encourages teachers to take on school/district leadership roles, i.e. instructional leaders, committee work, curriculum development, etc. (CCT)
  • supports/encourages teachers who want to become NBPTS certified (Guidelines I-9)
    utilizes a differentiated process for tenured teachers with different levels of experience, leadership, professional interests, and content knowledge (Guidelines I-9)
  • includes a well defined evaluation timeline with due dates for both teacher and evaluator (Guidelines II-10)
  • outlines process for resolving disagreements in creating, executing, and evaluating professional growth plans (Guidelines II-9)
  • includes support for teacher self-appraisal and opportunities for peer support (Guidelines I-5, I-8)
  • outlines process for resolving disagreements in creating, executing, and evaluating professional growth plans (Guidelines II-9)
  • includes all relevant forms with clear instructions for completion
III. Defined Professional Intervention Process
  • provides a clear process for identifying teachers in need of intervention and intensive supervision (Guidelines II-11)
  • defines clear accountability criteria and performance standards by which teacher will be evaluated (CCT)
  • provides support and guided assistance for teachers to develop teaching capacity (Guidelines II-11)
  • includes opportunities for peer support (Guidelines I-8)
  • includes follow-up assessment of areas of weakness (Guidelines II-11)
  • provides a clear process for moving a teacher from an intervention phase back into a professional growth phase (Guidelines II-11)
  • provides a clear process for moving a teacher from an intervention phase to contract termination (Guidelines II-11)
  • defines process by which a teacher may be supported and/or counseled out through human resources, district administrator and/or union (Guidelines II-11)
  • includes a well defined intervention timeline (Guideline II-11)
  • outlines process for resolving disagreements in creating, executing, and evaluating intervention plans (Guidelines II-11)
  • includes all relevant forms with clear instructions for completion
  • intervention process conforms to State and District regulations
IV. Outlines Professional Development Component
  • PD component is established across time and is based on improvement of student learning (Guideline I-1a)
  • utilizes peer evaluation and/or peer education techniques and opportunities
  • provides CEU and PD choices to meet individual professional growth needs that are differentiated by grade configurations, teacher experiences and content fields
  • professional development plans are linked to teachers' evaluation goals
  • CEUs will be offered based on work directly related to district goals and objectives for improved student learning
  • includes teacher feedback form which indicates the activities' relevance in meeting teacher's goal(s)
  • provides time for collaboration through flexible PD days, developing common planning time, etc.

V. TE Plan Meets State Guidelines and Statutes

  • is theoretically and practically founded on the CCT, the CCL, and The Connecticut Framework: K-12 Curricular Goals and Standards
  • adopts the CCT as its definition of effective teaching
  • includes a clear statement describing the connections among teacher evaluation, curriculum development, instruction, professional development, student assessment, school improvement and district goals and objectives for student learning
  • meets timelines outlined by statutes and guidelines
  • includes a process for the TE/PD plan to receive periodic evaluation, validation, refinement, and updating with teacher input
VI. Administrator Evaluation Link to Teacher Evaluation (New State Guideline)
  • administrators are evaluated based on student learning data collected through teacher evaluations
  • administrators are evaluated based on State standards (ELSI)
  • administrators are evaluated on ability to broker resources and support for teachers to build teaching capacity and improve student learning
  • administrators are evaluated on meeting goals related to community relations
  • administrators are evaluated on professional development activities/programs made available to teachers/staff
  • administrator evaluation process is based on the development of a strategic plan which includes; the identification of critical educational issues, the development of goals to address those issues-including sharing of and meeting goals through teacher evaluation plans, systematic collection of student learning samples and meeting operational and budgetary expectations
VII. TE Plan Is Supported by Administrators, Teachers, the Local Board, and Community
  • included the input of teachers, administrators, and local board
  • delineates parental involvement
  • includes appropriate training for administrators and teachers to ensure that the expectations of the evaluation plan are consistently applied within and across schools
VIII. TE Plan Has Student Learning At Its Core
  • improvement of student achievement is the critical core goal
  • calls for the documentation of varied teaching techniques to accommodate student's different learning styles
  • requires multiple and varied data sources to document student learning progress, including student work
  • utilizes CMT/CAPT assessments as one form of student progress documentation
  • encourages the use of a variety of formal and informal assessment data

IX. TE Plan Is Ethical and Fair
  • TE/PD plan has a clearly stated purpose
  • provides clear timeline for length of the evaluation period, which may vary for employees with different levels of experience and expertise
  • provides clear evaluation criteria, tools, and forms
  • clearly identifies the evaluator(s) and his/her or their role(s)
  • clearly delineates requirements and procedures to move in and out of statuses, paths, cycles, levels, etc.
  • controls for bias through: comprehensive training of evaluators on evaluation criteria, use of multiple data sources, the development of an agreed upon one-year or multi-year plan, and availability of a review process
  • provides a process for resolving disputes in cases where the evaluator and teacher cannot agree on objectives, the evaluation period, feedback or the professional development plan
X. TE Plan is Doable
  • includes resources needed for implementation of the plan
  • includes appropriate level of training for evaluators and evaluatees on the evaluation plan, its objectives, criteria, and procedures
  • has a clear timeline that identifies when each component of the evaluation will occur, when feedback will be given, and provides a sufficient time for reflection and plan revisions
  • clearly indicates who is responsible and accountable for conducting evaluation and providing timely/constructive feedback
  • provides a clear connection between philosophy, process, and forms

* notation on "Guidelines" refers to the Connecticut Guidelines for Teacher Evaluation and Professional Development available in:
Connecticut's Commitment to Excellence in Teaching: The Second Generation.  [PDF, 1.1MB]


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Content Last Modified on 11/30/2006 1:05:33 PM