Connecticut System for Educator Evaluation and Development: Identifying Factors That Enhance New Accountability Practices

• In Event: Teacher Evaluation Under the Microscope

Abstract

In 2013, school districts in Connecticut designated if they were going to use the state-developed System for Educator Evaluation and Development (SEED) evaluation model as designed, utilize a hybrid, or develop their own model to meet the state’s guidelines. This study sought to investigate teacher and administrator experiences, perceptions, and attitudes with SEED.  Of particular interest were teachers’ perceptions and interpretations of the effectiveness of SEED and the factors that appear to impact the perceived effectiveness. Survey data were analyzed using Ordered Logistic Regressions. Results suggest teachers value feedback that is specific, frequent, evidence-based, and related to professional development opportunities. Likewise, for teachers to value feedback fully, evaluators must have knowledge of content, instructional practices, and the evaluation system.

Authors

• Maria Boeke Mongillo, Central Connecticut State University

• Jeremy D. Visone, Central Connecticut State University

• Yan Liu, University of North Carolina - Wilmington

• Penelope L. Lisi, Central Connecticut State University