LCO \\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-R01-
HB.docx
1 of 12
General Assembly Substitute Bill No. 6757
January Session, 2023
AN ACT CONCERNING TEACHER PERFORMANCE EVALUATIONS.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. Section 10-151b of the general statutes is repealed and the 1
following is substituted in lieu thereof (Effective July 1, 2024): 2
(a) The superintendent of each local or regional board of education 3
shall annually evaluate or cause to be evaluated each teacher, and for 4
the school year commencing July 1, 2013, and each school year 5
thereafter, such annual evaluations shall be the teacher evaluation and 6
support program adopted pursuant to subsection (b) of this section. 7
The superintendent may conduct additional formative evaluations 8
toward producing an annual summative evaluation. An evaluation 9
pursuant to this subsection shall include, but need not be limited to, 10
strengths, areas needing improvement, strategies for improvement and 11
multiple indicators of student academic growth. Claims of failure to 12
follow the established procedures of such teacher evaluation and 13
support program shall be subject to the grievance procedure in 14
collective bargaining agreements negotiated subsequent to July 1, 2004. 15
In the event that a teacher does not receive a summative evaluation 16
during the school year, such teacher shall [receive a "not rated" 17
designation for such school year] be recorded as not evaluated. The 18
superintendent shall report (1) the status of teacher evaluations to the 19
local or regional board of education on or before June first of each year, 20 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
2 of 12
and (2) the status of the implementation of the teacher evaluation and 21
support program, including the frequency of evaluations, [aggregate 22
evaluation ratings,] the number of teachers who have not been 23
evaluated and other requirements as determined by the Department of 24
Education, to the Commissioner of Education on or before September 25
fifteenth of each year. For purposes of this section, the term "teacher" 26
shall include each professional employee of a board of education, 27
below the rank of superintendent, who holds a certificate or permit 28
issued by the State Board of Education. 29
(b) [Except as provided in subsection (d) of this section, not] Not 30
later than September 1, [2013] 2024, each local and regional board of 31
education shall adopt and implement a teacher evaluation and support 32
program that is consistent with the guidelines for a [model] teacher 33
evaluation and support program adopted by the State Board of 34
Education, pursuant to subsection (c) of this section. Such teacher 35
evaluation and support program shall be developed through mutual 36
agreement between the local or regional board of education and the 37
professional development and evaluation committee for the school 38
district, established pursuant to subsection (b) of section 10-220a. If a 39
local or regional board of education is unable to develop a teacher 40
evaluation and support program through mutual agreement with such 41
professional development and evaluation committee, then such board 42
of education and such professional development and evaluation 43
committee shall consider the model teacher evaluation and support 44
program adopted by the State Board of Education, pursuant to 45
subsection (c) of this section, and such board of education may adopt, 46
through mutual agreement with such professional development and 47
evaluation committee, such model teacher evaluation and support 48
program. If a local or regional board of education and the professional 49
development and evaluation committee are unable to mutually agree 50
on the adoption of such model teacher evaluation and support 51
program, then such board of education shall adopt and implement a 52
teacher evaluation and support program developed by such board of 53
education, provided such teacher evaluation and support program is 54 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
3 of 12
consistent with the guidelines adopted by the State Board of 55
Education, pursuant to subsection (c) of this section. [Each local and 56
regional board of education may commence implementation of the 57
teacher evaluation and support program adopted pursuant to this 58
subsection in accordance with a teacher evaluation and support 59
program implementation plan adopted pursuant to subsection (d) of 60
this section.] 61
(c) (1) On or before July 1, [2012] 2025, the State Board of Education 62
shall adopt, in consultation with the Performance Evaluation Advisory 63
Council established pursuant to section 10-151d, as amended by this 64
act, guidelines for a [model] teacher evaluation and support program. 65
Such guidelines shall include, but not be limited to, (A) [the use of four 66
performance evaluations designators: Exemplary, proficient, 67
developing and below standard; (B)] the use of multiple indicators of 68
student [academic] learning, growth and [development] achievement 69
in teacher evaluations; [(C)] (B) methods for assessing student 70
[academic] learning, growth and [development; (D)] achievement; (C) 71
a consideration of control factors tracked by the state-wide public 72
school information system, pursuant to subsection (c) of section 10-10a, 73
that may influence teacher performance, [ratings,] including, but not 74
limited to, student characteristics, student attendance and student 75
mobility; [(E)] (D) minimum requirements for teacher evaluation 76
instruments and procedures, including [scoring systems to determine 77
exemplary, proficient, developing and below standard ratings; (F)] an 78
annual summary of teacher growth provided by the evaluator; (E) the 79
development and implementation of periodic training programs 80
regarding the teacher evaluation and support program to be offered by 81
the local or regional board of education or regional educational service 82
center for the school district to teachers who are employed by such 83
local or regional board of education and whose performance is being 84
evaluated and to administrators who are employed by such local or 85
regional board of education and who are conducting performance 86
evaluations; [(G)] (F) the provision of professional development 87
services based on the individual or group of individuals' needs that are 88 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
4 of 12
identified through the evaluation process; [(H)] (G) the creation of 89
individual teacher improvement and remediation plans for teachers 90
[whose performance is developing or below standard] who require 91
additional support, designed in consultation with such teacher and his 92
or her exclusive bargaining representative for certified teachers chosen 93
pursuant to section 10-153b, and that (i) identify resources, support 94
and other strategies to be provided by the local or regional board of 95
education to address documented deficiencies, (ii) indicate a timeline 96
for implementing such resources, support, and other strategies, in the 97
course of the same school year as the plan is issued, and (iii) include 98
indicators of success [including a summative rating of proficient or 99
better] immediately at the conclusion of the improvement and 100
remediation plan; [(I)] (H) opportunities for career development and 101
professional growth; and [(J)] (I) a validation procedure to audit 102
[evaluation ratings of exemplary or below standard] remediation plans 103
by the department or a third-party entity approved by the department. 104
(2) (A) The State Board of Education [shall, following the 105
completion of the teacher evaluation and support pilot program, 106
pursuant to section 10-151f, and the submission of the study of such 107
pilot program, pursuant to section 10-151g, review and] may revise, as 108
necessary, the guidelines for a [model] teacher evaluation and support 109
program and the model teacher evaluation and support program 110
adopted under [this subsection] subparagraph (B) of this subdivision. 111
(B) The State Board of Education shall adopt a model teacher 112
evaluation and support program that may be used by local and 113
regional boards of education. Such model teacher evaluation and 114
support program shall be consistent with the guidelines described in 115
subdivision (1) of this subsection. 116
(d) [A local or regional board of education may phase in full 117
implementation of the teacher evaluation and support program 118
adopted pursuant to subsection (b) of this section during the school 119
years commencing July 1, 2013, and July 1, 2014, pursuant to a teacher 120
evaluation and support program implementation plan adopted by the 121 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
5 of 12
State Board of Education, in consultation with the Performance 122
Evaluation Advisory Council, not later than July 1, 2013.] The 123
Commissioner of Education may waive the provisions of subsection 124
(b) of this section [and the implementation plan provisions of this 125
subsection] for any local or regional board of education that has 126
expressed an intent, not later than July 1, [2013] 2024, to adopt a 127
teacher evaluation program for which such board requests a waiver in 128
accordance with this subsection. 129
Sec. 2. Section 10-151d of the general statutes is repealed and the 130
following is substituted in lieu thereof (Effective July 1, 2023): 131
(a) There is established a Performance Evaluation Advisory Council 132
within the Department of Education. Membership of the council shall 133
consist of: (1) The Commissioner of Education and the president of the 134
Connecticut State Colleges and Universities, or their designees, (2) one 135
representative from each of the following associations, designated by 136
the association, the Connecticut Association of Boards of Education, 137
the Connecticut Association of Public School Superintendents, the 138
Connecticut Federation of School Administrators, the Connecticut 139
Education Association, the American Federation of Teachers -140
Connecticut, the Connecticut Association of School Administrators and 141
the Connecticut Association of Schools, (3) a representative from the 142
Task Force to Diversify the Educator Workforce, established pursuant 143
to section 10-156aa, designated by the chairpersons of said task force, 144
and (4) persons selected by the Commissioner of Education who shall 145
include, but need not be limited to, teachers, persons with expertise in 146
performance evaluation processes and systems, and any other person 147
the commissioner deems appropriate. 148
(b) The council shall be responsible for (1) assisting the State Board 149
of Education in the development of [(A)] guidelines for a [model] 150
teacher evaluation and support program, and [(B) a model teacher 151
evaluation and support program, pursuant to subsection (c) of section 152
10-151b,] (2) the data collection and evaluation support system, 153
pursuant to subsection (c) of section 10-10a. [, and (3) assisting the 154 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
6 of 12
State Board of Education in the development of a teacher evaluation 155
and support program implementation plan, pursuant to subsection (e) 156
of section 10-151b.] The council shall meet at least quarterly. The 157
council shall collaborate with the Task Force to Diversify the Educator 158
Workforce, established pursuant to section 10-156aa, to focus on issues 159
concerning equity and closing the achievement gap, as defined in 160
section 10-14u. 161
(c) On and after July 1, 2018, the council shall, in collaboration with 162
the [minority teacher recruitment task force] Task Force to Diversify 163
the Educator Workforce, incorporate into the work of the council 164
strategies and a framework for educators to be effective in closing the 165
achievement gap and in increasing educational opportunities. 166
Sec. 3. Section 10-151h of the general statutes is repealed and the 167
following is substituted in lieu thereof (Effective July 1, 2023): 168
(a) Upon the implementation of the teacher evaluation and support 169
program adopted pursuant to subsection (b) of section 10-151b, as 170
amended by this act, each local and regional board of education shall 171
conduct training programs for all evaluators and orientation for all 172
teachers employed by such board relating to the provisions of such 173
teacher evaluation and support program adopted by such board of 174
education. Such training shall provide instruction to evaluators in how 175
to conduct proper performance evaluations prior to conducting an 176
evaluation under the teacher evaluation and support program. Such 177
orientation shall be completed by each teacher before a teacher 178
receives an evaluation under the teacher evaluation and support 179
program. For purposes of this section, "teacher" includes each 180
professional employee of a board of education, below the rank of 181
superintendent, who holds a certificate or permit issued by the State 182
Board of Education. 183
(b) For the school year commencing July 1, [2014] 2023, and each 184
school year thereafter, each local and regional board of education shall 185
(1) conduct the training programs and orientation described in 186 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
7 of 12
subsection (a) of this section at least [biennially] annually to all 187
evaluators and teachers employed by such board, (2) conduct such 188
training programs for all new evaluators prior to any evaluations 189
conducted by such evaluators, and (3) provide such orientation to all 190
new teachers hired by such board before such teachers receive an 191
evaluation. 192
Sec. 4. Subsection (i) of section 10-145a of the general statutes is 193
repealed and the following is substituted in lieu thereof (Effective July 194
1, 2023): 195
(i) On and after July 1, 2016, any program of teacher preparation 196
leading to professional certification shall require, as part of the 197
curriculum, clinical experience, field experience or student teaching 198
experience in a classroom during four semesters of such program of 199
teacher preparation. Such clinical experience, field experience or 200
student teaching experience shall occur: (1) In a school district that has 201
been categorized by the Department of Education as District Reference 202
Group A, B, C, D or E, and (2) in a school district that has been 203
categorized by the department as District Reference Group F, G, H or I. 204
Such clinical experience, field experience or student teaching 205
experience may include a cooperating teacher serving as a mentor to 206
student teachers. [, provided such cooperating teacher has received a 207
performance evaluation designation of exemplary or proficient, 208
pursuant to section 10-151b, for the prior school year.] 209
Sec. 5. Subsection (c) of section 10-223h of the general statutes is 210
repealed and the following is substituted in lieu thereof (Effective July 211
1, 2023): 212
(c) Following the establishment of a turnaround committee, the 213
Department of Education shall conduct, in consultation with the local 214
or regional board of education for a school selected to participate in the 215
commissioner's network of schools, the school governance council for 216
such school and such turnaround committee, an operations and 217
instructional audit, as described in subparagraph (A) of subdivision (2) 218 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
8 of 12
of subsection (e) of section 10-223e, for such school. Such operations 219
and instructional audit shall be conducted pursuant to guidelines 220
issued by the department and shall determine the extent to which the 221
school (1) has established a strong family and community connection 222
to the school; (2) has a positive school environment, as evidenced by a 223
culture of high expectations, a safe and orderly workplace, and that 224
address other nonacademic factors that impact student achievement, 225
such as students' social, emotional, arts, cultural, recreational and 226
health needs; (3) has effective leadership, as evidenced by the school 227
principal's performance appraisals, track record in improving student 228
achievement, ability to lead turnaround efforts, and managerial skills 229
and authority in the areas of scheduling, staff management, 230
curriculum implementation and budgeting; (4) has effective teachers 231
and support staff as evidenced by performance evaluations, policies to 232
retain staff determined to be effective and who have the ability to be 233
successful in the turnaround effort, policies to prevent ineffective 234
teachers from transferring to the schools, and job-embedded, ongoing 235
professional development informed by the teacher evaluation and 236
support programs that are tied to teacher and student needs; (5) uses 237
time effectively as evidenced by the redesign of the school day, week, 238
or year to include additional time for student learning and teacher 239
collaboration; (6) has a curriculum and instructional program that is 240
based on student needs, is research-based, rigorous and aligned with 241
state academic content standards, and serves all children, including 242
students at every achievement level; and (7) uses evidence to inform 243
decision-making and for continuous improvement, including by 244
providing time for collaboration on the use of data. Such operations 245
and instructional audit shall be informed by an inventory of the 246
following: (A) Before and after school programs, (B) any school-based 247
health centers, family resource centers or other community services 248
offered at the school, including, but not limited to, social services, 249
mental health services and parenting support programs, (C) whether 250
scientific research-based interventions are being fully implemented at 251
the school, (D) resources for scientific research-based interventions 252
during the school year and summer school programs, (E) resources for 253 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
9 of 12
gifted and talented students, (F) the length of the school day and the 254
school year, (G) summer school programs, (H) alternative education, 255
as defined in section 10-74j, if any, offered to students at the school, (I) 256
the number of teachers employed at the school and the number of 257
teachers who have left the school in each of the previous three school 258
years, (J) student mobility, including the number of students who have 259
been enrolled in and left the school, (K) the number of students whose 260
primary language is not English, (L) the number of students receiving 261
special education services, (M) the number of truants, (N) the number 262
of students who are eligible for free or reduced price lunches, (O) the 263
number of students who are eligible for HUSKY A, (P) the curricula 264
used at the school, (Q) the reading curricula and programs for 265
kindergarten to grade three, inclusive, if any, at the school, (R) arts and 266
music programs offered at the school, (S) physical education programs 267
offered and periods for recess or physical activity, (T) the number of 268
school psychologists at the school and the ratio of school psychologists 269
to students at the school, (U) the number of social workers at the 270
school and the ratio of social workers to students at the school, (V) the 271
teacher and administrator performance evaluation program, including 272
the frequency of performance evaluations, how such evaluations are 273
conducted and by whom, the standards for performance ratings and 274
follow-up and remediation plans and the [aggregate] results of teacher 275
performance evaluation ratings conducted pursuant to section 10-151b, 276
as amended by this act, and any other available measures of teacher 277
effectiveness, (W) professional development activities and programs, 278
(X) teacher and student access to technology inside and outside of the 279
classroom, (Y) student access to and enrollment in mastery test 280
preparation programs, (Z) the availability of textbooks, learning 281
materials and other supplies, (AA) student demographics, including 282
race, gender and ethnicity, (BB) chronic absenteeism, and (CC) 283
preexisting school improvement plans, for the purpose of (i) 284
determining why such school improvement plans have not improved 285
student academic performance, and (ii) identifying governance, legal, 286
operational, staffing or resource constraints that contributed to the lack 287
of student academic performance at such school and should be 288 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
10 of 12
addressed, modified or removed for such school to improve student 289
academic performance. 290
Sec. 6. Subsection (d) of section 10-262u of the general statutes is 291
repealed and the following is substituted in lieu thereof (Effective July 292
1, 2023): 293
(d) The local or regional board of education for a town designated 294
as an alliance district may apply to the Commissioner of Education, at 295
such time and in such manner as the commissioner prescribes, to 296
receive any increase in funds received over the amount the town 297
received for the prior fiscal year pursuant to subsection (a) of section 298
10-262i. Applications pursuant to this subsection shall include 299
objectives and performance targets and a plan that are developed, in 300
part, on the strategic use of student academic performance data. Such 301
plan may include, but not be limited to, the following: (1) A tiered 302
system of interventions for the schools under the jurisdiction of such 303
board based on the needs of such schools, (2) ways to strengthen the 304
foundational programs in reading, through the intensive reading 305
instruction program pursuant to section 10-14u, to ensure reading 306
mastery in kindergarten to grade three, inclusive, with a focus on 307
standards and instruction, proper use of data, intervention strategies, 308
current information for teachers, parental engagement, and teacher 309
professional development, (3) additional learning time, including 310
extended school day or school year programming administered by 311
school personnel or external partners, (4) a talent strategy that 312
includes, but is not limited to, teacher and school leader recruitment 313
and assignment, career ladder policies that draw upon guidelines for a 314
[model] teacher evaluation program adopted by the State Board of 315
Education, pursuant to section 10-151b, as amended by this act, and 316
adopted by each local or regional board of education. Such talent 317
strategy may include provisions that demonstrate increased ability to 318
attract, retain, promote and bolster the performance of staff in 319
accordance with performance evaluation findings and, in the case of 320
new personnel, other indicators of effectiveness, (5) training for school 321 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
11 of 12
leaders and other staff on new teacher evaluation models, (6) 322
provisions for the cooperation and coordination with early childhood 323
education providers to ensure alignment with district expectations for 324
student entry into kindergarten, including funding for an existing local 325
Head Start program, (7) provisions for the cooperation and 326
coordination with other governmental and community programs to 327
ensure that students receive adequate support and wraparound 328
services, including community school models, (8) provisions for 329
implementing and furthering state-wide education standards adopted 330
by the State Board of Education and all activities and initiatives 331
associated with such standards, (9) strategies for attracting and 332
recruiting minority teachers and administrators, (10) provisions for the 333
enhancement of bilingual education programs, pursuant to section 10-334
17f, or other language acquisition services to English language 335
learners, including, but not limited to, participation in the English 336
language learner pilot program, established pursuant to section 10-17n, 337
(11) entering into the model school district responsibilities agreement, 338
described in section 10-223l, (12) leadership succession plans that 339
provide training and learning opportunities for administrators and are 340
designed to assist in the seamless transition of school and district 341
personnel in and out of leadership positions in the school district and 342
the continuous implementation of plans developed under this 343
subsection, (13) implementing the policy adopted pursuant to section 344
10-223m to improve completion rates of the Free Application for 345
Federal Student Aid by students enrolled in grade twelve in a high 346
school under the jurisdiction of such board or students enrolled in an 347
adult education program maintained by such board pursuant to 348
section 10-69, and, as applicable, the parent and guardians of such 349
students, and (14) any additional categories or goals as determined by 350
the commissioner. Such plan shall demonstrate collaboration with key 351
stakeholders, as identified by the commissioner, with the goal of 352
achieving efficiencies and the alignment of intent and practice of 353
current programs with conditional programs identified in this 354
subsection. The commissioner may (A) require changes in any plan 355
submitted by a local or regional board of education before the 356 Substitute Bill No. 6757
LCO {\\PRDFS1\HCOUSERS\BARRYJN\WS\2023HB-06757-
R01-HB.docx }
12 of 12
commissioner approves an application under this subsection, and (B) 357
permit a local or regional board of education, as part of such plan, to 358
use a portion of any funds received under this section for the purposes 359
of paying tuition charged to such board pursuant to subdivision (1) of 360
subsection (k) of section 10-264l or subsection (b) of section 10-264o. 361
Sec. 7. Sections 10-151f and 10-151g of the general statutes are 362
repealed. (Effective July 1, 2023) 363
This act shall take effect as follows and shall amend the following
sections:
Section 1 July 1, 2024 10-151b
Sec. 2 July 1, 2023 10-151d
Sec. 3 July 1, 2023 10-151h
Sec. 4 July 1, 2023 10-145a(i)
Sec. 5 July 1, 2023 10-223h(c)
Sec. 6 July 1, 2023 10-262u(d)
Sec. 7 July 1, 2023 Repealer section
Statement of Legislative Commissioners:
In Section 1(c)(2)(A), "guidelines for a model teacher evaluation and
support program" was changed to "guidelines for a [model] teacher
evaluation and support program" for consistency, and "this subsection"
was changed to "[this subsection] subparagraph (B) of this
subdivision" for accuracy.
ED Joint Favorable Subst.