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Data, statistics, and reports about schools, districts, and the state
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Grade 9: Building Evidence-Based Arguments – “What is the virtue of a proportional response?”
Grade 9: Making It Visual for ELL Students - Teaching History Using MAUS
Grade K: America the Beautiful–Using Music and Art to Develop Vocabulary
Grades 11-12: Reading Closely for Textual Details - We, as a people, will get to the promised land!
Grades 9-10: Building Historical Background Knowledge - The Road to Revolution 1754-1776
Grades 9-10: Primary Source Exemplar- Human Rights, Conflict and Social Change
Grades 9-10: Reading Closely for Textual Details – “Brain Gain”
Grades 9-10: Reading Closely for Textual Details – “Modern Battlefield”
Educator Evaluation Plans – Public School Districts, Charters and RESCs
Listed below are the state approved educator evaluation and support plans for the current school year. The plans are sorted alphabetically.
The newly revised CSDE Foundational Skills for Evaluators of Teachers training is designed to concentrate on the evaluator’s capacity to observe and analyze teacher performance and practice inherent in the CT Common Core of Teaching (CCT) and to provide supportive, high quality feedback to teachers.
Performance Evaluation Advisory Council (PEAC)
Information regarding Performance Evaluation Advisory Council (PEAC), minutes, agendas and members.
Connecticut's Definition of Professional Learning: High-quality professional learning is a process that ensures all educators have equitable access throughout their career continuum to relevant, individual and collaborative opportunities to enhance their practice so that all students advance towards positive academic and non-academic outcomes.
Professional Learning - Cultural Competence
Professional learning that enhances both educator practice and outcomes for each and every student facilitates educators’ self-examination of their awareness, knowledge, skills, and actions that pertain to culture and how they can develop culturally-responsive strategies to enrich the educational experiences for all students.
Professional learning that enhances both educator practice and outcomes for each and every student requires the use of both quantitative and qualitative student, educator and system data to plan, implement, monitor, and assess professional learning.