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State says new educator‑evaluation model is showing gains; implementation uneven
Summary
Year two of Connecticut’s educator evaluation and support (EES) model generated largely positive feedback—teachers and evaluators report better two‑way coaching conversations and focus on professional growth—but CSDE and council members warned implementation varies across districts and called for ongoing leader training and stronger PEDAC engagement.
State and local stakeholders reported to the board that Connecticut’s revised educator evaluation and support system is producing higher‑quality coaching conversations and stronger professional‑learning alignment, though district‑level execution is inconsistent.
Mary Yordan, an EES council member and local teachers’ leader, summarized early survey feedback: a majority of respondents agreed that the model fosters two‑way, high‑quality conversations about practice and gives teachers greater autonomy in setting and pursuing individualized, multi‑year professional goals. "These findings mark a really notable progress from where we were three years ago," she said, noting that about 75% of respondents reported improved two‑way communication and goal‑setting freedom.
Council members and partner organizations — including the RESC Alliance, CAS and CAPS — emphasized the need for continued investments in training for principals and principal supervisors, and for active PEDAC (professional‑learning advisory) engagement within districts to guide effective implementation. The state said it provided free technical assistance and professional‑learning institutes (including a principal‑supervisor cohort) to support rollout.
Board members welcomed the progress but noted persistent unevenness across districts and raised the need for targeted support where PEDACs are not meeting or lack representative membership (including paraeducator representation). CSDE said it will continue statewide training and targeted technical assistance to support consistent implementation.
