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• FAQ

  FAQ on the Public School Information System (PSIS).

• Governor Lamont Announces Survey Results of School Districts Participating in the COVID-19 Screen and Stay Initiative

  Governor Lamont Announces Survey Results of School Districts Participating in the COVID-19 Screen and Stay Initiative

• Professional Learning

  Connecticut's Definition of Professional Learning: High-quality professional learning is a process that ensures all educators have equitable access throughout their career continuum to relevant, individual and collaborative opportunities to enhance their practice so that all students advance towards positive academic and non-academic outcomes.

• CSDE: 2018-19 Next Generation Accountability Results Show Significant Increases in College and Career Readiness

• Early Childhood, PreK-Grade 3

  The time between birth through grade 3 is considered the early childhood developmental period. The Connecticut State Department of Education provides guidance and resources for public schools beginning in preK.

• Safe and Supportive Environments (Health Education)

  Guidance and resources for creating safe and supportive learning environments in schools.

• Performance Matters Forum 2020

  The Performance Matters Forum is a half-day conference that offers sessions highlighting best practices focused on the following five topic areas: Data Collection, Assessment, EdSight, Accountability and Research/Evaluation.

• Research Library

  The CSDE is committed to continuously learning from data and experience to implement evidence-based educational policies and practices that result in improved student outcomes.

• SEED Model

  Connecticut’s System for Educator Evaluation and Development (SEED) is a model evaluation and support system that is aligned to the Connecticut Guidelines for Educator Evaluation (Core Requirements), which were adopted by the Performance Evaluation Advisory Council (PEAC) in 2012 and revised in 2014, and inform implementation of a model teacher and administrator evaluation and support system which was piloted in 2012-13 school year.

• District Facilitator Annual Timeline

  The timeline presented here lists all the major TEAM milestones during the year. For each milestone we provide the details, suggestions and best practices that have proven to assist in the timely submission of reflection papers, building reviewer and mentoring capacity and processing of TEAM allocations.

• Cleaning and Disinfection Strategies for School Reopening

• Increasing Educator Diversity (IED) Policy Oversight Council

  Advise the Commissioner of Education on ways to encourage minority middle and secondary school students to attend institutions of higher education and enter teacher preparation programs, recruit minority students attending institutions of higher education to enroll in teacher preparation programs and pursue teaching careers, recruit and retain minority teachers in Connecticut schools, recruit minority teachers from other states to teach in Connecticut schools, and recruit minority professionals in other fields to enter teaching.

• CCS Leadership Community of Practice Series for Administrators 2014-15

• CCS Leadership Community of Practice Series for Administrators 2015-16

• The Student Learning Goals/Objectives Process

  The process begins before the start of the new school year with the superintendent identifying the instructional priorities for the district, which informs the instructional priorities of each school and thus informs the administrator’s student learning priorities. Teacher then examine their own student data and set goals to address the learning priorities identified by their administrators.