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Data, statistics, and reports about schools, districts, and the state
Connecticut State Department of Education
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Page 1463 of 1593
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Charter Oak State College offers CLEP, DANTES and other examinations in a variety of subject areas.
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Learn about the eligibility for certification types - Initial, Interim, Provisional and Professional
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Learn more about the Connecticut educator certification regulations
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Approved Courses for Special Education
Connecticut State regulations require the completion of a course in special education for all applicants seeking certification. The regulations mandate this course be comprised of not fewer than 36 clock hours, which shall include study in understanding the growth and development of exceptional children, including handicapped and gifted and talented children and children who may require special education, and methods of identifying, planning for and working effectively with special-needs children in the regular classroom.
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Connecticut is proud of its dedicated and innovative educators, and is eager to attract new teachers and other educational professionals to our schools. Whether you are a student in an educator preparation program, a veteran educator coming from another state, or a Connecticut teacher seeking a new certificate, we hope this page answers your questions.
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Certification Guides and Fact Sheets
Whether you are just starting out in your career in education or are a veteran educator moving to Connecticut from another state, these guides will answer some of your questions about the process and requirements for obtaining and maintaining an educator certification in Connecticut.
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Cross-Endorsements / Adding Endorsements to Your Certificate
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Contact information for the Bureau of certification: phone, fax, email and physical mailing address.
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Frequently asked questions regarding educator certification in Connecticut
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Intermediate Administration or Supervision #092
The requirements, regulations and upgrade path for the Intermediate Administration or Supervision endorsement (092).
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10 Principles of Mastery-Based Learning
To help schools establish a philosophical and pedagogical foundation for their work, the Great Schools Partnership created the following “Ten Principles of Mastery-Based Learning,” which describe the common features found in the most effective mastery-based systems.
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Action Planning - Mastery-Based Learning
The Cycle of Action is a simple tool developed to frame the critical steps schools take when engaged in an evidence-based, goal-driven school-improvement process designed to raise the educational achievement, aspirations, and attainment of all students.
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Assessment - Mastery-Based Learning
A core tenet of mastery-based learning or competency-based pathways (CBP) is that accurate, credible and useful student assessment information plays an essential role in supporting learning. Assessments should be a meaningful learning experience for students, provide rich information to educators so they can provide targeted support to students, and send students and parents clear signals about students’ readiness for next steps.
