Collection and Articulation of Teacher Data
By July 1, 2013, the State Board of Education “must develop new model teacher evaluation program guidelines for using multiple indicators of student academic growth.”[3] In addition, public schools will be required to collect data not just on mastery test scores but also students and teachers themselves. This data will then be used when evaluating student performance and growth. Teacher data that must be collected is articulated in C.G.S. § 10-10a:
(i) Teacher credentials, such as master’s degrees, teacher preparation programs completed and certification levels and endorsement areas
(ii) Teacher assessments, such as whether a teacher is deemed highly qualified pursuant to the No Child Left Behind Act, P.L. 107-110, or deemed to meet such other designations as may be established by federal law or regulations for the purposes of tracking the equitable distribution of instructional staff
(iii) The presence of substitute teachers in a teacher’s classroom
(iv) Class size
(v) Numbers relating to absenteeism in a teacher’s classroom
(vi) The presence of a teacher’s aide
For more information regarding statutory requirements that govern teacher layoffs and evaluations, please follow this link, which provides a summary produced by the Office of Legislative Research.
[1] “Source: Tentative deal reached in Chicago teacher strike,” by Katherine Wojtecki. September 14, 2012: http://www.cnn.com/2012/09/14/us/illinois-chicago-teachers-strike/index.html
[2] “Teacher Layoff and Teacher Evaluation Requirements,” by Judith Lohman, Office of Legislative Research. February 9, 2011: http://cga.ct.gov/2011/rpt/2011-R-0075.htm
[3] Id.
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