Connecticut: College and Career Policies

Connecticut updated the Career and Technical Education standards in 2011.

Public Act 12-116, An Act Concerning Education Reform, was pivotal in defining an annual performance evaluation system for administrators and teachers, based upon a new standard of effective practice. (a) The superintendent of each local or regional board of education shall continuously evaluate or cause to be evaluated each teacher, in accordance with guidelines established by the State Board of Education, pursuant to subsection (c) of this section, [for the development of evaluation programs] and such other guidelines as may be established by mutual agreement between the local or regional board of education and the teachers' representative chosen pursuant to section 10-153b.

Beginning in November 2010, a Performance Evaluation Advisory Council (PEAC) was formed to establish the CT Guidelines for Educator Evaluation. These Guidelines were approved by the State Board of Education (SBE) on June 27, 2012 and inform implementation of model teacher and administrator evaluation and support systems being piloted in districts throughout the state during the 2012-13 school year. CT’s System for Educator Evaluation and Development (SEED) is a model evaluation system that is aligned to the Guidelines. The new model defines four categories of teacher performance: student learning (45%), teacher performance and practice (40%), parent feedback (10%) and school-wide student learning or student feedback (5%). This model system is used annually to evaluate teachers.

The State Board of Education grants teaching certificates in Connecticut.

In order to be eligible for a Connecticut teaching certificate an applicant must meet assessment, preparation and eligibility requirements.

The State Board of Education approves educator preparation programs after commissioner presents program evaluated by the appointed review committee.

Connecticut House Bill No. 6292. An Act Concerning Teacher Education Programs — Under current law, the State Board of Education has established four professional teaching standards competency areas. The bill requires candidates to also complete training in how children learn and develop socially and emotionally. Programs should meet standards put forth by NCATE and be accredited. Connecticut state-approved educator programs may lead to a bachelor’s degree or a graduate degree. All applicants must have a minimum of a bachelor’s degree to meet educational requirements. If you completed an educator program in another state, you may still be eligible for a Connecticut teaching certificate.

Connecticut updated the Literacy/English Language Arts standards in 2010. The standards are aligned to the Common Core State Standards.

Connecticut requires 4 credits of English to graduate.

A planned, sequential PK-12 comprehensive school health education addresses the physical, mental, emotional and social dimensions of health and enables children and youth to become healthy and productive citizens and establish and practice health-enhancing behaviors over a lifetime. Curriculum is designed to motivate children and youth to maintain and improve their health, prevent disease, reduce health-related risk behaviors and develop and demonstrate health-related knowledge, attitudes, skills and practices. Certified, highly qualified and effective teachers provide comprehensive school health education, which is one component of a coordinated approach to school health.

Connecticut updated the math standards in 2010. They are aligned to the Common Core State Standards.

Connecticut requires 4 credits of math to graduate.

Connecticut adopted the Smarter Balanced assessment, and also has the Connecticut Mastery test which is a standard assessment for grades 3-8 in reading, math, writing, and science; and the Connecticut Academic Performance Test for grade 10 in reading, math, writing, and science.