Substitute House Bill No. 6880
Public Act No. 23-159
AN ACT CONCERNING TEACHERS AND PARAEDUCATORS.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. (NEW) (Effective from passage) On and after July 1, 2022, the
preservice performance assessment, edTPA, as adopted by the State
Board of Education on December 7, 2016, shall be used exclusively as an
accountability tool for teacher preparation programs, as defined in
section 10-10a of the general statutes, offered at institutions of higher
education in the state. The results of such preservice performance
assessment shall not be used by the State Board of Education to deny an
application for the issuance of an initial educator certificate under
section 10-145b of the general statutes.
Sec. 2. Subsection (e) of section 10-153e of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(e) Whenever a board of education or employees' representative
organization has reason to believe that a prohibited practice, as defined
in subsection (b) or (c) of this section, has been or is being committed, or
whenever a certified employee believes a breach of the duty of fair
representation under subdivision (3) of subsection (c) of this section has
occurred or is occurring, such board of education, representative Substitute House Bill No. 6880
Public Act No. 23-159 2 of 36
organization or certified employee shall file a written complaint with
the State Board of Labor Relations and shall mail a copy of such
complaint to the party that is the subject of the complaint. Upon receipt
of a properly filed complaint said board shall refer such complaint to
the agent who shall, after investigation and within ninety days after the
date of such referral, either (1) make a report to said board
recommending dismissal of the complaint or (2) issue a written
complaint charging prohibited practices. If no such report is made and
no such written complaint is issued, the Board of Labor Relations in its
discretion may proceed to a hearing upon the party's original complaint
of the violation of this chapter which shall in such case be treated for the
purpose of this section as a complaint issued by the agent. Upon
receiving a report from the agent recommending dismissal of a
complaint, said Board of Labor Relations may issue an order dismissing
the complaint or may order a further investigation or a hearing thereon.
Upon receiving a complaint issued by the agent, the Board of Labor
Relations shall set a time and place for the hearing. If the alleged
prohibited practice or breach of duty is ongoing, the board may issue
and cause to be served on the party committing the act or practice an
order requiring such party to cease and desist from such act or practice
until the board has made its determination. Any such complaint may be
amended with the permission of said board. The party so complained
of shall have the right to file an answer to the original or amended
complaint within five days after the service of such complaint or within
such other time as said board may limit. Such party shall have the right
to appear in person or otherwise to defend against such complaint. In
the discretion of said board any person may be allowed to intervene in
such proceeding. In any hearing said board shall not be bound by
technical rules of evidence prevailing in the courts. A stenographic or
electronic record of the testimony shall be taken at all hearings of the
Board of Labor Relations and a transcript thereof shall be filed with said
board upon its request. Said board shall have the power to order the
taking of further testimony and further argument. If, upon all the Substitute House Bill No. 6880
Public Act No. 23-159 3 of 36
testimony, said board determines that the party complained of has
engaged in or is engaging in any prohibited practice, it shall state its
finding of fact and shall issue and cause to be served on such party an
order requiring it to cease and desist from such prohibited practice, and
shall take such further affirmative action as will effectuate the policies
of subsections (b) to (d), inclusive, of this section. Such order may
further require such party to make reports from time to time showing
the extent to which the order has been complied with. If upon all the
testimony the Board of Labor Relations is of the opinion that the party
named in the complaint has not engaged in or is not engaging in any
such prohibited practice, then said board shall make its finding of fact
and shall issue an order dismissing the complaint. Until a transcript of
the record in a case has been filed in the Superior Court, as provided in
subsection (g) of this section, said board may at any time, upon notice,
modify or set aside in whole or in part any finding or order made or
issued by it. Proceedings before said board shall be held with all possible
expedition. Any party who wishes to have a transcript of the
proceedings before the Board of Labor Relations shall apply therefor.
The parties may agree on the sharing of the costs of the transcript but,
in the absence of such agreement, the costs shall be paid by the
requesting party.
Sec. 3. Section 10-15c of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2024):
(a) The public schools shall be open to all children five years of age
and over who reach age five on or before the first day of [January]
September of any school year, and each such child shall have, and shall
be so advised by the appropriate school authorities, an equal
opportunity to participate in the activities, programs and courses of
study offered in such public schools, at such time as the child becomes
eligible to participate in such activities, programs and courses of study,
without discrimination on account of race, as defined in section 46a-51, Substitute House Bill No. 6880
Public Act No. 23-159 4 of 36
color, sex, gender identity or expression, religion, national origin, sexual
orientation or disability; provided boards of education may, by vote at
a meeting duly called, admit to any school children under five years of
age.
(b) Nothing in subsection (a) of this section shall be deemed to amend
other provisions of the general statutes with respect to curricula,
facilities or extracurricular activities.
Sec. 4. (NEW) (Effective July 1, 2024) (a) As used in this section:
(1) "Free play" means unstructured, voluntary, child-initiated
activities that are performed by a child for self-amusement and have
behavioral, social and psychomotor rewards, except "free play" may be
structured to promote activities that are child-directed, joyful and
spontaneous.
(2) "Guided play" means learning experiences that combine the child-
directed nature of free play with a focus on learning outcomes and adult
guidance.
(3) "Play-based learning" means a pedagogical approach that
emphasizes play in promoting learning and includes developmentally
appropriate strategies that can be integrated with existing learning
standards. "Play-based learning" does not mean time spent in recess or
as part of a physical education course or instruction.
(4) "Recess" means the time during the regular school day for each
student enrolled in elementary school that is devoted to physical
exercise of not less than twenty minutes in total pursuant to section 10-
221o of the general statutes.
(5) "Mobile electronic device" has the same meaning as provided in
section 10-222d of the general statutes. Substitute House Bill No. 6880
Public Act No. 23-159 5 of 36
(6) "Instructional time" means the time of actual school work during
a regular school day.
(b) Each local and regional board of education shall provide for play-
based learning during the instructional time of each regular school day
for all students in kindergarten and any preschool program offered by
the board. Such play-based learning shall (1) be incorporated and
integrated into daily practice, (2) allow for the needs of such students to
be met through free play, guided play and games, and (3) be
predominantly free of the use of mobile electronic devices.
(c) Each local and regional board of education shall permit a teacher
to utilize play-based learning during the instructional time of a regular
school day for all students in grades one to five, inclusive. Such play-
based learning (1) may be incorporated and integrated into daily
practice, (2) shall allow for the needs of such students to be met through
free play, guided play and games, and (3) shall be predominantly free
of the use of mobile electronic devices.
(d) Any play-based learning utilized under this section shall comply
with the individualized education program or plan pursuant to Section
504 of the Rehabilitation Act of 1973, as amended from time to time, for
any student.
(e) A school employee may only prevent or otherwise restrict a
student's participation in play-based learning if such prevention or
restriction is in accordance with the policy developed by the local or
regional board of education pursuant to section 10-221o of the general
statutes.
Sec. 5. Subsection (a) of section 10-148a of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(a) For the school year commencing July 1, 2021, and each school year Substitute House Bill No. 6880
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thereafter, each certified employee shall participate in a program of
professional development. Each local and regional board of education
shall make available, annually, at no cost to its certified employees, a
program of professional development that is not fewer than eighteen
hours in length, of which a preponderance is in a small group or
individual instructional setting. Such program of professional
development shall (1) be a comprehensive, sustained and intensive
approach to improving teacher and administrator effectiveness in
increasing student knowledge achievement, (2) focus on refining and
improving various effective teaching methods that are shared between
and among educators, including, on and after July 1, 2024, play-based
learning, as defined in section 4 of this act, for teachers in a preschool
program or grades kindergarten to five, inclusive, (3) foster collective
responsibility for improved student performance, (4) be comprised of
professional learning that (A) is aligned with rigorous state student
academic achievement standards, (B) is conducted among educators at
the school and facilitated by principals, coaches, mentors, distinguished
educators, as described in section 10-145s, or other appropriate teachers,
(C) occurs frequently on an individual basis or among groups of
teachers in a job-embedded process of continuous improvement, [and]
(D) includes a repository of best practices for teaching methods
developed by educators within each school that is continuously
available to such educators for comment and updating, and (E) for
principals and vice principals, includes training on the management of
school personnel and methods for engaging school personnel with the
goals of the school, and (5) include training in culturally responsive
pedagogy and practice. Each program of professional development
shall include professional development activities in accordance with the
provisions of subsection (b) of this section. The principles and practices
of social-emotional learning and restorative practices shall be integrated
throughout the components of such program of professional
development described in subdivisions (1) to (5), inclusive, of this
subsection. Substitute House Bill No. 6880
Public Act No. 23-159 7 of 36
Sec. 6. (NEW) (Effective July 1, 2023) Not later than January 1, 2024,
each local and regional board of education shall develop an exit survey
to be completed by a teacher who is employed by such board and
voluntarily ceases employment with such board. Such exit survey shall
include questions relating to the reason why such teacher is ceasing
employment, if such teacher is leaving the teaching profession, the
demographics of such teacher and the subject areas in which such
teacher taught.
Sec. 7. Subsection (c) of section 10-220 of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(c) Annually, each local and regional board of education shall submit
to the Commissioner of Education a strategic school profile report for
each school and school or program of alternative education, as defined
in section 10-74j, under its jurisdiction and for the school district as a
whole. The superintendent of each local and regional school district
shall present the profile report at the next regularly scheduled public
meeting of the board of education after each November first. The profile
report shall provide information on measures of (1) student needs,
including, but not limited to, a needs assessment that identifies
resources necessary to address student trauma impacting students and
staff in each school and adequately respond to students with mental,
emotional or behavioral health needs, (2) school resources, including
technological resources and utilization of such resources and
infrastructure, (3) student and school performance, including in-school
suspensions, out-of-school suspensions and expulsions, the number of
truants, as defined in section 10-198a, and chronically absent children,
as defined in section 10-198c, (4) the number of students enrolled in an
adult high school credit diploma program, pursuant to section 10-69,
operated by a local or regional board of education or a regional
educational service center, (5) equitable allocation of resources among Substitute House Bill No. 6880
Public Act No. 23-159 8 of 36
its schools, (6) reduction of racial, ethnic and economic isolation, (7)
special education, [and] (8) school-based arrests, as defined in section
10-233n, and (9) teacher attrition rates, including the results of the exit
survey described in section 6 of this act. For purposes of this subsection,
measures of special education include (A) special education
identification rates by disability, (B) rates at which special education
students are exempted from mastery testing pursuant to section 10-14q,
(C) expenditures for special education, including such expenditures as
a percentage of total expenditures, (D) achievement data for special
education students, (E) rates at which students identified as requiring
special education are no longer identified as requiring special education,
(F) the availability of supplemental educational services for students
lacking basic educational skills, (G) the amount of special education
student instructional time with nondisabled peers, (H) the number of
students placed out-of-district, and (I) the actions taken by the school
district to improve special education programs, as indicated by analyses
of the local data provided in subparagraphs (A) to (H), inclusive, of this
subdivision. The superintendent shall include in the narrative portion
of the report information about parental involvement and any measures
the district has taken to improve parental involvement, including, but
not limited to, employment of methods to engage parents in the
planning and improvement of school programs and methods to increase
support to parents working at home with their children on learning
activities. For purposes of this subsection, measures of truancy include
the type of data that is required to be collected by the Department of
Education regarding attendance and unexcused absences in order for
the department to comply with federal reporting requirements and the
actions taken by the local or regional board of education to reduce
truancy in the school district. Such truancy data shall be considered a
public record, as defined in section 1-200.
Sec. 8. Section 10-144d of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023): Substitute House Bill No. 6880
Public Act No. 23-159 9 of 36
(a) For purposes of this section "teacher" means a certified
professional employee who is employed by a local or regional board of
education (1) in a position requiring a teaching or other certificate issued
by the State Board of Education but who is not in a position requiring
an intermediate administrator or supervisor certificate, or the
equivalent thereof, and (2) whose administrative or supervisory duties,
if any, equal less than fifty per cent of the assigned time of such
employee.
(b) There is established the Connecticut Advisory Council for Teacher
Professional Standards. The council shall be composed of [seventeen]
nineteen members [appointed] as follows: (1) The Governor shall
appoint one public member who shall represent business and industry;
the State Board of Education shall appoint two members, [one] both of
whom shall be a member of the faculty or administration of a State
Board of Education approved teacher preparation program; [and one of
whom shall be a public member who shall represent business and
industry;] the president pro tempore of the Senate shall appoint one
member who shall [represent business and industry] be a school
administrator employed by a local or regional board of education; the
speaker of the House of Representatives shall appoint one member who
shall be a parent or guardian of a child attending a public elementary or
secondary school; the majority leader of the Senate shall appoint one
member who shall be a member of a local or regional board of
education; the majority leader of the House of Representatives shall
appoint one member who shall be a school superintendent; the minority
leader of the Senate shall appoint [two members, one of whom shall be
a public member and one of whom] one member who shall be a parent
of a child attending a [public elementary or] secondary school; the
minority leader of the House of Representatives shall appoint [two
members, one of whom shall be a public member and one of whom shall
be a school administrator] one member who shall be a superintendent
for a regional school district; the Connecticut Education Association Substitute House Bill No. 6880
Public Act No. 23-159 10 of 36
shall appoint four members who shall be classroom teachers at the time
of their appointment and during the term of their membership on the
council, two of whom shall be elementary school teachers, one of whom
shall be a special education teacher and one of whom shall be a
secondary school teacher; and the American Federation of Teachers-
Connecticut shall appoint [two] four members who shall be classroom
teachers at the time of their appointment and during the term of their
membership on the council, two of whom shall be secondary school
teacher, one of whom shall be an elementary school teacher and one of
whom shall be a special education teacher; and (2) the Teacher of the
Year for the prior year and the current Teacher of the Year. All
appointments shall be made and the names of the persons appointed
shall be submitted to the Commissioner of Education not later than
October 1, 1990.
(c) The initial terms for the members appointed by the Governor, the
State Board of Education and the majority and minority leaders of the
House of Representatives, two of the members appointed by the
Connecticut Education Association and one of the members appointed
by the American Federation of Teachers-Connecticut shall terminate on
September 30, 1991. The initial terms for all other members shall
terminate on September 30, 1992. Terms following the initial terms shall
be for three years, except that terms following the initial terms for the
members appointed by the Governor and the State Board of Education,
and terms following the initial terms for two of the members appointed
by the Connecticut Education Association, shall terminate on September
30, 1993; and terms following the initial terms for the members
appointed by the president pro tempore of the Senate and terms
following the initial terms for one of the members appointed by the
Connecticut Education Association shall terminate on September 30,
1994; thereafter, terms for such appointees shall be for three years. Any
appointments made on or after July 1, 2023, shall be for three years. Substitute House Bill No. 6880
Public Act No. 23-159 11 of 36
(d) The Commissioner of Education shall convene the first meeting of
the council not later than November 15, 1990. The council shall establish
its procedures and shall select from its membership a chairperson who
shall be a classroom teacher.
(e) The council shall (1) advise the State Board of Education, the
Governor and the joint standing committee of the General Assembly
having cognizance of matters relating to education concerning teacher
preparation, teacher recruitment, teacher retention, teacher certification,
teacher professional development, teacher assessment and evaluation
and teacher professional discipline; (2) review and comment upon all
regulations and other standards concerning the approval of teacher
preparation programs and teacher certification; and (3) report to the
State Board of Education, the Governor and the joint standing
committee of the General Assembly having cognizance of matters
relating to education not later than January 15, 1991, and annually
thereafter, on its activities and recommendations, if any, concerning the
condition of the teaching profession. [; and (4) develop a code of
professional responsibility for teachers not later than September 30,
1991.]
Sec. 9. (Effective from passage) (a) There is established a task force to
analyze the per pupil equity of funding the teachers' retirement system.
The task force shall develop recommendations (1) to address the
implications to student equity of appropriating funds through the
General Assembly under chapter 167a of the general statutes toward the
normal cost of teacher pensions, and the unfunded liability amortization
payments necessary to fully fund the teachers' retirement system; (2)
regarding the extent to which municipalities should contribute to the
normal cost of teacher pensions and the unfunded liability amortization
payments, in order to make the General Assembly's resource allocations
more equitable on a per pupil basis; (3) regarding whether certain
municipalities should be exempted from assuming a percentage of the Substitute House Bill No. 6880
Public Act No. 23-159 12 of 36
contributions identified under subdivision (2) of this subsection due to
the following factors: (A) Economic distress, (B) inability to pay, or (C)
low academic performance; and (4) regarding the manner by which
resources generated pursuant to subdivision (2) of this subsection
should be directed by the General Assembly toward (A) reducing
educational inequities, and (B) promoting the sustainability of the
teachers' retirement system.
(b) The task force shall consist of the following members:
(1) One appointed by the speaker of the House of Representatives
who shall be a representative of the American Federation of Teachers-
Connecticut;
(2) One appointed by the president pro tempore of the Senate who
shall be a representative of the Connecticut Education Association;
(3) One appointed by the majority leader of the House of
Representatives who shall be a representative of an advocacy
organization focused on educational equity;
(4) One appointed by the majority leader of the Senate who shall be a
representative of an organization with national expertise in both teacher
pensions and school finance;
(5) Two appointed by the minority leader of the House of
Representatives, one of whom shall be a representative of the
Connecticut Association of School Business Officials and one of whom
shall be a representative of the Connecticut Association of Public School
Superintendents;
(6) Two appointed by the minority leader of the Senate, one of whom
shall be a representative of the Connecticut Conference of Municipalities
and one of whom shall be a representative of the Connecticut
Association of Boards of Education; Substitute House Bill No. 6880
Public Act No. 23-159 13 of 36
(7) One appointed by the chairperson of the Black and Puerto Rican
Caucus of the General Assembly;
(8) The Commissioner of Education, or the commissioner's designee;
(9) The Governor, or the Governor's designee;
(10) The executive director of the teachers' retirement system, or the
executive director's designee; and
(11) The executive director of the Commission on Women, Children,
Seniors, Equity and Opportunity, or the executive director's designee.
(c) Any member of the task force appointed under subdivision (1),
(2), (3), (4), (5), (6) or (7) of subsection (b) of this section may be a member
of the General Assembly.
(d) All initial appointments to the task force shall be made not later
than thirty days after the effective date of this section. Any vacancy shall
be filled by the appointing authority.
(e) The speaker of the House of Representatives and the president pro
tempore of the Senate shall select the chairpersons of the task force from
among the members of the task force. Such chairpersons shall schedule
the first meeting of the task force, which shall be held not later than sixty
days after the effective date of this section.
(f) The administrative staff of the joint standing committee of the
General Assembly having cognizance of matters relating to education
shall serve as administrative staff of the task force.
(g) Not later than January 1, 2025, the task force shall submit a report
on its findings and recommendations to the joint standing committee of
the General Assembly having cognizance of matters relating to
education and appropriations, in accordance with the provisions of
section 11-4a of the general statutes. The task force shall terminate on Substitute House Bill No. 6880
Public Act No. 23-159 14 of 36
the date that it submits such report or January 1, 2025, whichever is later.
Sec. 10. Subsection (a) of section 10-148d of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(a) For the school year commencing July 1, [2022] 2023, and each
school year thereafter, each paraeducator employed by a local or
regional board of education shall participate in a program of
professional development. Each local and regional board of education
shall make available, annually, at no cost to its paraeducators, a
program of professional development that is not fewer than eighteen
hours in length, of which a preponderance is in a small group or
individual instructional setting. Such program of professional
development shall (1) be a comprehensive, sustained and intensive
approach to improving paraeducators effectiveness in increasing
student knowledge achievement, (2) focus on refining and improving
various effective instruction methods that are shared between and
among paraeducators, (3) foster collective responsibility for improved
student performance, (4) be comprised of professional learning that (A)
is aligned with rigorous state student academic achievement standards,
(B) is conducted among paraeducators at the school and facilitated by
principals, coaches, mentors, distinguished educators, as described in
section 10-145s, or other appropriate teachers, (C) occurs frequently on
an individual basis or among groups of paraeducators in a job-
embedded process of continuous improvement, and (D) includes a
repository of best practices for instruction methods developed by
paraeducators within each school that is continuously available to such
paraeducators for comment and updating, and (5) include training in
culturally responsive pedagogy and practice. Each program of
professional development shall include professional development
activities in accordance with the provisions of subsection (b) of this
section. The [principles and practices of social-emotional learning and Substitute House Bill No. 6880
Public Act No. 23-159 15 of 36
restorative practices shall be integrated throughout the] components of
such program of professional development described in subdivisions (1)
to (5), inclusive, of this subsection shall integrate the principles and
practices of social-emotional learning and restorative practices
throughout, but may not otherwise include mandated trainings such as
trainings regarding blood-borne pathogens, the policies and procedures
of the Department of Children and Families and sexual harassment.
Sec. 11. Subsections (b) and (c) of section 10-220a of the general
statutes are repealed and the following is substituted in lieu thereof
(Effective July 1, 2023):
(b) Not later than a date prescribed by the commissioner, each local
and regional board of education shall establish a professional
development and evaluation committee. Such professional
development and evaluation committee shall consist of (1) at least one
teacher, as defined in subsection (a) of section 10-144d, as amended by
this act, selected by the exclusive bargaining representative for certified
employees chosen pursuant to section 10-153b, (2) at least one
administrator, as defined in subsection (a) of section 10-144e, selected
by the exclusive bargaining representative for certified employees
chosen pursuant to section 10-153b, [and] (3) at least one paraeducator
selected by any exclusive bargaining representative for paraeducators,
and (4) such other school personnel as the board deems appropriate. The
duties of such committees shall include, but not be limited to,
participation in the development or adoption of a teacher evaluation
and support program for the district, pursuant to section 10-151b, as
amended by this act, and the development, evaluation and annual
updating of a comprehensive local professional development plan for
certified employees of the district. Such plan shall: (A) Be directly
related to the educational goals prepared by the local or regional board
of education pursuant to subsection (b) of section 10-220, (B) on and after
July 1, 2021, be developed with full consideration of the priorities and Substitute House Bill No. 6880
Public Act No. 23-159 16 of 36
needs related to student social-emotional learning and restorative
practices, in accordance with the provisions of section 10-148a, as
amended by this act, and student academic outcomes as determined by
the State Board of Education, (C) provide for the ongoing and systematic
assessment and improvement of both teacher evaluation and
professional development of the professional staff members of each
such board, including personnel management and evaluation training
or experience for administrators, and (D) be related to regular and
special student needs and may include provisions concerning career
incentives and parent involvement. The State Board of Education shall
develop guidelines to assist local and regional boards of education in
determining the objectives of the plans and in coordinating staff
development activities with student needs and school programs. For the
school year commencing July 1, 2022, and each school year thereafter,
such committees shall develop, evaluate and annually update a
comprehensive local professional development plan for paraeducators
of the district in accordance with the provisions of this subsection.
(c) (1) The Department of Education, in cooperation with one or more
regional educational service centers, is authorized to provide institutes
annually for Connecticut educators. Such institutes shall serve as model
programs of professional development and shall be taught by
exemplary Connecticut teachers and administrators and by other
qualified individuals as selected by the Department of Education. The
Department of Education shall charge fees for attending such institutes
provided such fees shall be based on the actual cost of such institutes.
(2) Not later than January 1, 2025, and annually thereafter, the
Department of Education shall (A) in collaboration with the School
Paraeducator Advisory Council, develop or update guidance and best
practices for programs of professional development provided for
paraeducators, and (B) distribute such guidance and best practices to
each local and regional board of education. Substitute House Bill No. 6880
Public Act No. 23-159 17 of 36
Sec. 12. Subparagraph (I) of subdivision (10) of subsection (a) of
section 10-76d of the general statutes is repealed and the following is
substituted in lieu thereof (Effective July 1, 2023):
(I) Prior to any planning and placement team meeting for a child or
pupil in which an educational program for such child or pupil is
developed, reviewed or revised, if the parent, guardian, pupil or
surrogate parent has requested that the school paraprofessional
assigned to such child or pupil attend such meeting, then the
responsible local or regional board of education shall provide (i)
adequate notice of such meeting to such school paraprofessional so that
such school paraprofessional may adequately prepare for such meeting,
and (ii) training, upon request of such school paraprofessional, on the
role of such school paraprofessional at such meeting. Following such
meeting, such school paraprofessional, or any other paraprofessional
who is providing special education or related services to such child,
shall review such educational program with a supervisor, as needed,
and be permitted to view such educational program in order to be able
to provide special education or related services to such child or pupil in
accordance with such educational program.
Sec. 13. Subsection (f) of section 10-145d of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(f) [An] (1) (A) Except as otherwise provided in subparagraph (B) of
this subdivision, an endorsement issued prior to July 1, 2013, to teach
elementary education grades one to six, inclusive, shall be valid for
grades kindergarten to six, inclusive, and for such an endorsement
issued on or after July 1, 2013, the endorsement shall be valid for grades
one to six, inclusive, except such an endorsement issued between July 1,
2013, and July 1, 2017, to any student who was admitted to and
successfully completes a teacher preparation program, as defined in
section 10-10a, in the certification endorsement area of elementary Substitute House Bill No. 6880
Public Act No. 23-159 18 of 36
education on or before June 30, 2017, shall be valid for grades
kindergarten to six, inclusive.
(B) The Commissioner of Education may permit, upon the request of
a superintendent, any person who holds such endorsement issued on or
after July 1, 2017, to teach kindergarten for one school year. The
commissioner [shall not] may, upon the request of such superintendent,
permit [any] such person who so taught kindergarten under such
endorsement for one school year to teach kindergarten [again, except
the commissioner may permit such person to so teach kindergarten for
one] an additional school year. [if such person can demonstrate that he
or she is enrolled in a program to meet the requirements for the
appropriate endorsement to teach kindergarten.]
(2) An endorsement to teach comprehensive special education grades
one to twelve, inclusive, shall be valid for grades [kindergarten]
prekindergarten to twelve, inclusive. [, provided, on] On and after
September 1, 2013, any [(1)] (A) certified employee applying for a
comprehensive special education endorsement, or [(2)] (B) applicant for
an initial, provisional or professional educator certificate and a
comprehensive special education endorsement shall achieve a
satisfactory score on the reading instruction examination approved by
the State Board of Education on April 1, 2009, or a comparable reading
instruction examination with minimum standards that are equivalent to
the examination approved by the State Board of Education on April 1,
2009.
Sec. 14. (Effective from passage) For the fiscal year ending June 30, 2023,
the Office of Higher Education shall, within available appropriations,
(1) expand the existing alternate route to certification program
administered by the office pursuant to section 10a-168a of the general
statutes, and (2) hire one full-time permanent employee to administer
said program. Substitute House Bill No. 6880
Public Act No. 23-159 19 of 36
Sec. 15. Subsection (a) of section 10-145n of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(a) Subject to the provisions of subsection (g) of this section, the State
Board of Education, upon the request of a local or regional board of
education or a regional educational service center, may issue an adjunct
instructor permit to any applicant with specialized training, experience
or expertise in the arts, as defined in subsection (a) of section 10-16b.
Such permit shall authorize a person to hold a part-time position, of no
more than fifteen classroom instructional hours per week at a part-time
interdistrict arts magnet high school in existence on July 1, 2009, and
approved pursuant to section 10-264l or the Cooperative Arts and
Humanities Magnet High School, as a teacher of art, music, dance,
theater or any other subject related to such holder's artistic specialty.
Except as provided in subsection (g) of this section, such applicant shall
(1) hold a bachelor's degree or higher from an institution of higher
education accredited by the Board of Regents for Higher Education or
Office of Higher Education or regionally accredited, (2) have a
minimum of three years of work experience in the arts, or one year of
work experience and two years of specialized schooling related to such
applicant's artistic specialty, and (3) attest to the State Board of
Education that he or she has at least one hundred eighty hours of
cumulative experience working with children, in a private or public
setting, including, but not limited to, after school programs, group
lessons, children's theater, dance studio lessons and artist-in-residence
programs, or at least two years experience as a full-time faculty member
at an institution of higher education.
Sec. 16. Subsection (i) of section 10-145a of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(i) On and after July 1, [2016] 2023, any program of teacher Substitute House Bill No. 6880
Public Act No. 23-159 20 of 36
preparation leading to professional certification shall require, as part of
the curriculum, clinical experience, field experience or student teaching
experience in a classroom during four semesters of such program of
teacher preparation. [Such clinical experience, field experience or
student teaching experience shall occur: (1) In a school district that has
been categorized by the Department of Education as District Reference
Group A, B, C, D or E, and (2) in a school district that has been
categorized by the department as District Reference Group F, G, H or I.]
Such clinical experience, field experience or student teaching experience
may include a cooperating teacher serving as a mentor to student
teachers. [, provided such cooperating teacher has received a
performance evaluation designation of exemplary or proficient,
pursuant to section 10-151b, for the prior school year.]
Sec. 17. Section 10-8c of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
The Department of Education, in cooperation with the Office of
Higher Education, shall, within available appropriations, (1) establish
an accelerated cross endorsement process for each subject shortage area
pursuant to section 10-8b to allow certified teachers to add a new
endorsement to their certificates, [and] (2) establish a program for
formerly certified teachers to regain certification, and (3) on and after
July 1, 2023, authorize the Integrated Early Childhood/Special Ed.,
Birth–Kindergarten endorsement and the Integrated Early
Childhood/Elementary Education N-3 and Special Education N-K
endorsement to be added as a cross endorsement in lieu of requiring full
planned program and institutional recommendation.
Sec. 18. Subsection (a) of section 10-145 of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(a) No teacher, supervisor, administrator, special service staff Substitute House Bill No. 6880
Public Act No. 23-159 21 of 36
member or school superintendent, except as provided for in section 10-
157, shall be employed in any of the schools of any local or regional
board of education unless such person possesses an appropriate state
certificate, nor shall any such person be entitled to any salary unless
such person can produce such certificate dated prior to or on the first
day of employment, except as provided for in section 10-157; provided
nothing in this subsection shall be construed to prevent the board of
education from prescribing qualifications additional to those prescribed
by the regulations of the State Board of Education and provided nothing
in this subsection shall be construed to prevent any local or regional
board of education from contracting with a licensed drivers' school
approved by the Commissioner of Motor Vehicles for the behind-the-
wheel instruction of a driver instruction course, to be given by driving
instructors licensed by the Department of Motor Vehicles. No person
shall be employed in any of the schools of any local or regional board of
education as a substitute teacher unless such person (1) holds a
bachelor's degree, provided the Commissioner of Education may waive
such requirement for good cause upon the request of a superintendent
of schools, and (2) is on a list maintained by the local or regional board
of education pursuant to subsection (f) of section 10-222c. A local or
regional board of education may employ a person as a substitute teacher
in the same assignment without a substitute authorization issued by the
Department of Education for a period not to exceed sixty school days.
Sec. 19. Subsections (b) and (c) of section 10-183e of the general
statutes are repealed and the following is substituted in lieu thereof
(Effective July 1, 2023):
(b) Any member may purchase, as provided in subsection (c) of this
section, additional credited service, but not to exceed an aggregate of
one year in the case of service described in subdivision (2) of this
subsection for each two years of active full-time service as a Connecticut
teacher; and not to exceed an aggregate of one year in the case of absence Substitute House Bill No. 6880
Public Act No. 23-159 22 of 36
described in subdivision (8) of this subsection for each five years of
active full-time service as a Connecticut teacher, provided if any such
absence exceeds thirty consecutive school months, such additional
credited service shall be limited to thirty school months; and not to
exceed an aggregate of ten years for all service described in this
subsection, except for the sum total of any service described in
[subdivision (2)] subdivisions (2) and (17) of this subsection. In no event
may any service described in this subsection be purchased if the
member is receiving or is, or will become, entitled to receive a retirement
benefit based upon such service from any governmental system other
than the teachers' retirement system or the federal Social Security
System. Additional credited service includes:
(1) Service as a teacher in a school for military dependents established
by the United States Department of Defense;
(2) Service as a teacher in a public school of another state of the United
States, its territories or possessions;
(3) Service in the armed forces of the United States in time of war, as
defined in section 27-103, or service in said armed forces during the
period beginning October 27, 1953, and ending January 31, 1955;
(4) Service in a permanent full-time position for the state;
(5) Service as a teacher at The University of Connecticut prior to July
1, 1965;
(6) Service as a teacher at the Wheeler School and Library, North
Stonington, prior to September 1, 1949;
(7) Service as a teacher at the Gilbert Home, Winsted, prior to
September 1, 1948;
(8) Any formal leave of absence as provided in regulations adopted Substitute House Bill No. 6880
Public Act No. 23-159 23 of 36
by the board, if the member subsequently returns to service for at least
one school year;
(9) Service as a teacher at the American School for the Deaf, the
Connecticut Institute for the Blind or the Newington Children's
Hospital;
(10) Forty or more days of service as a substitute teacher, or the
equivalent service rendered at less than half-time, in a single public
school system within the state of Connecticut in any school year,
provided (A) eighteen days of such service shall equal one month of
credited service under subsection (a) of this section, and (B) on and after
July 1, 2022, such days of service shall be rendered within one school
year;
(11) Service in the armed forces of the United States, other than
service described in subdivision (3) of this subsection, not to exceed
thirty months;
(12) Service as a full-time, salaried, elected official of the state or any
political subdivision of the state during the 1978 calendar year or
thereafter, if such member subsequently returns to service as a teacher
in a public school for at least one school year;
(13) Service in the public schools of Connecticut as a member of the
federal Teacher Corps, not to exceed two years;
(14) Service in the United States Peace Corps;
(15) Service in the United States VISTA (Volunteers in Service to
America) program;
(16) Service in the public schools of Connecticut as a social work
assistant, from January 1, 1969, to December 31, 1986, inclusive, if such
member became a certified school social worker and remained in service Substitute House Bill No. 6880
Public Act No. 23-159 24 of 36
in the public schools of Connecticut as a social worker after certification;
and
(17) Service prior to July 1, 2007, as a member of the staff of the State
Education Resource Center, [established pursuant to section 10-4q of the
general statutes, revision of 1958, revised to January 1, 2007,] employed
in a professional capacity while possessing a certificate or permit issued
by the State Board of Education.
(c) Credited service described in subdivisions (3), (8), [and] (10) and
(17) of subsection (b) of this section shall be deemed to be service in the
public schools of Connecticut.
Sec. 20. Subdivision (21) of section 10-183b of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(21) "Public school" means any day school conducted within or
without this state under the orders and superintendence of a duly
elected school committee, a board of education, the State Board of
Education, the Office of Early Childhood, the Board of Regents for
Higher Education, or any of its constituent units, The University of
Connecticut Board of Trustees, the board of governors or any of its
constituent units, the Technical Education and Career System, the E. O.
Smith School, the Children's Center and its successors, the State
Education Resource Center established pursuant to section 10-4q of the
2014 supplement to the general statutes, revision of 1958, revised to
January 1, 2013, the State Education Resource Center established
pursuant to section 10-357a, joint activities of boards of education
authorized by subsection (b) of section 10-158a and (A) any institution
supported by the state at which teachers are employed or any
incorporated secondary school not under the orders and
superintendence of a duly elected school committee or board of
education but located in a town not maintaining a high school and Substitute House Bill No. 6880
Public Act No. 23-159 25 of 36
providing free tuition to pupils of the town in which it is located, and
which has been approved by the State Board of Education under the
provisions of part II of chapter 164, or (B) on and after July 1, 2023, any
school operated by an interdistrict magnet school operator described in
section 10-264s, provided [that] such institution, [or such] secondary
school or school is classified as a public school by the retirement board.
Sec. 21. (Effective July 1, 2023) The Teachers' Retirement Board shall
classify each school operated by Goodwin University Magnet Schools,
Inc., and Goodwin University Educational Services, Inc., as a public
school, as defined in subdivision (21) of section 10-183b of the general
statutes, as amended by this act, and shall admit each teacher, as defined
in subdivision (28) of section 10-183b of the general statutes, employed
by Goodwin University Magnet Schools, Inc., and Goodwin University
Educational Services, Inc., into the Connecticut teachers' retirement
system.
Sec. 22. Subsection (a) of section 10-156b of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(a) In determining the rights and benefits earned by a teacher under
section 10-151 and section 10-156, the establishment of a new regional
school district shall not be deemed to interrupt the continuous
employment of a teacher who was employed by a local board of
education of or a regional board of education for any of the towns
comprising such new regional school district during the school year
immediately prior to, or within which, such new regional school district
is established and such teacher shall continue as an employee of the new
regional board of education, subject to the provisions of section 10-151.
Sec. 23. Section 10-151b of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
(a) The superintendent of each local or regional board of education Substitute House Bill No. 6880
Public Act No. 23-159 26 of 36
shall annually evaluate or cause to be evaluated each teacher, and for
the school year commencing July 1, 2013, and each school year
thereafter, such annual evaluations shall be the teacher evaluation and
support program adopted pursuant to subsection (b) of this section. The
superintendent may conduct additional formative evaluations toward
producing an annual summative evaluation. An evaluation pursuant to
this subsection shall include, but need not be limited to, strengths, areas
needing improvement, strategies for improvement and multiple
indicators of student academic growth. Claims of failure to follow the
established procedures of such teacher evaluation and support program
shall be subject to the grievance procedure in collective bargaining
agreements negotiated subsequent to July 1, 2004. In the event that a
teacher does not receive a summative evaluation during the school year,
such teacher shall [receive a "not rated" designation for such school year]
be recorded as not evaluated. The superintendent shall report (1) the
status of teacher evaluations to the local or regional board of education
on or before June first of each year, and (2) the status of the
implementation of the teacher evaluation and support program,
including the frequency of evaluations, [aggregate evaluation ratings,]
the number of teachers who have not been evaluated and other
requirements as determined by the Department of Education, to the
Commissioner of Education on or before September fifteenth of each
year. For purposes of this section, the term "teacher" shall include each
professional employee of a board of education, below the rank of
superintendent, who holds a certificate or permit issued by the State
Board of Education.
(b) (1) Except as provided in subdivision (1) of subsection (d) of this
section, not later than September 1, 2013, and until June 30, 2024, each
local and regional board of education shall adopt and implement a
teacher evaluation and support program that is consistent with the
guidelines for a model teacher evaluation and support program
adopted by the State Board of Education, pursuant to subparagraph (A) Substitute House Bill No. 6880
Public Act No. 23-159 27 of 36
of subdivision (1) of subsection (c) of this section. Such teacher
evaluation and support program shall be developed through mutual
agreement between the local or regional board of education and the
professional development and evaluation committee for the school
district, established pursuant to subsection (b) of section 10-220a, as
amended by this act. If a local or regional board of education is unable
to develop a teacher evaluation and support program through mutual
agreement with such professional development and evaluation
committee, then such board of education and such professional
development and evaluation committee shall consider the model
teacher evaluation and support program adopted by the State Board of
Education, pursuant to subparagraph (B) of subdivision (2) of
subsection (c) of this section, and such board of education may adopt,
through mutual agreement with such professional development and
evaluation committee, such model teacher evaluation and support
program. If a local or regional board of education and the professional
development and evaluation committee are unable to mutually agree on
the adoption of such model teacher evaluation and support program,
then such board of education shall adopt and implement a teacher
evaluation and support program developed by such board of education,
provided such teacher evaluation and support program is consistent
with the guidelines adopted by the State Board of Education, pursuant
to subparagraph (A) of subdivision (1) of subsection (c) of this section.
Each local and regional board of education may commence
implementation of the teacher evaluation and support program adopted
pursuant to this subsection in accordance with a teacher evaluation and
support program implementation plan adopted pursuant to subsection
(d) of this section.
(2) Except as provided in subdivision (2) of subsection (d) of this
section, for the school year commencing July 1, 2024, and each school
year thereafter, each local and regional board of education shall adopt
and implement a teacher evaluation and support program that is Substitute House Bill No. 6880
Public Act No. 23-159 28 of 36
consistent with the guidelines for a teacher evaluation and support
program adopted by the State Board of Education, pursuant to
subparagraph (B) of subdivision (1) of subsection (c) of this section. Such
teacher evaluation and support program shall be developed through
mutual agreement between the local or regional board of education and
the professional development and evaluation committee for the school
district, established pursuant to subsection (b) of section 10-220a, as
amended by this act. If a local or regional board of education is unable
to develop a teacher evaluation and support program through mutual
agreement with such professional development and evaluation
committee, then such board of education and such professional
development and evaluation committee shall consider the model
teacher evaluation and support program adopted by the State Board of
Education, pursuant to subparagraph (B) of subdivision (2) of
subsection (c) of this section, and such board of education may adopt,
through mutual agreement with such professional development and
evaluation committee, such model teacher evaluation and support
program. If a local or regional board of education and the professional
development and evaluation committee are unable to mutually agree on
the adoption of such model teacher evaluation and support program,
then such board of education shall adopt and implement a teacher
evaluation and support program developed by such board of education,
provided such teacher evaluation and support program is consistent
with the guidelines adopted by the State Board of Education, pursuant
to subparagraph (B) of subdivision (1) of subsection (c) of this section.
(c) (1) (A) On or before July 1, 2012, the State Board of Education shall
adopt, in consultation with the Performance Evaluation Advisory
Council established pursuant to section 10-151d, as amended by this act,
guidelines for a model teacher evaluation and support program. Such
guidelines shall include, but not be limited to, [(A)] (i) the use of four
performance evaluations designators: Exemplary, proficient,
developing and below standard; [(B)] (ii) the use of multiple indicators Substitute House Bill No. 6880
Public Act No. 23-159 29 of 36
of student academic growth and development in teacher evaluations;
[(C)] (iii) methods for assessing student academic growth and
development; [(D)] (iv) a consideration of control factors tracked by the
state-wide public school information system, pursuant to subsection (c)
of section 10-10a, that may influence teacher performance ratings,
including, but not limited to, student characteristics, student attendance
and student mobility; [(E)] (v) minimum requirements for teacher
evaluation instruments and procedures, including scoring systems to
determine exemplary, proficient, developing and below standard
ratings; [(F)] (vi) the development and implementation of periodic
training programs regarding the teacher evaluation and support
program to be offered by the local or regional board of education or
regional educational service center for the school district to teachers
who are employed by such local or regional board of education and
whose performance is being evaluated and to administrators who are
employed by such local or regional board of education and who are
conducting performance evaluations; [(G)] (vii) the provision of
professional development services based on the individual or group of
individuals' needs that are identified through the evaluation process;
[(H)] (viii) the creation of individual teacher improvement and
remediation plans for teachers whose performance is developing or
below standard, designed in consultation with such teacher and his or
her exclusive bargaining representative for certified teachers chosen
pursuant to section 10-153b, and that [(i)] (I) identify resources, support
and other strategies to be provided by the local or regional board of
education to address documented deficiencies, [(ii)] (II) indicate a
timeline for implementing such resources, support, and other strategies,
in the course of the same school year as the plan is issued, and [(iii)] (III)
include indicators of success including a summative rating of proficient
or better immediately at the conclusion of the improvement and
remediation plan; [(I)] (ix) opportunities for career development and
professional growth; and [(J)] (x) a validation procedure to audit
evaluation ratings of exemplary or below standard by the department Substitute House Bill No. 6880
Public Act No. 23-159 30 of 36
or a third-party entity approved by the department.
(B) On or before July 1, 2024, the State Board of Education shall adopt,
in consultation with the Performance Evaluation Advisory Council
established pursuant to section 10-151d, as amended by this act,
guidelines for a teacher evaluation and support program. Such
guidelines shall include, but not be limited to, (i) the use of multiple
indicators of student learning, growth and achievement in teacher
evaluations; (ii) methods for assessing student learning, growth and
achievement; (iii) a consideration of control factors tracked by the state-
wide public school information system, pursuant to subsection (c) of
section 10-10a, that may influence teacher performance, including, but
not limited to, student characteristics, student attendance and student
mobility; (iv) minimum requirements for teacher evaluation
instruments and procedures, including an annual summary of teacher
growth provided by the evaluator; (v) the development and
implementation of periodic training programs regarding the teacher
evaluation and support program to be offered by the local or regional
board of education or regional educational service center for the school
district to teachers who are employed by such local or regional board of
education and whose performance is being evaluated and to
administrators who are employed by such local or regional board of
education and who are conducting performance evaluations; (vi) the
provision of professional development services based on the individual
or group of individuals' needs that are identified through the evaluation
process; (vii) the creation of individual teacher improvement and
remediation plans for teachers who require additional support,
designed in consultation with such teacher and his or her exclusive
bargaining representative for certified teachers chosen pursuant to
section 10-153b, and that (I) identify resources, support and other
strategies to be provided by the local or regional board of education to
address documented deficiencies, (II) indicate a timeline for
implementing such resources, support, and other strategies, in the Substitute House Bill No. 6880
Public Act No. 23-159 31 of 36
course of the same school year as the plan is issued, and (III) include
indicators of success immediately at the conclusion of the improvement
and remediation plan; (viii) opportunities for career development and
professional growth; and (ix) a validation procedure to audit
remediation plans by the department or a third-party entity approved
by the department.
(2) (A) The State Board of Education [shall, following the completion
of the teacher evaluation and support pilot program, pursuant to section
10-151f, and the submission of the study of such pilot program,
pursuant to section 10-151g, review and] may revise, as necessary, the
guidelines for a [model] teacher evaluation and support program and
the model teacher evaluation and support program adopted under [this
subsection] subparagraph (B) of this subdivision.
(B) The State Board of Education shall adopt a model teacher
evaluation and support program that may be used by local and regional
boards of education. Such model teacher evaluation and support
program shall be consistent with the guidelines described in subdivision
(1) of this subsection.
(d) (1) A local or regional board of education may phase in full
implementation of the teacher evaluation and support program adopted
pursuant to subsection (b) of this section during the school years
commencing July 1, 2013, and July 1, 2014, pursuant to a teacher
evaluation and support program implementation plan adopted by the
State Board of Education, in consultation with the Performance
Evaluation Advisory Council, not later than July 1, 2013. The
Commissioner of Education may waive the provisions of subdivision (1)
of subsection (b) of this section and the implementation plan provisions
of this subsection for any local or regional board of education that has
expressed an intent, not later than July 1, 2013, to adopt a teacher
evaluation program for which such board requests a waiver in
accordance with this subsection. Substitute House Bill No. 6880
Public Act No. 23-159 32 of 36
(2) The Commissioner of Education may waive the provisions of
subdivision (2) of subsection (b) of this section for any local or regional
board of education that has expressed an intent, not later than July 1,
2024, to adopt a teacher evaluation program for which such board
requests a waiver in accordance with this subsection.
Sec. 24. Section 10-151d of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
(a) There is established a Performance Evaluation Advisory Council
within the Department of Education. Membership of the council shall
consist of: (1) The Commissioner of Education and the president of the
Connecticut State Colleges and Universities, or their designees, (2) one
representative from each of the following associations, designated by
the association, the Connecticut Association of Boards of Education, the
Connecticut Association of Public School Superintendents, the
Connecticut Federation of School Administrators, the Connecticut
Education Association, the American Federation of Teachers -
Connecticut, the Connecticut Association of School Administrators and
the Connecticut Association of Schools, (3) a representative from the
Task Force to Diversify the Educator Workforce, established pursuant
to section 10-156aa, designated by the chairpersons of said task force,
and (4) persons selected by the Commissioner of Education who shall
include, but need not be limited to, teachers, persons with expertise in
performance evaluation processes and systems, and any other person
the commissioner deems appropriate.
(b) The council shall be responsible for (1) assisting the State Board of
Education in the development of (A) guidelines for a [model] teacher
evaluation and support program, and (B) a model teacher evaluation
and support program, pursuant to subsection (c) of section 10-151b, as
amended by this act, and (2) the data collection and evaluation support
system, pursuant to subsection (c) of section 10-10a. [, and (3) assisting
the State Board of Education in the development of a teacher evaluation Substitute House Bill No. 6880
Public Act No. 23-159 33 of 36
and support program implementation plan, pursuant to subsection (e)
of section 10-151b.] The council shall meet at least quarterly. The council
shall collaborate with the Task Force to Diversify the Educator
Workforce, established pursuant to section 10-156aa, to focus on issues
concerning equity and closing the achievement gap, as defined in
section 10-14u.
(c) On and after July 1, 2018, the council shall, in collaboration with
the [minority teacher recruitment task force] Task Force to Diversify the
Educator Workforce, incorporate into the work of the council strategies
and a framework for educators to be effective in closing the achievement
gap and in increasing educational opportunities.
Sec. 25. Section 10-151h of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2023):
(a) Upon the implementation of the teacher evaluation and support
program adopted pursuant to subsection (b) of section 10-151b, as
amended by this act, each local and regional board of education shall
conduct training programs for all evaluators and orientation for all
teachers employed by such board relating to the provisions of such
teacher evaluation and support program adopted by such board of
education. Such training shall provide instruction to evaluators in how
to conduct proper performance evaluations prior to conducting an
evaluation under the teacher evaluation and support program. Such
orientation shall be completed by each teacher before a teacher receives
an evaluation under the teacher evaluation and support program. For
purposes of this section, "teacher" includes each professional employee
of a board of education, below the rank of superintendent, who holds a
certificate or permit issued by the State Board of Education.
(b) For the school year commencing July 1, [2014] 2023, and each
school year thereafter, each local and regional board of education shall
(1) conduct the training programs and orientation described in Substitute House Bill No. 6880
Public Act No. 23-159 34 of 36
subsection (a) of this section at least [biennially] annually to all
evaluators and teachers employed by such board, (2) conduct such
training programs for all new evaluators prior to any evaluations
conducted by such evaluators, and (3) provide such orientation to all
new teachers hired by such board before such teachers receive an
evaluation.
Sec. 26. Subsection (d) of section 10-262u of the general statutes is
repealed and the following is substituted in lieu thereof (Effective July 1,
2023):
(d) The local or regional board of education for a town designated as
an alliance district may apply to the Commissioner of Education, at such
time and in such manner as the commissioner prescribes, to receive any
increase in funds received over the amount the town received for the
prior fiscal year pursuant to subsection (a) of section 10-262i.
Applications pursuant to this subsection shall include objectives and
performance targets and a plan that are developed, in part, on the
strategic use of student academic performance data. Such plan may
include, but not be limited to, the following: (1) A tiered system of
interventions for the schools under the jurisdiction of such board based
on the needs of such schools, (2) ways to strengthen the foundational
programs in reading, through the intensive reading instruction program
pursuant to section 10-14u, to ensure reading mastery in kindergarten
to grade three, inclusive, with a focus on standards and instruction,
proper use of data, intervention strategies, current information for
teachers, parental engagement, and teacher professional development,
(3) additional learning time, including extended school day or school
year programming administered by school personnel or external
partners, (4) a talent strategy that includes, but is not limited to, teacher
and school leader recruitment and assignment, career ladder policies
that draw upon guidelines for a [model] teacher evaluation program
adopted by the State Board of Education, pursuant to section 10-151b, Substitute House Bill No. 6880
Public Act No. 23-159 35 of 36
as amended by this act, and adopted by each local or regional board of
education. Such talent strategy may include provisions that
demonstrate increased ability to attract, retain, promote and bolster the
performance of staff in accordance with performance evaluation
findings and, in the case of new personnel, other indicators of
effectiveness, (5) training for school leaders and other staff on new
teacher evaluation models, (6) provisions for the cooperation and
coordination with early childhood education providers to ensure
alignment with district expectations for student entry into kindergarten,
including funding for an existing local Head Start program, (7)
provisions for the cooperation and coordination wit h other
governmental and community programs to ensure that students receive
adequate support and wraparound services, including community
school models, (8) provisions for implementing and furthering state-
wide education standards adopted by the State Board of Education and
all activities and initiatives associated with such standards, (9) strategies
for attracting and recruiting minority teachers and administrators, (10)
provisions for the enhancement of bilingual education programs,
pursuant to section 10-17f, or other language acquisition services to
English language learners, including, but not limited to, participation in
the English language learner pilot program, established pursuant to
section 10-17n, (11) entering into the model school district
responsibilities agreement, described in section 10-223l, (12) leadership
succession plans that provide training and learning opportunities for
administrators and are designed to assist in the seamless transition of
school and district personnel in and out of leadership positions in the
school district and the continuous implementation of plans developed
under this subsection, (13) implementing the policy adopted pursuant
to section 10-223m to improve completion rates of the Free Application
for Federal Student Aid by students enrolled in grade twelve in a high
school under the jurisdiction of such board or students enrolled in an
adult education program maintained by such board pursuant to section
10-69, and, as applicable, the parent and guardians of such students, and Substitute House Bill No. 6880
Public Act No. 23-159 36 of 36
(14) any additional categories or goals as determined by the
commissioner. Such plan shall demonstrate collaboration with key
stakeholders, as identified by the commissioner, with the goal of
achieving efficiencies and the alignment of intent and practice of current
programs with conditional programs identified in this subsection. The
commissioner may (A) require changes in any plan submitted by a local
or regional board of education before the commissioner approves an
application under this subsection, and (B) permit a local or regional
board of education, as part of such plan, to use a portion of any funds
received under this section for the purposes of paying tuition charged
to such board pursuant to subdivision (1) of subsection (k) of section 10-
264l or subsection (b) of section 10-264o.
Sec. 27. Sections 10-151f and 10-151g of the general statutes are
repealed. (Effective July 1, 2023)