Professional Growth and Support

Why does this matter?

Research suggests that observations are more likely to positively impact teachers’ effectiveness when they are connected directly to professional development opportunities.¹

Why does Connecticut stand out?

Connecticut’s educator evaluation system emphasizes continuous growth and improvement in teacher practice. During the goal-setting conference, the evaluator and educator collaboratively identify an area for professional practice and a student learning growth goal. This process includes developing a professional learning plan and identifying supports to help the educator achieve their goals, focusing on both professional development and student impact.

The evaluation system employs a tiered support structure. Before any corrective action is considered, three levels of support must be implemented. Tier 1 support includes professional learning opportunities such as classroom visits, district resources, formal professional development, and instructional coaching. Tier 2 support builds upon Tier 1 activities by increasing the frequency and intensity of support. This might involve more frequent observations focused on specific classroom practices and more consistent feedback. Tier 3 support is developed in consultation with the evaluator, the educator, and their bargaining representative. If Tier 3 interventions are unsuccessful, a move toward a corrective action plan may be necessary.