State Teacher Policy Database Homepage › Connecticut › Policy Priority: Teacher Evaluation

Observations and Feedback

Learn more about how Connecticut is performing on Observations in the Teacher Evaluation policy area.
Go to a policy lever Measures of Performance Observations and Feedback Professional Growth and Support
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Connecticut's Performance

Ungraded
NCTQ evaluates whether states are effectively using teacher evaluations by examining how they use observations in the evaluation process. Explore the key actions below to learn more about how Connecticut is implementing Observation and Feedback policies.

Why does this matter?

Observations (particularly when they are based on a clearly defined rubric) provide a rich source of information about multiple aspects of a teacher’s skills and impact on students, and are a useful starting point for providing actionable, specific, and relevant feedback.1 States can support implementation by providing support such as training and calibration activities for observers in order to improve the fidelity of any evaluations system.

What are the key actions Connecticut
should take?

    • See what this exemplar is doing in this policy area:

    Delaware

    Key Resources

    State of the States 2022: Teacher and Principal Evaluation Policies

    Explore NCTQ’s comprehensive analysis of state teacher and principal evaluation policies.

    Explore resource

    Rural teacher evaluation system shows promising results for students struggling in math

    Learn more about how evaluation systems can improve outcomes in rural areas.

    Explore resource

    How are districts observing and providing feedback to teachers?

    Dive into an analysis of evaluation policies in 148 districts nationwide.

    Explore resource

    Seven ways to make improving teacher evaluation worth the work

    Discover strategies to ensure evaluation systems maximize their impact.

    Explore resource
    References
    1. Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011); Marsh, J. A., Bush-Mecenas, S., Strunk, K. O., Lincove, J. A. & Huguet, A. (2017). Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans. Educational Evaluation and Policy Analysis, 39(4), 539–570; Stecher, B. M., Garet, M. S., Hamilton, L. S., Steiner, E. D., Robyn A., Poirier, J., Holtzman, D. J., Fulbeck, E. S., Chambers, J., & Brodziak de los Reyes, I. (2016). Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014. RAND Corporation. Retrieved from:https://www.rand.org/pubs/research_reports/RR1295.html; Strunk, K. O., Weinstein, T. L., & Makkonen, R. (2014). Sorting Out the Signal: Do Multiple Measures of Teachers’ Effectiveness Provide Consistent Information to Teachers and Principals? Education Policy Analysis Archives, 22(100), As of May 11, 2018: http://www.redalyc.org/html/2750/275031898100; Taylor, E. S. & Tyler, J. H. (2012).
    2. Cantrell, S. & Kane, T. J. (2013); Kane, T. J., & Staiger, D. O. (2012). Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. Seattle, WA: Bill & Melinda Gates Foundation, Measures of Effective Teaching project.
    3. Tuma, A. P., Hamilton, L. S., & Tsai, T. (2018). Of note, only five states (Delaware, New Mexico, Ohio, West Virginia, and Wisconsin) actually require four or more observations yearly for new teachers.