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• Certificate Types

  Learn about the eligibility for certification types - Initial, Interim, Provisional and Professional

• Certification Regulations

  Learn more about the Connecticut educator certification regulations

• 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.

• Intermediate Administration or Supervision #092

  The requirements, regulations and upgrade path for the Intermediate Administration or Supervision endorsement (092).

• 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.

• 2009 Board and Committee Meetings

  2009 State Board of Education and Committee meetings agendas and minutes.

• 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.

• 2010 Board and Committee Meetings

  2010 State Board of Education and Committee meetings agendas and minutes.

• 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.

• Book Resources - Grading - Mastery-Based Learning

  Written resources for developing and implementing grading procedures in Mastery-Based Learning.

• Reporting - Mastery-Based Learning

• Resources for Communities-Mastery-Based Learning

• Young Parents Program

  A Young Parents Program (YPP) provides day care services for the infants/toddlers of students who are enrolled in and attending a comprehensive high school program leading to graduation from high school.

• Whole School, Whole Community, Whole Child

  The WSCC model provides an infrastructure for schools to engage students, families, staff, and the community to improve the cognitive, physical, social, and emotional development of every child.

• Increasing Educator Diversity Plans by LEA