Sub-heading ADMINISTRATOR EVALUATION AND SUPPORT SYSTEM Curriculum, Instruction and Assessment Leader Proposed Adaptations

Common Titles for Curriculum, Instruction and Assessment Leaders 1 Assistant Superintendent for Curriculum and Instruction Director of Curriculum Program Coordinator/Supervisor Chief Academic Officer Coordinator of Elementary or Secondary Instruction

Components Of Evaluation 2 ANNUAL SUMMATIVE RATING ANNUAL SUMMATIVE RATING OUTCOME RATING PRACTICE RATING Teacher Effectiveness Outcomes

Performance and Leadership Practice 3 GUIDELINES Leadership Practice comprises 40% of the summative rating Districts may generate ratings from evidence based on the CCL Leadership Standards Use of a rubric is not required for Curriculum, Instruction and Assessment Administrators

Performance and Practice: Weighting of Standards 4 The CCL outlines six Performance Expectations (PEs) PE 2: Teaching and Learning - 50% All other PEs (Equally-weighted) - 50%

Focus Area Development 5 Proposed Adaptations Identify specific areas in which administrators want to improve Based on reflection on past performance and aligned with the CT Leadership Standards Includes action steps to move practice in support of the improvement of teaching and learning Support administrators in accomplishing their Student Learning Indicators and Stakeholder Feedback targets

Focus Area Example 6 P.E. 2 (B): Curriculum and Instruction To align curriculum with the CT Core Standards, results from an audit of the secondary curricula in ELA, Social Studies and Science will be reviewed and analyzed to inform curriculum work that will take place in the school year to ensure the integration of appropriate literacy and performance tasks into course content.

Stakeholder Feedback 7 GUIDELINES Stakeholder Feedback is rated as 10% of the Summative Rating Feedback from relevant stakeholders May use surveys, interviews, focus groups, other methods Valid and reliable methods Surveys must align with CT Leadership Standards Rating based on growth or status performance

Stakeholder Feedback Groups 8 Suggested Stakeholder Groups for Curriculum, Instruction and Assessment Administrators - Building Administrators - Teachers

Sample Stakeholder Feedback Questions 9 The policies, procedures and practices of the Curriculum Office align with school and district vision, mission and goals. Instructional resources and programs align with the district’s vision, mission and goals. Data, research and best practice shape programs and activities aligned with curriculum. The effectiveness of professional development is monitored and evaluated in a variety of ways.

Recommendations for Student Learning Indicators 10 Guidelines Student Learning Outcomes comprises 45% of the summative rating (22.5%) is based on goals addressing a significant portion of the students served (22.5%) shall be based on the student performance and/or growth on the state-administered assessment in the core content areas of the schools or content areas served

Sample Student Learning Indicators 11 Sample Indicator Indicator: During the school year, 78% of students in grades K-12 will meet or exceed grade level expectations for writing as measured by the May administration of the district’s standards-based performance assessment (An increase of 5% from data).

A Development Guide for Student Learning Indicators 12

Teacher Effectiveness Outcomes 13 GUIDELINES Teacher Effectiveness Outcomes comprises 5% of the summative rating Proposal Adaptations Rating is based on the percentage of principals, assistant principals and instructional supervisors who meet or exceed their Student Learning Indicator targets

Teacher Effectiveness Outcomes 14 ExemplaryProficientDevelopingBelow Standard >80% of principals, assistant principals and instructional supervisors are rated proficient or exemplary on the student learning objectives portion of their evaluation >60% of principals, assistant principals and instructional supervisors are rated proficient or exemplary on the student learning objectives portion of their evaluation >40% of principals, assistant principals and instructional supervisors are rated proficient or exemplary on the student learning objectives portion of their evaluation <40% of principals, assistant principals and instructional supervisors are rated proficient or exemplary on the student learning objectives portion of their evaluation

Final Note 15 Districts are encouraged to engage in a “Permissive Pilot” during the school year. Districts will be required to include Curriculum, Instruction and Assessment Administrators in their evaluation and support plans for school year

16 Dianna R. Wentzell Interim Commissioner, CT State Department of Education Dr. Everett Lyons CAS Associate Executive Director Shannon Marimón Division Director, CSDE Talent Office Dr. Sarah Barzee Chief Talent Officer Contact the CSDE Talent Office Hotline at: or Visit us online:

Non-Discrimination Statement 17 The Connecticut State Department of Education is committed to a policy of equal opportunity/ affirmative action for all qualified persons. The Department of Education does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to, mental retardation, past or present history of mental disability, physical disability or learning disability), genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws. The Department of Education does not unlawfully discriminate in employment and licensing against qualified persons with a prior criminal conviction. Inquiries regarding the Department of Education’s nondiscrimination policies should be directed to Levy Gillespie, Equal Employment Opportunity Director/American with Disabilities Act Coordinator, Title IX/ADA/Section 504 Coordinator, State of Connecticut Department of Education, 25 Industrial Park Road, Middletown, CT