During a recent Board of Education meeting, Carly Gordon presented a comprehensive plan for the evaluation and support of educators and leaders in Bristol, Connecticut. This initiative aligns with new guidelines established by the Connecticut State Department of Education in spring 2023, which emphasize nonnegotiable elements that districts must incorporate into their evaluation models.

The Bristol evaluation steering committee, composed of educators, instructional coaches, and administrators, has been actively developing a tailored evaluation system since fall 2023. This system is designed to reflect the unique needs and feedback of the local educational community, rather than simply adopting state models. The committee engaged in extensive professional learning and solicited input from over 100 staff members through surveys and interviews to inform the development of the plan.

Key features of the proposed evaluation system include three distinct stages: exploration, elaboration, and extension. The exploration stage focuses on providing new teachers with structured support to understand district priorities and instructional standards. The elaboration stage allows for greater autonomy, enabling teachers to collaborate and refine their practices based on peer observations. The extension stage, still in development, aims to create a teaching lab environment for ongoing professional growth.

Gordon highlighted the importance of continuous feedback and professional learning, noting that the new system will allow for flexibility in support based on individual teacher needs and changing educational contexts. The plan also emphasizes the integration of student achievement metrics into evaluations, a point strongly advocated by educators during the feedback process.

In addition to the educator evaluation plan, Gordon outlined a parallel initiative for leader evaluation and support, which will adopt the state model while incorporating elements of continuous improvement. This includes goal-setting meetings and observations to ensure that school leaders are effectively working towards their professional development objectives.

Overall, the proposed evaluation and support plans reflect a commitment to fostering educator growth and enhancing student learning outcomes in Bristol's schools. The detailed plan has been submitted to the state for approval, with the expectation that it will lead to a more effective and responsive educational environment.