Connecticut House Bill HB06191

Connecticut 2013 Regular Session

• Introduced: 1/28/13
• Refer: 1/28/13

Caption

An Act Permitting The Commissioner Of Education To Waive Certain Requirements And Provide Flexibility In The Development Of Teacher Evaluation Programs For High Performing School Districts.

Impact

If enacted, HB 6191 would amend section 10-151b of the general statutes, allowing the Commissioner of Education to grant waivers specifically designed for high performing school districts. This could significantly impact the way teacher evaluations are conducted across such districts, providing them with the autonomy to create tailored programs that reflect their standards of excellence. The implications may lead to improved educator performance and, potentially, enhanced student outcomes as high-performing districts implement evaluation processes that are more suited to their educational context.

Summary

House Bill 6191 aims to give the Commissioner of Education the authority to waive certain teacher evaluation requirements for local or regional school boards identified as high performing based on school performance index scores. This bill emphasizes the need for flexibility in developing teacher evaluation programs, enabling these high-performing districts to customize their evaluation processes according to their unique needs and contexts. The overarching goal is to foster an environment where successful districts can operate without the constraints of broad regulations that may not serve their specific circumstances.

Contention

One point of contention surrounding HB 6191 is the concern regarding the adequacy of oversight and consistency in teacher evaluations across different districts. Critics may argue that allowing flexibility in evaluation programs could lead to disparities in performance assessment among teachers, thereby affecting the overall educational quality. Proponents argue that the bill is necessary to empower high-performing districts to innovate and adapt their evaluation methods, asserting that a one-size-fits-all approach is not effective in a diverse educational landscape.