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Board hears presentation on new educator growth-and-support plan aligned to Connecticut guidelines
Summary
The board received an overview of a proposed 2024–25 Educator Growth and Support Plan that shifts from student-learning-outcome targets to professional growth goals, adopts single-point competency rubrics, and sets minimum observation timelines and a three-tiered support model before corrective action.
The Orange Board of Education on Sept. 16 heard a detailed presentation on a proposed 2024–25 Educator Growth and Support Plan aligned to the Connecticut guidelines and the Connecticut Common Core of Teaching. The plan replaces the former emphasis on student learning outcomes with professionally focused growth goals and uses single-point competency rubrics to clarify expectations.
Mr J, a co-presenter from the district Professional Development and Evaluation Committee, said the committee "was charged with creating our District's growth and support plan for the 2024–2025 school year" and walked the board through steps taken, trainings attended and the committee's timeline. Presenters said the single-point competency approach is intended to focus staff on evidence and growth rather than on negotiating numeric ratings.
The presenters described required observations and conferences: goal conferences for teachers and related service providers by mid-October, at least one observation before midyear and a summative conference before June 1 for teachers (administrators have similar but slightly later deadlines). Beginning teachers on an initial certificate would receive two full observations plus two short "mini" observations at minimum; teachers with professional or provisional certificates would receive at least one full observation and two mini-observations annually.
Presenters emphasized a scaffolded support model with three tiers (routine supports, escalated supports, and an intensive support tier) and said that only after all supports are documented would a staff member be placed on a formal corrective action plan. "By statute this decision must involve the collective bargaining unit or administrator association representative before moving to a corrective support plan," the presenters said.
Superintendent Dr. Scarpetti thanked the committee and stressed the amount of work behind the revisions, noting that the district has sent the state requested incremental revisions and will distribute the updated plan to board members.
The board offered general praise for the shift toward professional development and clearer expectations for staff. The plan will be circulated to board members for review; presenters indicated the district has incorporated state feedback and does not expect fundamental changes to the committee's recommendations.
