Overview
| Applicable to: | Statutory Citation | Brief Reference | Description of Requirement |
|---|---|---|---|
| Elementary and Early Childhood | Statutory C.G.S. Sec. 10-145d(a)(9) | Reading | On and after July 1, 2004 … each person be required to complete a comprehensive reading instruction course comprised of not less than six semester hours of credit. |
| All Candidates | Statutory C.G.S. Sec. 10-145a (b) | Intergroup Relations |
Any candidate in a program of teacher preparation leading to professional certification shall be encouraged to complete an intergroup relations component which shall be developed with the participation of both sexes, and persons of various ethnic, cultural and economic backgrounds. Such intergroup relations program shall have the following objectives:
(1) the imparting of an appreciation of the contributions to American civilization of various ethnic, cultural and economic groups comprising American society and an understanding of the lifestyles of such groups; (2) the counteracting of biases, discrimination and prejudices; and (3) the assurance of respect for human diversity and personal rights. |
| All Candidates | Statutory C.G.S. Sec. 10-145a(c) | Health and Mental Health |
Any candidate in a program of teacher preparation leading to professional certification shall be encouraged to complete a
(1) health component of such a program, which includes, but need not be limited to, human growth and development, nutrition, first aid, disease prevention and community and consumer health; and (2) mental health component of such a program which includes, but need not be limited to, youth suicide, child abuse and alcohol and drug abuse. |
| All Candidates | Statutory C.G.S. Sec. 10-145a (d) (amended 2012) |
Bullying, School Violence, Suicide Prevention and Conflict Resolution | (d) On and after July 1, 2020, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in computer science, and instruction in information technology skills as applied to student learning and classroom instruction that are grade-level and subject area appropriate. |
| All Candidates | Statutory C.G.S. Sec. 10-145a (e) | Instructional Technology | On and after July 1, 1998, any candidate in a program of teacher preparation leading to professional certification shall complete a computer and other information technology skills component of such program, as applied to student learning and classroom instruction, communications and data management. |
| All Candidates | Statutory C.G.S. Sec. 10-145a (f) | Literacy Training | On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include as part of the curriculum, instruction in literacy skills and processes that reflects current research and best practices in the field of literacy training. Such instruction shall be incorporated into requirements of student major and concentration. |
| All Candidates | Statutory C.G.S. Sec. 10-145a (g) | ELL and Second Language Acquisition | On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include as part of the curriculum, instruction in the concepts of second language learning and second language acquisition and processes that reflects current research and best practices in the field of second language learning and second language acquisition. Such instruction shall be incorporated into requirements of student major and concentration. |
| All Candidates | Statutory C.G.S. Sec. 10-145a (h) | Student teaching experience in non-public school | (h) On and after July 1, 2019, any candidate entering a program of teacher preparation leading to professional certification shall be required to complete training in competency areas contained in the professional teaching standards established by the State Board of Education, including, but not limited to, development and characteristics of learners, evidence-based and standards-based instruction, evidence-based classroom and behavior management, assessment and professional behaviors and responsibilities and the awareness and identification of the unique learning style of gifted and talented children, social and emotional development and learning of children, and culturally responsive pedagogy and practice. The training in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services. The training in culturally responsive pedagogy and practice shall include instruction concerning the awareness of students' background and experience that lead to the development of skills, knowledge and behaviors that enable educators and students to build positive relationships and work effectively in cross-cultural situations. |
| All Candidates | Statutory C.G.S. Sec. 10-145a (i) | Training in Pre-Service Competencies, Gifted and Talented and Social and Emotional Development Text in Bold added in 2013 per P.A. 13-133 and P.A. 13-261 and is effective July 1, 2013 |
On and after July 1, 2012, any candidate entering a program of teacher preparation leading to professional certification shall be required to complete training in competency areas contained in the professional teaching standards established by the State Board of Education, including, but not limited to, development and characteristics of learners, evidence-based and standards-based instruction, evidence-based classroom and behavior management, [and] assessment and professional behaviors and responsibilities,
- and the awareness and identification of the unique learning style of gifted and talented children and - and social and emotional development and learning of children. The training in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services. |
| All Candidates | StatutoryC.G.S. Sec. 10-145a (k) | IEP Implementation | On and after July 1, 2012, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in the implementation of student individualized education programs as it relates to the provision of special education and related services. |
| All Candidates (initial educator certificate, not advanced programs or advanced certificates) |
Statutory C.G.S. Sec. 10-145b(d)
Amended by Public Act 15-5, Section 276 |
Special Education | (d) (1) On and after July 1, 2016, in order to be eligible to obtain an initial educator certificate, each person shall be required to complete (A) a course of study in special education comprised of not fewer than thirty-six hours, which shall include an understanding of the growth and development of exceptional children, including handicapped and gifted and talented children and children who may require special education, and methods for identifying, planning for and working effectively with special needs children in a regular classroom, and (B) a course or courses of study in special education relating to instruction on classroom techniques in reading, differentiated instruction, social-emotional learning, cultural competencies and assistive technology. The provisions of this subdivision shall not apply to any person who has been issued an initial educator certificate prior to July 1, 2016. |
| Elementary Only* *candidates in all other areas are required to complete a survey course in US history under current regulations.
|
Statutory C.G.S. Sec. 10-145d(a)(8) Amended by Public Act 15-108, Section 4 |
U.S. History | On and after July 1, 1993…each person be required to complete (A) a survey course in U.S. History of no less than three semester hours of credit, or (B) achieve a satisfactory evaluation on the appropriate State Board of Education approved subject area assessment;… |
| All Candidates |
Public Act No. 14-39, Sec. 2 Amended by Public Act 15-97 |
Concerning Dyslexia And Special Education |
(f) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in literacy skills and processes that reflects current research and best practices in the field of literacy training. Such instruction shall For purposes of this section, "dyslexia" has the same meaning as provided in the Department of Education IEP Manual and Forms, rev Jan2015, as amended. |
| All Candidates | Statutory Public Act 15-108 Section 9 | Cultural Competency | (i) On and after July 1, 2012, any candidate entering a program of teacher preparation leading to professional certification shall be required to complete training in competency areas contained in the professional teaching standards established by the State Board of Education, including, but not limited to, development and characteristics of learners, evidence-based and standards-based instruction, evidence-based classroom and behavior management, assessment and professional behaviors and responsibilities and the awareness and identification of the unique learning style of gifted and talented children, [and] social and emotional development and learning of children, and cultural competency. The training in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services. The training in cultural competency shall include instruction concerning the awareness of students' background and experience that lead to the development of skills, knowledge and behaviors that enable educators and students to build positive relationships and work effectively in cross-cultural situations. |
| All Candidates |
Statutory C.G.S. Sec. 10-145a (j) Amended by Public Act 15-243 Section 2 |
Clinical Experiences & Student Teaching during 4 semesters Placement of candidates in clinical experiences by DRG and with cooperating teachers with certain performance evaluation designations |
On and after July 1, 2015, any program of teacher preparation leading to professional certification shall require, as part of the curriculum, clinical experience, field experience or student teaching experience in a classroom during four semesters of such program of teacher preparation. Such clinical experience, field experience or student teaching experience shall occur: (1) In a school district that has been categorized by the Department of Education as District Reference Group A, B, C, D or E, and (2) in a school district that has been categorized by the department as District Reference Group F, G, H or I. Such clinical experience, field experience or student teaching experience may include a cooperating teacher serving as a mentor to student teachers, provided such cooperating teacher has received a performance evaluation designation of exemplary or proficient, pursuant to section 10-151b, for the prior school year. NOTE: C.G.S. 10-220a (d) states that “student teachers shall be placed with trained cooperating teachers. |
| All Candidates | Public Act 15-243 Section 1 | Educator Prep Data Reporting by CSDE | On and after July 1, 2015, the Department of Education shall annually submit a report on the quality of teacher preparation programs leading to professional certification offered at institutions of higher education in the state to the joint standing committees of the General Assembly having cognizance of matters relating to education and higher education, in accordance with the provisions of section 11-4a of the general statutes. Such report shall include, but not be limited to, (1) information and data relating to the extent to which graduates of such teacher preparation programs help their students learn, including, but not limited to, data relating to the academic achievement and progress of the students of such graduates, (2) measures for assessing the classroom teaching performance of such graduates, (3) retention rates in the teaching profession of such graduates, (4) survey results from such graduates and the employers of such graduates regarding such teacher preparation programs, (5) data relating to the employment of such graduates in a teaching position, (6) certification issuance rates, including first-time pass rates for such graduates, and (7) recommendations regarding the recruitment of minority teachers and administrators pursuant to section 10-155l of the general statutes. |
| All Candidates | 10-145f as amended by Public Act 16-41 | Essential Skills Test (Praxis Core) | See CSDE policy information |
|
Remedial Reading/Remedial Lang Arts (#102) and Reading Consultant (#097) Candidates Special Education and ECE N-3 (#113 or #112) |
10-145d(i) as amended by Public Act 16-92 10-145d(i) as amended by Public Act 17-3 |
Dyslexia Training |
(1) On and after July 1, 2017, any [(1)] (A) certified employee applying for a remedial reading, remedial language arts or reading consultant endorsement, or [(2)] (B) applicant for an initial, provisional or professional educator certificate and a remedial reading, remedial language arts or reading consultant endorsement shall [(A)] (i) achieve a satisfactory score on the reading instruction examination approved by the State Board of Education on April 1, 2009, or a comparable reading instruction examination with minimum standards that are equivalent to the examination approved by the State Board of Education on April 1, 2009, and [(B)] (ii) have completed a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d. (2) On and after July 1, 2018, any (A) certified employee applying for a comprehensive special education or integrated early childhood and special education endorsement, or (B) applicant for an initial, provisional or professional educator certificate and a comprehensive special education or integrated early childhood and special education endorsement shall have completed a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d. |