Statement of Need and Program Objectives: activities of the Department that have been defined by the State Board of Education through its five-year comprehensive plan for To promote the State Board of Education’s goals and policies elementary, secondary, vocational, career and adult education. In efficiently and effectively by providing instructional leadership and a addition, funds are received for the continuation of major coordinated administrative direction. grants and the American School for the Deaf. Program Description The primary purpose of this program is to provide for the efficient and effective administration, coordination and supervision of the the state is changing the induction process for beginning teachers by Statutory Reference requiring them to be mentored for a two-year period while they C. G. S. Section 10-14m through 10-14r; 10-145 through 10-146c; successfully complete five professional growth modules in classroom through 10-155gg; 10-220a. management, planning, instruction, assessment of learning and Statement of Need and Program Objectives: professional responsibility. Initiatives include cooperative efforts To help districts ensure that high-quality educators are appropriately with Connecticut’s 16 (plus three alternate routes to initial prepared to teach public school students. To identify educational certification) teacher preparation programs; an entrance ’s needs early enough to allow students to receive extra help and, at examination for prospective teachers to assess essential skills in the same time, to implement desirable changes to curriculum in reading, writing and mathematics; and subject matter knowledge order to enrich future students’ learning. and successful completion of the state’s newly developed Teacher Education And Mentoring (TEAM) Program. Additionally, the state is Program Description currently piloting a newly designed educator evaluation system that The state, in collaboration with advisory groups, continually reviews will be implemented by all districts beginning in school year and revises the teacher preparation approval and certification in which teacher performance and practice and student process to ensure that prospective teachers have requisite outcomes are included in the annual evaluation of individual competencies, subject knowledge and teaching skills under educators. Teacher recruitment and retention is also a focus of the the proposed new teacher certification requirements. Additionally, CSDE.
Statement of Need and Program Objectives: To promote the State Board of Education’s goals and policies efficiently and effectively by providing instructional leadership and a coordinated administrative direction. Program Description The primary purpose of this program is to provide for the efficient and effective administration, coordination and supervision of the activities of the Department that have been defined by the State Board of Education through its five-year comprehensive plan for elementary, secondary, vocational, career and adult education. In addition, funds are received for the continuation of major grants and the American School for the Deaf. Statutory Reference C. G. S. Section 10-14m through 10-14r; 10-145 through 10-146c; through 10-155gg; 10-220a. Statement of Need and Program Objectives: To help districts ensure that high-quality educators are appropriately prepared to teach ’s public school students. To identify educational needs early enough to allow students to receive extra help and, at the same time, to implement desirable changes to curriculum in order to enrich future students’ learning. Program Description The state, in collaboration with advisory groups, continually reviews and revises the teacher preparation approval and certification process to ensure that prospective teachers have requisite competencies, subject knowledge and teaching skills under the proposed new teacher certification requirements. Additionally, the state is changing the induction process for beginning teachers by requiring them to be mentored for a two-year period while they successfully complete five professional growth modules in classroom management, planning, instruction, assessment of learning and professional responsibility. Initiatives include cooperative efforts with Connecticut’s 16 (plus three alternate routes to initial certification) teacher preparation programs; an entrance examination for prospective teachers to assess essential skills in reading, writing and mathematics; and subject matter knowledge and successful completion of the state’s newly developed Teacher Education And Mentoring (TEAM) Program. Additionally, the state is currently piloting a newly designed educator evaluation system that will be implemented by all districts beginning in school year in which teacher performance and practice and student outcomes are included in the annual evaluation of individual educators. Teacher recruitment and retention is also a focus of the CSDE.