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 5627 | WWW.CAPSS.ORG Strategies to make the vision a reality ◆ Developing transformational leaders The education and credentialing of educational leaders should equip them with the tools to lead student-centered, mastery-based schools. ◆ Developing a leadership pipeline Schools and districts offer formal leadership roles to teachers and support them in developing leadership skills. ◆ Evaluation aligned with mastery-based education Evaluation of school and educator effectiveness includes criteria based on student progress rather than absolute achievement. Successful principals and teachers help students increase their mastery of knowledge and skills. Why is this important? School and district leadership have a strong impact on student achievement.24 School leaders include all educators, principals and teachers, working together to create an organization focused on learning.25 Their efforts are most successful when working within a system that provides a framework focused on achievement and continuous improvement and that allows for local variation to meet the needs of students.26 Reform System Leadership and Governance Current Status The current educator evaluation system is based on requirements of the NCLB law. Congress passed a law eliminating the federal role in educator evaluation. This change in federal policy will give Connecticut the opportunity to rethink its teacher evaluation system to encourage professional growth and collaboration to improve student outcomes. The reduced tenure of leadership in districts, including superintendents, principal and teachers, has eroded the ability of schools and school districts to innovate policies and practices that will lead to substantial growth in student outcomes. Short-term leadership often causes leaders to focus on short-term goals. The vision Connecticut’s education system provides a framework that allows education leaders to foster student-centered districts, schools, and classrooms. Within the framework, the roles of school leaders, district leaders, regional leaders, and state leaders are clearly defined and delineated. 27 | WWW.CAPSS.ORG