Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56Current Status In May of 2015, the Connecticut State Board of Education adopted the Definition for Professional Learning and the Connecticut Standards for Professional Learning, including standards for professional learning groups. ACTION STEPS 4 Connecticut will grant certification to teachers and educational leaders based on demonstrated competency, not on accumulation of university credits. 4 The first year in a teaching or leadership role will be structured as an internship with strong, consistent coaching by experienced educators committed to transformation. 4 Educator certification will provide flexibility to allow greater leadership and coaching opportunities and facilitated job-embedded professional development for teachers. 4 Evaluation systems will include criteria that encourage educator collaboration and innovation rather than penalizing teachers and educational leaders for taking risks to improve their practice.23 4 Performance, professional activity, and student achievement will be the determinants when acting upon a necessary reduction in force. 4 In shortage areas only, a superintendent can grant a temporary certificate for up to two- years as long as the teacher enrolls in a higher education program to get that endorsement. For specific recommendations on Strengthen the Profession see Appendix pages 45-47. To download a copy of Educator Competencies for Personalized, Learner Centered Teaching, visit: http://studentsatthecenterhub.org/wp-content/ uploads/2015/12/EducatorCompetencies_081015.pdf EXECUTIVE SUMMARY | 26