Connecticut Senate Bill SB00398

Connecticut 2013 Regular Session

• Introduced: 1/23/13
• Refer: 1/23/13

Caption

An Act Permitting The Commissioner Of Education To Grant Annual Waivers For Certain Requirements Relating To Teacher Evaluation Programs For High Performing School Districts.

Impact

If enacted, SB00398 could have significant implications for how teacher evaluations are conducted across various school districts in Connecticut. By allowing the Commissioner to issue waivers for requirements that may be considered overly prescriptive or burdensome, high-performing districts may have the ability to tailor evaluation criteria to better fit their unique educational approaches. This could lead to improved job satisfaction among teachers and better overall educational outcomes, as high-performing districts could adapt their strategies based on effective practices that have proven successful in their environments.

Summary

SB00398, introduced by Senator Boucher, aims to amend legislation regarding teacher evaluation programs in Connecticut. The bill permits the Commissioner of Education to grant annual waivers from certain evaluation and support program requirements for local or regional boards of education that are recognized as high-performing. The intention behind this bill is to allow those districts that consistently demonstrate superior educational outcomes, as indicated by their school performance index scores, to maintain a level of flexibility in teacher evaluation processes, potentially fostering an environment for innovation and tailored educational standards.

Contention

There may be points of contention surrounding this bill, particularly regarding equity and consistency in educational standards across all school districts. Opponents may argue that granting waivers could lead to a two-tiered system in which higher-performing districts receive preferential treatment, potentially widening the gap between them and lower-performing districts. Critics might express concerns that this approach undermines the intention of standardizing quality across the educational system, as it allows certain districts to diverge from established evaluation protocols that are designed to ensure accountability and fairness across varying socioeconomic contexts.