Interactive Data Portal
Data, statistics, and reports about schools, districts, and the state
Connecticut State
Department of Education
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Page 1724 of 1815
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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.
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Professional Learning - Resources
Professional learning that enhances both educator practice and outcomes for each and every student requires purposeful planning for the identification, coordination, monitoring, evaluation, and equitable use and allocation of resources to support educator learning.
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Professional Learning - Learning Communities
Professional learning that enhances both educator practice and outcomes for each and every student occurs within learning communities committed to continuous growth, collective responsibility, family and community engagement and alignment of district and school vision and goals.
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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.
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The Student Learning Goals/Objectives Process
The process begins before the start of the new school year with the superintendent identifying the instructional priorities for the district, which informs the instructional priorities of each school and thus informs the administrator’s student learning priorities. Teacher then examine their own student data and set goals to address the learning priorities identified by their administrators.
