Search Results

Page 1496 of 1628

• Certification Resources for Districts

  Certification guides, reference material, forms and procedures for school districts and LEAs.

• Connecticut Code of Professional Responsibility for Teachers

  The Code of Professional Responsibility for Teachers is a set of principles which the teaching profession expects its members to honor and follow.

• Certificate Renewal for Connecticut Certified Educators

  Renewing your certification: step-by-step instructions for required documentation and payment

• Approved Bilingual Cross Endorsement Course List

  Effective July 1, 2005, those seeking to become elementary level bilingual teachers are required to be certified in elementary education AND bilingual education; those seeking to become secondary level bilingual education teachers must be certified in both the subject area they will teach AND in bilingual education.

• Hamden 25-0111

• Afterschool Programs

  Afterschool programs provide academic enrichment (such as hands-on science or technology programs) and activities to support student learning and development.

• Equal Employment Opportunity

  Learn more about the Department of Education's Equal Employment Opportunities.

• Legal and Governmental Affairs

• Racial Imbalance

  Racial composition of each school by grade, the racial composition of the teaching staff of each school, and the number of pupils in each elementary school who are eligible to receive free or reduced price lunches pursuant to federal law and regulation.

• Mastery-Based Learning Standards and Graduation Competencies

  Common Core State Standards will help students achieve at high levels and help them learn what they need to know to get to graduation and beyond.

• Report Card - Mastery-Based Learning

• Resources for Students, Parents, and Communities

  In a Mastery-Based Learning environment, students demonstrate mastery based on competencies and performance standards built from the Connecticut Core Standards and Connecticut Content Standards (social studies, arts, science, and career and technical education).

• Scoring Criteria - Mastery-Based Learning

  Mastery-Based Learning requires a means of assessment where students can view learning as a process and use problem-solving strategies to meet or exceed learning expectations. Scoring guides have been implemented into today’s classrooms to give students a better understanding of what is being assessed, what criteria grades are based upon, and what clear and compelling learning targets are addressed.

• Summative Assessment - Mastery-Based Learning

  The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

• Instruction - Mastery-Based Learning

  There are many similarities between traditional classroom instruction and instruction in a mastery-based learning classroom. In both, there will be a need for direct instruction at times. Both approaches depend on defining the desired results. However, there are also differences.