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• Elementary and Early Childhood Cross-Endorsements

  Elementary and Early Childhood Cross-Endorsements: Elementary, 1-6 (305), Integrated Early Childhood/Special Education, Birth-Kindergarten (112), Integrated Early Childhood/Special Education, Nursery-K – Elem. 1-3 (113)

• I Completed an Educator Preparation Program and Applying for Certification

  Step-by-step certification application process for completers of a Connecticut educator preparation program.

• Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR)

  CEEDAR tools and documents for EPPs and districts.

• Career Clusters, Career Pathways, Programs of Study

  Career and Technical Education (CTE) provides students of all ages with the academic, technical skills, knowledge and training necessary to succeed in future careers and to become lifelong learners.

• Architecture and Construction

  Career and Technical Education (CTE) provides students of all ages with the academic, technical skills, knowledge and training necessary to succeed in future careers and to become lifelong learners.

• Business Management and Administration

  Career and Technical Education (CTE) provides students of all ages with the academic, technical skills, knowledge and training necessary to succeed in future careers and to become lifelong learners.

• Education and Training

  Career and Technical Education (CTE) provides students of all ages with the academic, technical skills, knowledge and training necessary to succeed in future careers and to become lifelong learners.

• Personal Financial Management and Financial Literacy

  Connecticut schools are required to provide learning opportunities for all students to accumulate one-half credit in personal financial management and financial literacy courses commencing with the graduating class of 2027.

• Manchester 26-0171

• What is Mastery-Based Learning?

  Connecticut students can learn through student-centered pathways that ensure college and career readiness.

• What's in a name?

  It goes by many other names, but Master-Based Learning is the term used in Connecticut.

• Why Mastery-Based Learning?

  Rather assuming that completing a number of hours in a classroom results in understanding, mastery-based learning requires students to demonstrate knowledge and skills before progressing to the next level. Mastery-based learning requires teachers to develop a more fine-grained understanding of student abilities.

• 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.

• Formative Assessment - Mastery-Based Learning

  The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

• Guidelines for Implementing Mastery-Based Learning

  In accordance with the Connecticut General Statutes (C.G.S.) Section 10-221a(f)(3) passed by the Connecticut State Legislature, the Connecticut State Department of Education (CSDE) is required to create and distribute guidance to support educators in schools and districts interested in implementing a mastery-based system as follows.