Learning to teach is a developmental process that begins in preservice and continues throughout a teacher’s profession. The TEAM program pairs every new classroom teacher with a trained mentor who provides support to the beginning teacher through the first years in the classroom.
Connecticut recognizes that learning to teach is a developmental process that begins during preservice and continues throughout a teacher’s career. In their first years in the profession, beginning teachers face the challenge of translating theory from teacher preparation programs into practice. Beginning teachers are novices working toward proficiency.
“Research demonstrates that comprehensive, multi-year induction programs accelerate the professional growth of new teachers, reduce the rate of new teacher attrition, provide a stronger return on states’ and school districts’ investment, and improve student learning.”
To help beginning teachers successfully transition from preparation to the role of professional educators, section 10-145o of the Connecticut General Statutes was passed in October 2009 and called for the establishment of “a teacher education and mentoring (TEAM) program that includes guided teacher support and coaching and the completion of instructional modules” for beginning teachers.
A study of Connecticut’s TEAM program conducted by the Regional Educational Laboratories (REL) in 2020 showed a strong correlation between TEAM completion and teacher retention. “The results suggest that teachers who completed more of the program requirements were more likely to stay in the same district and in the Connecticut public school system.”
The mission of the TEAM Program is to promote excellence, equity, and high achievement for Connecticut students by engaging teachers in the purposeful exploration of professional practice through guided support and personal reflection.
The goals of the TEAM Program are to:
- Provide all beginning teachers with the support they need to develop as effective educators;
- Ease the beginning teacher’s transition into the teaching profession to retain effective teachers;
- Develop teachers who are reflective practitioners, able to critically assess their practice against CT’s teaching standards, and are committed to continuous professional learning;
- Cultivate an understanding of the professional responsibilities of an educator;
- Foster collaborative learning communities for all educators; and
- Provide excellent teachers the opportunity to develop as educational leaders.
- Classroom environment,
- Assessment, and
- Professional responsibility.
Eligibility and ExemptionsSuccessful completion of the TEAM Program is required for eligibility to advance from an Initial Educator Certificate to a Provisional Educator Certificate.
Teachers with out-of-state teaching experience may be eligible for a provisional certificate and exemption from TEAM. Teachers with experience at an approved nonpublic or independent school may be eligible for a provisional certificate and exemption from TEAM.
Out-of-state Teaching Experience: Completion of 20 school months of successful service (within the past 10 years) under a valid out-of-state certificate is required to be eligible for a Provisional level certificate. A Statement of Professional Experience (Form ED 126) must be completed and signed by the Superintendent or Executive Director from the employing school system and a copy of the certificate authorizing the experience along with a copy of the current certificate.
Approved Nonpublic or Independent School Educators: Completion of 30 school months of successful service (within the past 10 years) under the initial educator certificate is required. A Statement of Professional Experience (Form ED 126) must be completed and signed by the Superintendent or Executive Director from the employing school.
NOTE: Please direct all questions regarding exemptions to the Certification Office.