Connecticut’s Performance
Ungraded
Explore the key policy levers below to learn more about how Connecticut is implementing Teacher Evaluation policies. (NCTQ does not assign rankings to states for this policy area.)
See how Connecticut performs across policy levers to support Teacher Evaluation
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Unacceptable
Ungraded
Why focus on Teacher Evaluation?
Research shows that evaluation, done well, can improve teacher practice, ultimately leading to better student outcomes.1 States should consider how they can support high-quality systems and district-level implementation to provide teachers with quality feedback, identify the best teachers, and foster ongoing professional growth.
Recommendations for Connecticut for Teacher Evaluation
Observations and Feedback
- State policy should require multiple observations a year for all teachers, not just new or probationary teachers
- Incorporate a process to certify the reliability of evaluators beyond attending training
References
- Bleiberg, J., Brunner, E., Harbatkin, E., Kraft, M. A., & Springer, M. (2021). The Effect of Teacher Evaluation on Achievement and Attainment: Evidence from Statewide Reforms. (EdWorkingPaper: 21-496). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/b1ak-r251.