Sec. 10-145. Certificate necessary to employment. Forfeiture for noncompliance. Substitute teachers.
Sec. 10-145n. Issuance of adjunct instructor permit.
Sec. 10-145z. Issuance of adjunct professor permit.
Sec. 10-145aa. Use of edTPA limited to accountability tool.
Sec. 10-146j. Educator apprenticeship initiative.
Sec. 10-148a. Professional development for certified employees.
Sec. 10-148d. Professional development for paraeducators.
Sec. 10-151d. Performance Evaluation Advisory Council. Responsibilities.
Sec. 10-151j. Exit surveys for certain teachers.
Sec. 10-156bb. Increasing Educator Diversity Policy Oversight Council.
Sec. 10-156ee. Duties re recruitment of diverse educators.
Sec. 10-156gg. Minority candidate certification, retention or residency year program.
Sec. 10-156ii. Aspiring educators diversity scholarship program.
Sec. 10-145. Certificate necessary to employment. Forfeiture for noncompliance. Substitute teachers. (a) No teacher, supervisor, administrator, special service staff 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.
(b) If the State Board of Education determines that a local or regional board of education is not in compliance with any provision of sections 10-144o to 10-149, inclusive, and section 10-220a, the State Board of Education may require the local or regional board of education to forfeit of the total sum which is paid to such board of education from the State Treasury an amount to be determined by the State Board of Education, which amount shall be not less than one thousand dollars nor more than ten thousand dollars. The amount so forfeited shall be withheld from a grant payment, as determined by the commissioner, during the fiscal year following the fiscal year in which noncompliance is determined pursuant to this subsection. Notwithstanding the penalty provision of this section, the State Board of Education may waive such forfeiture if the board determines that the failure of the local or regional board of education to comply with such a provision was due to circumstances beyond its control.
(1949 Rev., S. 1432; 1961, P.A. 517, S. 116; 1971, P.A. 456, S. 5; P.A. 78-218, S. 93; May Sp. Sess. P.A. 86-1, S. 21, 58; P.A. 87-499, S. 5, 34; P.A. 89-137, S. 1, 14; P.A. 93-353, S. 49, 52; P.A. 07-241, S. 5; June 19 Sp. Sess. P.A. 09-1, S. 15; Sept. Sp. Sess. P.A. 09-6, S. 48; P.A. 11-27, S. 1; P.A. 15-215, S. 16; P.A. 16-67, S. 4; P.A. 23-159, S. 18.)
History: 1961 act added regional district; 1971 act added proviso for contracts with licensed drivers' schools; P.A. 78-218 deleted reference to “supervising agents”, substituted “local or regional board of education” for “town or regional district” and made technical changes; May Sp. Sess. P.A. 86-1 required administrators to have state certificates, substituted “employment” for “the opening of school” re dating of certificates and deleted provision that certificates in force July 1, 1935, are valid and renewable; P.A. 87-499 deleted principal and added special service staff member to list of persons to whom the section applies and added that the certificate may be dated the first day of employment; P.A. 89-137 added Subsec. (a) designation and new Subsec. (b) re forfeiture of funds by local and regional boards of education for noncompliance with certain statutes; P.A. 93-353 amended Subsec. (a) to add the requirement that a substitute teacher hold a bachelor's degree unless such requirement is waived, effective July 1, 1993; (Revisor's note: In 1997 references throughout the general statutes to “Motor Vehicle(s) Commissioner” and “Motor Vehicle(s) Department” were replaced editorially by the Revisors with “Commissioner of Motor Vehicles” or “Department of Motor Vehicles”, as the case may be, for consistency with customary statutory usage); P.A. 07-241 amended Subsec. (a) to add language re exception provided for in Sec. 10-157, effective July 1, 2007; June 19 Sp. Sess. P.A. 09-1 amended Subsec. (a) by deleting provision re waiver of requirement that substitute teachers hold a bachelor's degree, effective July 1, 2009; Sept. Sp. Sess. P.A. 09-6 amended Subsec. (a) to add exception to bachelor's degree requirement for substitute teachers applicable to school year commencing July 1, 2009, effective October 5, 2009; P.A. 11-27 amended Subsec. (a) by deleting exception to bachelor's degree requirement for substitute teachers applicable to school year commencing July 1, 2009, adding provision re waiver of requirement that substitute teachers hold a bachelor's degree and making technical changes, effective July 1, 2011; P.A. 15-215 made a technical change in Subsec. (a), effective July 1, 2015; P.A. 16-67 amended Subsec. (a) by designating existing provision re substitute teachers to hold bachelor's degree as Subdiv. (1) and by adding Subdiv. (2) re list maintained by local or regional board of education, effective July 1, 2016; P.A. 23-159 amended Subsec. (a) by adding provision re board may employ substitute teacher in same assignment without a substitute authorization for period not to exceed 60 school days, effective July 1, 2023.
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Sec. 10-145a. (Formerly Sec. 10-146). *(See end of section for amended version of subsection (c) and effective date.) Specific components of teacher preparation programs. (a) Any candidate in a program of teacher preparation leading to professional certification shall be encouraged to successfully complete an intergroup relations component of such a program which shall be developed with the participation of both sexes, and persons of various ethnic, cultural and economic backgrounds. Such intergroup relations program shall have the following objectives: (1) The imparting of an appreciation of the contributions to American civilization of the various ethnic, cultural and economic groups composing American society and an understanding of the life styles of such groups; (2) the counteracting of biases, discrimination and prejudices; and (3) the assurance of respect for human diversity and personal rights. The State Board of Education, the Board of Regents for Higher Education, the Commission on Human Rights and Opportunities and the Commission on Women, Children, Seniors, Equity and Opportunity shall establish a joint committee composed of members of the four agencies, which shall develop and implement such programs in intergroup relations.
(b) Any candidate in a program of teacher preparation leading to professional certification shall be encouraged to complete a (1) health component of such a program, which includes, but need not be limited to, human growth and development, nutrition, first aid, disease prevention and community and consumer health, and (2) mental health component of such a program, which includes, but need not be limited to, youth suicide, child abuse and alcohol and drug abuse.
*(c) Any candidate in a program of teacher preparation leading to professional certification shall complete a school violence, bullying, as defined in section 10-222d, and suicide prevention and conflict resolution component of such a program.
(d) On and after July 1, 2020, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in computer science, and instruction in information technology skills as applied to student learning and classroom instruction that are grade-level and subject area appropriate.
(e) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in literacy skills and processes that reflects current research and best practices in the field of literacy training. Such instruction shall (1) be incorporated into requirements of student major and concentration, and (2) on and after July 1, 2015, include not fewer than twelve clock hours of instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d.
(f) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in the concepts of second language learning and second language acquisition and processes that reflects current research and best practices in the field of second language learning and second language acquisition. Such instruction shall be incorporated into requirements of student major and concentration.
(g) On and after July 1, 2011, any program of teacher preparation leading to professional certification may permit teaching experience in a nonpublic school, approved by the State Board of Education, and offered through a public or private institution of higher education to count towards the preparation and eligibility requirements for an initial educator certificate, provided such teaching experience is completed as part of a cooperating teacher program, in accordance with the provisions of subsection (d) of section 10-220a.
(h) On and after July 1, 2019, any candidate entering a program of teacher preparation leading to professional certification shall be required to complete training in competency areas contained in the professional teaching standards established by the State Board of Education, including, but not limited to, development and characteristics of learners, evidence-based and standards-based instruction, evidence-based classroom and behavior management, assessment and professional behaviors and responsibilities and the awareness and identification of the unique learning style of gifted and talented children, social and emotional development and learning of children, and culturally responsive pedagogy and practice. The training in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services. The training in culturally responsive pedagogy and practice shall include instruction concerning the awareness of students' background and experience that lead to the development of skills, knowledge and behaviors that enable educators and students to build positive relationships and work effectively in cross-cultural situations.
(i) On and after July 1, 2023, any program of teacher 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 may include a cooperating teacher serving as a mentor to student teachers.
(j) On and after July 1, 2012, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in the implementation of student individualized education programs as it relates to the provision of special education and related services, including, but not limited to, the provision of services to gifted and talented children.
(1949 Rev., S. 1433; February, 1965, P.A. 140, S. 2; 1967, P.A. 555, S. 62; 1969, P.A. 753, S. 34; 1971, P.A. 370, S. 3; 1972, P.A. 204, S. 1, 2; P.A. 73-632, S. 1, 5; P.A. 74-331, S. 1, 7; P.A. 75-372, S. 3; P.A. 77-573, S. 24, 30; P.A. 78-218, S. 94, 95, 212; P.A. 80-405, S. 3, 4; P.A. 82-218, S. 37, 46; P.A. 84-241, S. 2, 5; May Sp. Sess. P.A. 86-1, S. 22, 58; P.A. 87-499, S. 6, 34; P.A. 89-168, S. 3; P.A. 94-221, S. 4; P.A. 95-259, S. 13, 32; P.A. 96-244, S. 52, 63; P.A. 04-75, S. 1; 04-227, S. 2; P.A. 08-160, S. 8; June 19 Sp. Sess. P.A. 09-1, S. 1; P.A. 11-48, S. 285; 11-127, S. 2; 11-232, S. 8; P.A. 12-116, S. 35, 42; 12-173, S. 2; P.A. 13-133, S. 1; 13-261, S. 10; P.A. 14-39, S. 2; P.A. 15-97, S. 2; 15-108, S. 9; 15-243, S. 2; May Sp. Sess. P.A. 16-3, S. 142; P.A. 17-14, S. 4; P.A. 19-100, S. 3; 19-117, S. 116; 19-128, S. 2; P.A. 23-159, S. 16.)
*Note: On and after July 1, 2025, subsection (c) of this section, as amended by section 57 of public act 23-167, is to read as follows:
“(c) Any candidate in a program of teacher preparation leading to professional certification shall complete a school violence, bullying, as defined in section 10-222aa, and suicide prevention and conflict resolution component of such a program.”
(1949 Rev., S. 1433; February, 1965, P.A. 140, S. 2; 1967, P.A. 555, S. 62; 1969, P.A. 753, S. 34; 1971, P.A. 370, S. 3; 1972, P.A. 204, S. 1, 2; P.A. 73-632, S. 1, 5; P.A. 74-331, S. 1, 7; P.A. 75-372, S. 3; P.A. 77-573, S. 24, 30; P.A. 78-218, S. 94, 95, 212; P.A. 80-405, S. 3, 4; P.A. 82-218, S. 37, 46; P.A. 84-241, S. 2, 5; May Sp. Sess. P.A. 86-1, S. 22, 58; P.A. 87-499, S. 6, 34; P.A. 89-168, S. 3; P.A. 94-221, S. 4; P.A. 95-259, S. 13, 32; P.A. 96-244, S. 52, 63; P.A. 04-75, S. 1; 04-227, S. 2; P.A. 08-160, S. 8; June 19 Sp. Sess. P.A. 09-1, S. 1; P.A. 11-48, S. 285; 11-127, S. 2; 11-232, S. 8; P.A. 12-116, S. 35, 42; 12-173, S. 2; P.A. 13-133, S. 1; 13-261, S. 10; P.A. 14-39, S. 2; P.A. 15-97, S. 2; 15-108, S. 9; 15-243, S. 2; May Sp. Sess. P.A. 16-3, S. 142; P.A. 17-14, S. 4; P.A. 19-100, S. 3; 19-117, S. 116; 19-128, S. 2; P.A. 23-159, S. 16; 23-167, S. 57.)
History: 1965 act required passing of hygiene examination for certification to teach grades above the fifth rather than the third grade and included as part of hygiene knowledge the effects of alcohol and narcotics on personality development; 1967 act replaced “narcotics” with “controlled drugs”; 1969 act included in hygiene knowledge of the effects of nicotine or tobacco and made provision for the necessary training of teachers and guidance personnel; 1971 act required passing of hygiene examination for all certifications to teach not just for those above the fifth grade and included administrators in training provision; 1972 act added Subsec. (a) defining “equivalency”, “alternate” and “internship”, made former provisions Subsec. (b) and added provisions concerning internships for certification and equivalencies or alternates to present certification requirements; P.A. 73-632 deleted provisions added to Subsec. (b) in 1972, dropped provision allowing exemption from hygiene examination, required passing of hygiene examination for supervisor's certificate as well as for teaching certificate and referred to “drugs” rather than “controlled drugs”, deleting specific effects and provision for training programs; P.A. 74-331 amended Subsec. (a) to extend applicability to entire chapter, to substitute “equivalent” for “equivalency”, to delete definitions of “alternate” and “internship” and to add definitions of “provisional certification period”, “provisional teaching certificate”, “standard teaching certificate” and “one year” and amended Subsec. (b) to reflect recognition of the two different types of certificates; Sec. 10-146 was transferred to Sec. 10-145a in 1975; P.A. 75-372 added Subsec. (c) re intergroup relations programs; P.A. 77-573 replaced commission for higher education with board of higher education; P.A. 78-218 deleted Subsec. (a), relettering remaining subsections accordingly, and amended Subsec. (b), formerly (c), to delete references to July 1, 1977, and to July 1, 1976, and to delete reference to advisory board on state certification of teachers as an agency involved in developing intergroup relations programs; P.A. 80-405 required development of intergroup programs with participation of both sexes and included permanent commission on the status of women as an agency involved in developing such programs; P.A. 82-218 replaced board of higher education with board of governors pursuant to reorganization of higher education system, effective March 1, 1983; P.A. 84-241 added “of higher education” to board of governors' title; May Sp. Sess. P.A. 86-1 in Subsec. (a) substituted “issue” for “grant”, provided for certificates to administer, added provisions re regulations re administrator and supervisor certificates, deleted requirement re examination in hygiene and the effects of nicotine or tobacco, alcohol and drugs; P.A. 87-499 in Subsec. (a) provided that the state board of education may issue certificates to serve in positions requiring certification pursuant to regulations and that regulations shall provide that qualifications to maintain any special service certificate incorporate continuing education provisions; P.A. 89-168 added a new Subsec. (c) re the mental health component in a program of teacher preparation; P.A. 94-221 added Subsec. (d) re school violence prevention and conflict resolution as component of teacher preparation programs; P.A. 95-259 added Subsec. (c)(1) re health component, effective July 6, 1995; P.A. 96-244 added Subsec. (e) requiring teacher candidate programs to provide training in computer and other information technology skills, effective June 6, 1996; P.A. 04-75 added Subsec. (f) requiring teacher training programs to provide instruction in literacy skills, effective July 1, 2004; P.A. 04-227 added Subsec. (g) requiring teacher training programs to provide instruction in second language learning and acquisition, effective July 1, 2004; P.A. 08-160 amended Subsec. (d) to add language re bullying and suicide prevention, effective July 1, 2009; June 19 Sp. Sess. P.A. 09-1 made a technical change in Subsec. (a) and added Subsec. (h) re competency area training, effective July 1, 2009; pursuant to P.A. 11-48, “Board of Governors of Higher Education” was changed editorially by the Revisors to “Board of Regents for Higher Education” in Subsec. (b), effective July 1, 2011; P.A. 11-127 added new Subsec. (h) re nonpublic school teaching experience as part of teacher preparation program and redesignated existing Subsec. (h) as Subsec. (i), effective July 1, 2011; P.A. 11-232 amended Subsec. (d) by deleting “be encouraged to” and adding “as defined in section 10-222d” re bullying, effective July 1, 2011; P.A. 12-116 amended Subsec. (a) by replacing “continuing education” with “professional development” and making a conforming change in the corresponding internal reference, and added Subsec. (j) re requirement, on and after July 1, 2015, of four semesters of clinical experience, field experience or student teaching experience in a classroom as part of teacher preparation program, effective July 1, 2012 (Revisor's note: An internal reference in P.A. 12-116, S. 42, to “section 62 of this act” was determined by the Revisors to properly refer to section 39 of said act and was therefore codified in Subsec. (a) as “section 10-148a”); P.A. 12-173 added provision, codified by the Revisors as Subsec. (k), re instruction in implementation of student individualized education programs, effective July 1, 2012; P.A. 13-133 amended Subsec. (i) to add provisions requiring training in social and emotional development and learning of children, effective July 1, 2013; P.A. 13-261 amended Subsecs. (i) and (k) to add provisions re gifted and talented children, effective July 1, 2013; P.A. 14-39 amended Subsec. (f) by designating existing provision re requirements of student major and concentration as Subdiv. (1) and adding Subdiv. (2) re dyslexia, effective July 1, 2014; P.A. 15-97 amended Subsec. (f) by adding “not fewer than twelve clock hours of instruction in”, “structured literacy” and internal reference to definition of dyslexia in Subdiv. (2), effective July 1, 2015; P.A. 15-108 amended Subsec. (i) by adding provisions re training in cultural competency, effective July 1, 2015; P.A. 15-243 amended Subsec. (j) by replacing “2015” with “2016”, adding Subdivs. (1) and (2) re district reference groups and adding provision re cooperating teachers serving as mentors, effective July 1, 2015; May Sp. Sess. P.A. 16-3 amended Subsec. (b) by replacing “Permanent Commission on the Status of Women” with “Commission on Women, Children and Seniors”, effective July 1, 2016; P.A. 17-14 deleted former Subsec. (a) re certificates of qualification, and redesignated existing Subsecs. (b) to (k) as Subsecs. (a) to (j), effective July 1, 2017; P.A. 19-100 amended Subsec. (h) by replacing “2012” with “2019” and replacing “cultural competency” with “culturally responsive pedagogy and practice”, effective July 1, 2019; P.A. 19-117 amended Subsec. (a) by replacing “Commission on Women, Children and Seniors” with “Commission on Women, Children, Seniors, Equity and Opportunity”, effective July 1, 2019; P.A. 19-128 amended Subsec. (d) by replacing “1998” with “2020”, deleting “candidate in a”, replacing “complete a computer and other information technology skills component of such program,” with “include, as part of the curriculum, instruction in computer science, and instruction in information technology skills”, and replacing “, communications and data management” with “that are grade-level and subject area appropriate”, effective July 1, 2020; P.A. 23-159 amended Subsec. (i) by replacing “July 1, 2016” with “July 1, 2023”, deleting provision re District Reference Groups and deleting proviso re cooperating teacher has received performance evaluation designation of exemplary or proficient for prior school year, effective July 1, 2023; P.A. 23-167 amended Subsec. (c) by changing the reference for definition of “bullying” from Sec. 10-222d to Sec. 10-222aa, effective July 1, 2025.
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Sec. 10-145d. State board regulations for teacher certificates. Certification of school business administrators; membership in teachers' retirement system; applicability of teacher tenure law. Certification of computer science teachers. Applicability of elementary education and comprehensive special education endorsements to certain grade levels. Teaching experience in birth-to-three programs. Certification of marital and family therapists. Requirement re reading instruction examination and program of study in dyslexia for certain endorsements. (a) The State Board of Education shall, pursuant to chapter 54, adopt such regulations as may be necessary to carry out the provisions of sections 10-144o, 10-145a to 10-145d, inclusive, 10-145f and 10-146b. Such regulations shall provide for (1) the establishment of an appeal panel to review any decision to deny the issuance of a certificate authorized under section 10-145b; (2) the establishment of requirements for subject area endorsements; (3) the extension of the time to complete requirements for certificates under section 10-145b; (4) the establishment of requirements for administrator and supervisor certificates; (5) the composition of, and the procedures to be utilized by, the assessment teams in implementing the beginning educator program; (6) procedures and criteria for issuing certificates to persons whose certificates have lapsed or persons with non-public-school or out-of-state teaching experience; (7) the criteria for defining a major course of study; (8) a requirement that on and after July 1, 1993, in order to be eligible to obtain an initial educator certificate with an elementary endorsement, each person be required to (A) complete a survey course in United States history comprised of not fewer than three semester hours, or its equivalent, or (B) achieve a satisfactory evaluation on the appropriate State Board of Education approved subject area assessment; and (9) a requirement that on and after July 1, 2004, in order to be eligible to obtain an initial educator certificate with an early childhood nursery through grade three or an elementary endorsement, each person be required to complete a comprehensive reading instruction course comprised of not less than six semester hours, or its equivalent. Such regulations may provide for exceptions to accommodate specific certification endorsement areas.
(b) The State Board of Education shall, pursuant to chapter 54, adopt regulations to provide standards for the certification of school business administrators. Such regulations shall make provision for certification requirements to be met by either (1) completion of prescribed courses of study or (2) such other experience as the state board shall deem appropriate for the position of school business administrator. Any person serving in the position of school business administrator on July 1, 1983, shall be considered as having met all requirements for certification. The regulations shall also contain standards to certify individuals who hold certification from a state other than Connecticut.
(c) Any individual certified as a school business administrator after July 1, 1983, pursuant to regulations adopted by the State Board of Education in accordance with the provisions of subsection (b) of this section shall not be deemed to be eligible for membership in the teachers' retirement system solely by reason of such certification, provided any such individual who holds a regular teacher's certificate issued by the State Board of Education shall not be excluded from membership in said system.
(d) Any individual certified as a school business administrator pursuant to regulations adopted by the state board in accordance with the provisions of subsection (b) of this section, shall not be deemed to be included in the definition of “teacher” in subdivision (2) of subsection (a) of section 10-151 solely by reason of such certification, provided any such individual who holds a regular teacher's certificate issued by the State Board of Education and is employed as a teacher, principal, supervisor or school superintendent shall not be excluded from such definition.
(e) Not later than July 1, 2020, the State Board of Education shall adopt regulations, in accordance with chapter 54, to provide standards for the certification of computer science teachers. Such regulations shall create a computer science endorsement and make provision for certification requirements to be met by either (1) completion of prescribed courses of study, or (2) such other experience as the state board shall deem appropriate.
(f) (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 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 may, upon the request of such superintendent, permit such person who so taught kindergarten under such endorsement for one school year to teach kindergarten an additional school year.^
(2) An endorsement to teach comprehensive special education grades one to twelve, inclusive, shall be valid for grades prekindergarten to twelve, inclusive. On and after September 1, 2013, any (A) certified employee applying for a comprehensive special education endorsement, or (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.
(g) For the purposes of issuance of certificates, permits and authorizations by the State Board of Education under the provisions of sections 10-144o to 10-149, inclusive, teaching experience in approved nonpublic schools shall include teaching experience in birth-to-three programs approved by the Department of Developmental Services.
(h) Any person who is a licensed marital and family therapist, pursuant to section 20-195c, or a candidate for licensure as a marital and family therapist, and employed by a local or regional board of education as a marital and family therapist shall provide services to students, families and parents or guardians of students. Not later than July 1, 2014, the State Board of Education shall, in accordance with the provisions of chapter 54, adopt regulations to implement the provisions of this subsection and provide standards for the certification of marital and family therapists employed by local or regional boards of education. Such regulations shall authorize marital and family therapists employed by a local or regional board of education to provide services to students, families and parents or guardians of students and include certification requirements to be met by (1) licensure as a marital and family therapist under section 20-195c, and (2) such other experience as the State Board of Education deems appropriate for the position of marital and family therapist in a school system.
(i) (1) On and after July 1, 2017, any (A) certified employee applying for a remedial reading, remedial language arts or reading consultant endorsement, or (B) applicant for an initial, provisional or professional educator certificate and a remedial reading, remedial language arts or reading consultant endorsement shall (i) 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, and (ii) have completed a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d.
(2) On and after July 1, 2021, any (A) certified employee applying for a comprehensive special education or integrated early childhood and special education endorsement, or (B) applicant for an initial, provisional or professional educator certificate and a comprehensive special education or integrated early childhood and special education endorsement shall have completed a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours or student teaching experience and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d.
(P.A. 74-331, S. 6, 7; P.A. 83-423, S. 1, 2; P.A. 84-255, S. 8, 21; May Sp. Sess. P.A. 86-1, S. 24, 58; P.A. 87-499, S. 8, 34; P.A. 89-237, S. 10, 11; P.A. 98-243, S. 14, 25; P.A. 00-187, S. 39, 75; P.A. 03-168, S. 3, 4; June 30 Sp. Sess. P.A. 03-6, S. 33; P.A. 07-73, S. 2(a); 07-241, S. 7; P.A. 12-63, S. 1; 12-116, S. 50, 92, 93; P.A. 13-122, S. 8, 11; 13-245, S. 15, 16; P.A. 15-108, S. 4; P.A. 16-92, S. 1; P.A. 17-3, S. 1; 17-173, S. 10; P.A. 18-51, S. 6, 8; P.A. 19-128, S. 4; P.A. 21-168, S. 5; P.A. 23-159, S. 13.)
History: P.A. 83-423 added Subsecs. (b) and (c) requiring state board to adopt regulations for the certification of school business administrators specifying that eligibility for membership in the teachers' retirement system shall not be based solely on such certification as a school business administrator; P.A. 84-255 added Subsec. (d) concerning applicability of teacher tenure law to individuals certified as school business administrators; May Sp. Sess. P.A. 86-1 in Subsec. (a) added Subdivs. (1) to (7), inclusive, re content of regulations; P.A. 87-499 in Subsec. (a) provided that the state board of education adopt regulations re certificate definitions and testing for prospective teachers and that it may, by regulation, provide for exceptions for specific certification endorsement areas; P.A. 89-237 added new Subsec. (a)(8) requiring the completion of a survey course in United States history in order to be eligible to obtain certain initial educator certificates; (Revisor's note: In 1993 an obsolete reference in Subsec. (a) to “subsection (a) of section 10-146f” was deleted since Sec. 10-146f is repealed); P.A. 98-243 amended Subsec. (a)(8) to make a technical change and added Subsec. (a)(9) re requirement for comprehensive reading instruction course in order to be eligible to obtain certain initial educator certificates, effective July 1, 1998; P.A. 00-187 added Subsec. (e) re certification of computer science teachers, effective July 1, 2000; P.A. 03-168 amended Subsec. (a)(9) by substituting “July 1, 2004” for “July 1, 2003”, effective July 1, 2003, and added new Subsecs. (f) and (g) re endorsements to teach elementary education and comprehensive special education and re experience in birth-to-three programs, effective June 26, 2003; June 30 Sp. Sess. P.A. 03-6 amended Subsec. (f) by adding references to grades one to six and one to twelve, effective August 20, 2003; pursuant to P.A. 07-73 “Department of Mental Retardation” was changed editorially by the Revisors to “Department of Developmental Services”, effective October 1, 2007; P.A. 07-241, added editorially by the Revisors as Subsec. (h), required adoption of regulations re certification standards for marital and family therapists employed by boards of education, effective July 1, 2007; P.A. 12-63 amended Subsec. (f) by adding provisions making endorsements to teach elementary education issued on or after July 1, 2013, valid for grades 1 to 6 and making endorsements issued between July 1, 2013, and July 1, 2017, to students admitted to a teacher preparation program for elementary education on or before the start of fall semester of 2012 valid for grades kindergarten to 6, effective July 1, 2012; P.A. 12-116 made technical changes in Subsec. (a), amended Subsec. (f) by adding provision requiring, on and after July 1, 2013, that certified employees with comprehensive special education endorsement achieve a satisfactory score on the reading instruction examination approved by the State Board of Education on April 1, 2009, and added Subsec. (i) requiring, on and after July 1, 2013, that certified employees with a remedial reading and remedial language arts endorsement achieve a satisfactory score on the reading instruction examination approved by the State Board of Education on April 1, 2009, effective July 1, 2012; P.A. 13-122 amended Subsec. (f) by replacing requirement that student be admitted to teacher preparation program on or before start of fall semester of 2012 with requirement that student successfully complete teacher preparation program on or before June 30, 2017, effective June 18, 2013, and amended Subsec. (h) by adding provision requiring marital and family therapists to provide services to students, families and parents or guardians of students, adding provision requiring regulations to authorize such therapists to provide such services, replacing “June 1, 2008” with “July 1, 2014” and making a technical change, effective July 1, 2013; P.A. 13-245 amended Subsec. (f) by replacing “July 1, 2013” with “September 1, 2013”, applying provisions to applicants for a comprehensive special education endorsement, adding Subdiv. (1) and (2) designators and adding provision re comparable reading instruction examination, and amended Subsec. (i) by replacing “July 1, 2013” with “September 1, 2013”, applying provisions to applicants for a remedial reading, remedial language arts or reading consultant endorsement, adding Subdiv. (1) and (2) designators and adding provision re comparable reading instruction examination, effective July 2, 2013; P.A. 15-108 amended Subsec. (a)(8) by designating existing language re completion of survey course in United States history as Subpara. (A) and adding Subpara. (B) re achieve a satisfactory evaluation on appropriate state board approved subject area assessment, effective July 1, 2015; P.A. 16-92 amended Subsec. (i) by replacing “September 1, 2013” with “July 1, 2017” and, in Subdiv. (2), by designating existing provisions re satisfactory score on reading instruction examination as Subpara. (A) and adding Subpara. (B) re program of study that includes practicum hours, instruction and interventions re students with dyslexia, effective July 1, 2016; P.A. 17-3 amended Subsec. (i) by designating existing provisions re requirements for applicants on and after July 1, 2017, as Subdiv. (1) and amending same by redesignating existing Subdivs. (1) and (2) as Subparas. (A) and (B) and redesignating existing Subparas. (A) and (B) as clauses (i) and (ii) and adding Subdiv. (2) requiring, on and after July 1, 2018, that certified employees with comprehensive special education or integrated early childhood and special education endorsement complete program of study that includes practicum hours, instruction and interventions re students with dyslexia, effective July 1, 2017; P.A. 17-173 amended Subsec. (h) by adding “or a candidate for licensure as a marital and family therapist”, effective July 1, 2017; P.A. 18-51 amended Subsec. (a) by adding “or its equivalent” in Subdivs. (8)(A) and (9) and amended Subsec. (f) by adding provision re commissioner may permit elementary education endorsement holder to teach kindergarten, effective July 1, 2018; P.A. 19-128 amended Subsec. (e) by making provisions applicable to not later than July 1, 2020, and adding “create a computer science endorsement and”, effective July 1, 2019; P.A. 21-168 amended Subsec. (i) (2) by changing “July 1,2018” to “July 1, 2021” and adding “or student teaching experience”, effective July 1, 2021; P.A. 23-159 amended Subsec. (f) by designating existing provision re endorsement to teach elementary education grades 1 to 6 as Subdiv. (1)(A) and amending same to add “Except as otherwise provided in subparagraph (B) of this subdivision”, designating existing provision re commissioner may permit person who holds such endorsement to teach kindergarten for 1 school year as Subdiv. (1)(B) and amending same to revise provision re commissioner permitting person to teach under such endorsement for an additional school year, and designating existing provisions re endorsement to teach comprehensive special education grades 1 to 12 as Subdiv. (2) and amending same to make endorsement valid for grades prekindergarten to 12, redesignating existing Subdivs. (1) and (2) as Subparas. (A) and (B) and making conforming changes, effective July 1, 2023.
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Sec. 10-145n. Issuance of adjunct instructor permit. (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.
(b) During the period of employment in such part-time interdistrict arts magnet high school or the Cooperative Arts and Humanities Magnet High School, a person holding an adjunct instructor permit shall be under the supervision of the superintendent of schools or of a principal, administrator or supervisor designated by such superintendent who shall regularly observe, guide and evaluate the performance of assigned duties by such holder of an adjunct instructor permit.
(c) Each such adjunct instructor permit shall be valid for three years and may be renewed by the Commissioner of Education for good cause upon the request of the superintendent of schools for the district employing such person or the regional educational service center operating such part-time interdistrict arts magnet high school or the Cooperative Arts and Humanities Magnet High School employing such person.
(d) Any board of education or regional educational service center employing a person who holds an adjunct instructor permit issued under this section shall provide a program to assist each such person. Such program, developed in consultation with the Department of Education, shall include academic and classroom support service components.
(e) No person holding an adjunct instructor permit shall fill a position that will result in the displacement of any person holding a teaching certificate under section 10-145b who is already employed at such part-time interdistrict arts magnet high school or the Cooperative Arts and Humanities Magnet High School.
(f) Any person holding an adjunct instructor permit pursuant to this section shall not be deemed to be eligible for membership in the teachers' retirement system solely by reason of such permit, provided any such person who holds a regular teacher's certificate issued by the State Board of Education shall not be excluded from membership in said system.
(g) Any person who, prior to July 1, 2009, was employed as a teacher of art, music, dance, theater or any other subject related to such person's artistic specialty in a part-time interdistrict arts magnet high school approved pursuant to section 10-264l or the Cooperative Arts and Humanities Magnet High School for at least one year shall qualify for and be granted an adjunct instructor permit.
(June 19 Sp. Sess. P.A. 09-1, S. 11; P.A. 11-48, S. 285; P.A. 12-156, S. 8; P.A. 13-118, S. 11; P.A. 23-159, S. 15.)
History: June 19 Sp. Sess. P.A. 09-1 effective July 1, 2009; pursuant to P.A. 11-48, “Board of Governors of Higher Education” was changed editorially by the Revisors to “Board of Regents for Higher Education” in Subsec. (a), effective July 1, 2011; P.A. 12-156 amended Subsec. (a)(1) by adding reference to State Board of Education re accreditation, effective June 15, 2012; P.A. 13-118 amended Subsec. (a)(1) to replace “State Board of Education” with “Office of Higher Education”, effective July 1, 2013; P.A. 23-159 amended Subsec. (a)(1) by adding “or higher”, effective July 1, 2023.
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Sec. 10-145o. *(See end of section for amended version of subsection (e)(1) and effective date.) Teacher education and mentoring program. Administration. Three-year plan. Instructional modules. Data system. Guidelines. (a) The Department of Education, with cooperation from local and regional school districts, regional educational service centers, representatives of the exclusive bargaining representative for certified employees chosen pursuant to section 10-153b, and public institutions of higher education, shall establish and administer a teacher education and mentoring program that includes guided teacher support and coaching and the completion of instructional modules, pursuant to subsection (e) of this section, for beginning teachers. The program shall be aligned with the principles of teaching approved by the State Board of Education. As part of the program, each beginning teacher shall develop a two-year individualized mentoring plan.
(b) In administering the teacher education and mentoring program under this section:
(1) The Department of Education shall (A) develop a statement for the teacher education and mentoring program that includes the state's goals for state-wide teacher induction, mentoring, professional development and evaluation, using state-wide data and national research findings; (B) distribute state funding to local and regional school districts to assist with implementation of district teacher education and mentoring plans; (C) manage and make accessible to local and regional school districts the data systems needed to document that teachers and mentors have satisfactorily completed the instructional modules; (D) monitor district implementation of the teacher education and mentoring program to ensure fidelity to the program's plan and goals, including random district audits and observations by state personnel; (E) issue provisional educator certificates to teachers that have satisfactorily completed the induction program; (F) develop guidelines for the creation and approval of district teacher education and mentoring plans, based on input and recommendations from stakeholder groups; and (G) oversee an outside evaluation of the teacher education and mentoring program every three to five years;
(2) The Department of Education, in collaboration with EASTCONN, the RESC Alliance, institutions of higher education and other stakeholders, shall (A) develop instructional modules for beginning teachers to complete; (B) train mentors to carry out responsibilities at the district level; (C) provide professional development and training for regional mentors working at the district level; (D) provide professional development and training for district teams and principals in managing, designing and administering teacher education and mentoring plans; and (E) provide technical assistance to districts based on district size and needs;
(3) The Department of Education and public institutions of higher education shall (A) work with regional educational service centers to align modules with National Council for Accreditation of Teacher Education approved preservice teacher preparation programs; (B) develop and deliver regional strategies for supporting mentor assistance programs; and (C) train cooperating teachers to work with teacher preparation candidates during student teaching and internships;
(4) Local and regional boards of education shall (A) develop a three-year teacher education and mentoring plan in accordance with subsection (c) of this section; (B) form a local or regional coordinating committee or committees, with representatives of the exclusive bargaining representative for certified employees chosen pursuant to section 10-153b, based on district size, to guide the activities outlined in the three-year teacher education and mentoring plan; (C) develop an annual budget to support the activities detailed in the three-year teacher education and mentoring plan and submit such budget annually to the Department of Education to receive state assistance for such activities; (D) recruit and pair mentors from within and outside of the district to work with beginning teachers; (E) ensure substitute teacher coverage for mentors and beginning teachers to participate in the activities and modules required in the three-year teacher education and mentoring plan; (F) communicate regularly with beginning teachers about training opportunities, state-wide workshops and support group work; (G) coordinate the teacher education and mentoring program and teacher evaluation and supervision program, provided they are kept separate; (H) verify, through the local or regional coordinating committee, that the work of beginning teachers and instructional modules has been successfully completed to warrant provisional certification; (I) when a beginning teacher has satisfactorily completed all modules, attest to that fact and that the teacher is eligible for provisional certification; and (J) ensure that schools under the board's jurisdiction (i) administer the state's on-line needs assessment to establish the goals and priorities of each beginning teacher as such teacher develops an individualized mentoring plan, (ii) review and approve beginning teachers' individualized, two-year mentoring plan, (iii) organize mentoring opportunities by grade, department or specialty area, (iv) take steps to make time available, as needed, to help teachers achieve the goals of their mentoring plans, (v) coordinate the activities and schedules of mentors and beginning teachers to ensure faithful implementation of the district plan, and (vi) submit annual report on mentor-teacher activities to the district coordinating committee for review and approval.
(c) Local and regional school districts shall develop a three-year teacher education and mentoring plan that incorporates the Department of Education's goals and instructional priorities, as well as any local considerations based on community and student needs. Such plan shall include: (1) Background information about the district that includes a community profile, district profile, student profile, faculty profile, mentor profile and beginning teacher profile; (2) a statement of three-year objectives related to the state's goal statement for the teacher education and mentoring program; (3) a general timeline for district coordinating teams to meet with central office personnel, principals, mentors or district facilitators; (4) a description of the process used to select mentors and assign them to beginning teachers, based on subject areas, levels and need; (5) a description of the process used to train and update mentors in best practices and essential knowledge; (6) a timeline of district-wide mentoring days for observations, individual discussion, small group meetings, professional development days, regional educational service center training sessions and beginning teachers' completion of tasks associated with each module; (7) a description of the process used to collect, review and coordinate teachers' mentoring plans; (8) a description of the process to resolve internal disputes over the district's recommendations to the state concerning which individuals have satisfactorily completed the instructional modules; and (9) a description of the resources and budget needed to carry out the activities described in the plan.
(d) Local and regional boards of education shall not consider a teacher's completion of the teacher education and mentoring program as a factor in its decision to continue a teacher's employment in the district.
*(e) (1) Beginning teachers shall satisfactorily complete instructional modules in the following areas: (A) Classroom management and climate, which shall include training regarding the prevention, identification and response to school bullying, as defined in section 10-222d, and the prevention of and response to youth suicide; (B) lesson planning and unit design; (C) delivering instruction; (D) assessing student learning; and (E) professional practice. Beginning teachers shall complete two modules in their first year in the program and three modules in their second year in the program, except as otherwise provided by the Commissioner of Education, or as provided for in subsection (h) of this section.
(2) Beginning teachers shall work with their mentors in developing a planned set of activities, based on the topics offered within each instructional module, to complete each such instructional module, and such activities shall be reflected in the beginning teacher needs assessment. Such activities may be presented in person by mentors, offered in workshops, through on-line courses or through the completion of a set of readings. For each instructional module, beginning teachers shall (A) apply the knowledge gained through such activities in a lesson, project or demonstration of how the activity impacted student learning, and (B) submit a reflection paper or project, to be signed by the mentor, that summarizes, describes or analyzes what has been learned by the beginning teacher and their students throughout the module and how the learning contributed to the development of such beginning teacher. Such reflection paper or project shall be forwarded to the district's coordinating committee for approval.
(3) Upon successful completion of the instructional modules and final review by the coordinating committee, the superintendent of the school district shall submit the names of the beginning teachers eligible for receipt of a provisional educator certificate to the State Board of Education.
(f) Local and regional boards of education, in cooperation with the Department of Education, institutions of higher education and regional educational service centers, shall recruit mentors for their teacher education and mentoring program. Those persons eligible to serve as mentors for such programs shall hold a provisional educator certificate or a professional educator certificate, or a distinguished educator designation pursuant to section 10-145s, and have at least three years teaching experience in Connecticut, including at least one year of experience in the district in which they are presently employed. Retired certified teachers may also serve as mentors, provided they successfully complete a mentor training program offered by a regional educational service center. Each mentor shall be assigned two beginning teachers, except that in certain circumstances, a mentor may be assigned three beginning teachers. Such assignment shall be reflected in each district's three-year plan. Each mentor shall provide fifty contact hours to each beginning teacher during the program, with the expectation of approximately ten contact hours per module. Mentors shall receive a minimum of a five-hundred-dollar annual stipend for each beginning teacher assigned to such mentor from the local or regional board of education for participation in the teacher education and mentoring program. Such stipend shall be included in a person's total earnings for purposes of retirement.
(g) Notwithstanding the provisions of subsection (h) of this section, for the school year commencing July 1, 2010, beginning teachers who hold an initial educator certificate and have not participated in any beginning educator program as of July 1, 2009, shall participate in the teacher education and mentoring programs as follows:
(1) Beginning teachers in the following subject areas and endorsement areas shall be required to successfully complete the teacher education and mentoring program in full: Elementary education, English and language arts, mathematics, science, social studies, special education, bilingual education, music, physical education, visual arts, world languages and teachers of English as a second language.
(2) Beginning teachers in any other endorsement area and whose primary function is providing direct instruction to students shall be required to successfully complete one year of mentorship and two instructional modules.
(h) Teachers who began in a beginning educator program, pursuant to section 10-145b of the general statutes, revision of 1958, revised to January 1, 2009, but have not completed that program as of July 1, 2009, and teach during the 2009-2010 school year, shall be granted a one-year extension of their initial educator certificates, if necessary, and shall participate in the teacher education and mentoring program, pursuant to this section, through the completion of two instructional modules during the 2010-2011 school year. Such teachers shall exit the program at the end of the 2010-2011 school year upon the successful completion of the two instructional modules.
(i) The Department of Education, in consultation with EASTCONN, shall create a data system for local and regional school districts to access the resources and record-keeping tools to manage the teacher education and mentoring program at the local level. Such data system shall include (1) templates for (A) writing and updating each district's plan, (B) recording each teacher's completion of each of the five instructional modules, and (C) teachers to record the completion of instructional module activities and submit written reflection papers or projects, and (2) links to on-line programs or workshops that are part of the five modules.
(j) Not later than July 1, 2010, the State Board of Education shall adopt guidelines to provide for the implementation of the teacher education and mentoring program in accordance with this section and the Report of the Beginning Educator Support and Training Program (BEST)/Mentor Assistance Program (MAP) Task Force dated December 29, 2008.
(Sept. Sp. Sess. P.A. 09-6, S. 37; P.A. 11-232, S. 7; P.A. 12-116, S. 38; P.A. 13-31, S. 8.)
*Note: On and after July 1, 2025, subsection (e)(1) of this section, as amended by section 58 of public act 23-167, is to read as follows:
“(e) (1) Beginning teachers shall satisfactorily complete instructional modules in the following areas: (A) Classroom management and climate, which shall include training regarding the prevention, identification and response to bullying, as defined in section 10-222aa, and the prevention of and response to youth suicide; (B) lesson planning and unit design; (C) delivering instruction; (D) assessing student learning; and (E) professional practice. Beginning teachers shall complete two modules in their first year in the program and three modules in their second year in the program, except as otherwise provided by the Commissioner of Education, or as provided for in subsection (h) of this section.”
(Sept. Sp. Sess. P.A. 09-6, S. 37; P.A. 11-232, S. 7; P.A. 12-116, S. 38; P.A. 13-31, S. 8; P.A. 23-167, S. 58.)
History: Sept. Sp. Sess. P.A. 09-6 effective October 5, 2009; P.A. 11-232 amended Subsec. (e)(1)(A) by adding provision re training regarding prevention, identification and response to school bullying and prevention of and response to youth suicide, effective July 1, 2011; P.A. 12-116 amended Subsec. (f) by adding provision re eligibility of persons holding distinguished educator designation to serve as mentors, effective July 1, 2012; P.A. 13-31 made a technical change in Subsec. (f), effective May 28, 2013; P.A. 23-167 amended Subsec. (e)(1) by changing “school bullying” to “bullying” and changing reference for definition of “bullying” from Sec. 10-222d to Sec. 10-222aa, effective July 1, 2025.
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Sec. 10-145z. Issuance of adjunct professor permit. (a) For the school year commencing July 1, 2023, and each school year thereafter, the State Board of Education may issue an adjunct professor permit to any person who is a nontenured and part-time instructor employed by a public or independent institution of higher education in the state. Such permit shall authorize such person to be employed by a local or regional board of education and hold a part-time position of not more than twenty-five classroom instructional hours per week to teach in grades nine to twelve, inclusive, of a public school and provide instruction as part of college and career readiness programming offered by such board, including, but not limited to, an early college experience, advanced placement classes, career and technical education, the International Baccalaureate program, a dual enrollment program, a dual credit program and apprenticeships.
(b) During a period of such employment, a person holding an adjunct professor permit shall be under the supervision of the superintendent of schools or of a principal, administrator or supervisor designated by such superintendent who shall regularly observe, guide and evaluate the performance of assigned duties by such holder of an adjunct professor permit.
(c) Each such adjunct professor permit shall be valid for three years and may be renewed by the Commissioner of Education for good cause upon the request of the superintendent of schools for the district employing such person.
(d) Any local or regional board of education employing a person who holds an adjunct professor permit issued under this section shall provide a program to assist each such person. Such program shall include academic and classroom support service components.
(e) Any person holding an adjunct professor permit pursuant to this section shall become a member of the exclusive bargaining unit for certified employees chosen pursuant to section 10-153b and shall be subject to the same collective bargaining agreement as the members of such exclusive bargaining unit, unless otherwise agreed to by the employing local or regional board of education and such exclusive bargaining unit.
(f) No person holding an adjunct professor permit shall fill a position that will result in the displacement of any person holding a teaching certificate under section 10-145b who is already employed at such school.
(g) Any person holding an adjunct professor permit pursuant to this section shall not be deemed to be eligible for membership in the teachers' retirement system solely by reason of such permit, provided any such person who holds a regular teacher's certificate issued by the State Board of Education shall not be excluded from membership in said system.
(P.A. 23-167, S. 15.)
History: P.A. 23-167 effective July 1, 2023.
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Sec. 10-145aa. Use of edTPA limited to accountability tool. 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, 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.
(P.A. 23-159, S. 1.)
History: P.A. 23-159 effective June 27, 2023.
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Sec. 10-146j. Educator apprenticeship initiative. (a) For the fiscal year ending June 30, 2024, and each fiscal year thereafter, the Department of Education shall establish an educator apprenticeship initiative that enables students enrolled in an educator preparation program, residency program or alternate route to certification program to gain classroom teaching experience while working toward becoming full-time, certified teachers upon successful completion of such programs under the educator apprenticeship initiative. The department shall seek certification from the Labor Department for the educator apprenticeship initiative for purposes of leveraging federal grants and funding.
(b) The Commissioner of Education shall develop (1) participation guidelines for those educator preparation programs, residency programs and alternate route to certification programs included under the educator apprenticeship initiative, (2) administration guidelines for the implementation of the educator apprenticeship initiative that are consistent with federal laws and regulations, and (3) compensation levels for students enrolled in such educator preparation programs, residency programs and alternate route to certification programs included under the educator apprenticeship initiative.
(c) The Commissioner of Education may permit a person enrolled in a residency program to participate in the educator apprenticeship initiative upon the request of the superintendent in whose school district such person is employed or assigned as part of such residency program. Upon successful completion of such residency program and with the recommendation of such superintendent, the State Board of Education shall issue an initial educator certificate to such person and such person shall not be required to complete the examination requirements set forth in section 10-145f.
(P.A. 23-167, S. 8.)
History: P.A. 23-167 effective July 1, 2023.
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Sec. 10-148a. Professional development for certified employees. (a) For the school year commencing July 1, 2021, and each school year 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 10-24f, 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, (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.
(b) Local and regional boards of education shall offer professional development activities to certified employees as part of the plan developed pursuant to subsection (b) of section 10-220a or for any individual certified employee. Such professional development activities may be made available by a board of education directly, through a regional educational service center or cooperative arrangement with another board of education or through arrangements with any professional development provider approved by the Commissioner of Education and shall be consistent with any goals identified by the certified employees and the local or regional board of education.
(P.A. 12-116, S. 39; June 12 Sp. Sess. P.A. 12-2, S. 138; P.A. 13-31, S. 10; 13-245, S. 5; P.A. 17-37, S. 1; P.A. 19-100, S. 1; P.A. 21-46, S. 11; 21-95, S. 9; P.A. 23-159, S. 5.)
History: P.A. 12-116 effective July 1, 2012; June 12 Sp. Sess. P.A. 12-2 amended Subsec. (b) by adding Subdiv. (5) re training in implementation of student individualized education programs and communication of individualized education program procedures, effective July 1, 2012; P.A. 13-31 made technical changes in Subsec. (d), effective May 28, 2013; P.A. 13-245 amended Subsec. (b) by adding “adopted” and deleting “subdivision (2) of” re Sec. 10-151b(b), effective July 2, 2013; P.A. 17-37 amended Subsec. (b) by adding provision re professional development activities to be consistent with goals identified by certified employees and boards of education, deleting Subdivs. (1) to (5) re professional development activities requirements, deleting provision re requirements for superintendents and administrators, and deleting provision re time and location of activities, deleted Subsec. (c) re attestation of professional development activities, and deleted Subsec. (d) re audits of professional development programs, effective July 1, 2017; P.A. 19-100 amended Subsec. (a) by replacing “2013” with “2019”, adding Subdiv. (5) re training in culturally responsive pedagogy and practice and making a conforming change, effective July 1, 2019; P.A. 21-46 amended Subsec. (a) by substituting “July 1, 2021” for “July 1, 2019” and adding provision re integration of principles and practices of social-emotional learning in program of professional development, effective July 1, 2021; P.A. 21-95 made identical changes as P.A. 21-46 in Subsec. (a) and additionally added “and restorative practices” re components, effective July 1, 2021; P.A. 23-159 amended Subsec. (a) by adding provision re play-based learning in Subdiv. (2) and adding Subpara. (E) re training for principals and vice principals on management of and methods for engaging school personnel in Subdiv. (4), effective July 1, 2023.
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Sec. 10-148d. Professional development for paraeducators. (a) For the school year commencing July 1, 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 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.
(b) Local and regional boards of education shall offer professional development activities to paraeducators as part of the plan developed pursuant to subsection (b) of section 10-220a or for any individual paraeducator. Such professional development activities may be made available by a board of education directly, through a regional educational service center or cooperative arrangement with another board of education or through arrangements with any professional development provider approved by the Commissioner of Education and shall be consistent with any goals identified by the paraeducators and the local or regional board of education.
(P.A. 22-118, S. 257; P.A. 23-159, S. 10.)
History: P.A. 22-118 effective July 1, 2022; P.A. 23-159 amended Subsec. (a) by replacing “July 1, 2022” with “July 1, 2023”, adding provision re components of program may not include mandated trainings such as trainings re blood-borne pathogens and the policies and procedures of Department of Children and Families and sexual harassment, and making a technical change, effective July 1, 2023.
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Sec. 10-151b. Teacher evaluations. Teacher evaluation and support program; development; adoption; implementation; guidelines. (a) The superintendent of each local or regional board of education 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 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, 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) 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. 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 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. 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, guidelines for a model teacher evaluation and support program. Such guidelines shall include, but not be limited to, (i) the use of four performance evaluations designators: Exemplary, proficient, developing and below standard; (ii) the use of multiple indicators of student academic growth and development in teacher evaluations; (iii) methods for assessing student academic growth and development; (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; (v) minimum requirements for teacher evaluation instruments and procedures, including scoring systems to determine exemplary, proficient, developing and below standard ratings; (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; (vii) the provision of professional development services based on the individual or group of individuals' needs that are identified through the evaluation process; (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) 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 course of the same school year as the plan is issued, and (III) include indicators of success including a summative rating of proficient or better immediately at the conclusion of the improvement and remediation plan; (ix) opportunities for career development and professional growth; and (x) a validation procedure to audit evaluation ratings of exemplary or below standard by the department 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, 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 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 may revise, as necessary, the guidelines for a teacher evaluation and support program and the model teacher evaluation and support program adopted under 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.
(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.
(P.A. 74-278, S. 1, 2, 5; P.A. 77-27, S. 3; P.A. 78-218, S. 101; P.A. 82-74, S. 1, 2; P.A. 87-2, S. 12, 21; P.A. 89-26, S. 1, 4; P.A. 90-324, S. 7, 13; P.A. 91-220, S. 3, 8; P.A. 93-353, S. 30, 52; P.A. 95-58, S. 3, 4; 95-182, S. 3, 11; P.A. 00-220, S. 8, 43; P.A. 04-137, S. 1; P.A. 10-111, S. 4; P.A. 11-135, S. 7, 9; P.A. 12-116, S. 51; June 12 Sp. Sess. P.A. 12-2, S. 23; P.A. 13-245, S. 1; June Sp. Sess. P.A. 15-5, S. 341; P.A. 23-159, S. 23.)
History: P.A. 77-27 amended Subsec. (b) to make provisions generally applicable rather than specific to January 1, 1975, report; P.A. 78-218 substituted “local” for “town” and “board of education” for “school district”; P.A. 82-74 amended Subsec. (b) to require boards of education to file triennial rather than annual reports on teacher evaluation programs; P.A. 87-2 amended Subsec. (a) to require a review of the guidelines and in Subsec. (b) substituted the fifteenth of June, 1989, for January first of 1983 and provided for monitoring teacher evaluation programs by the department of education; P.A. 89-26 amended the definition of “teacher” in Subsec. (a) to include the word “professional” and deleted an obsolete provision re a review and revision of guidelines not later the May 15, 1987; P.A. 90-324 in Subsec. (b) deleted reference to the program submitted pursuant to repealed Sec. 10-155ee; P.A. 91-220 in Subsec. (b) changed “triennially” to every five years re reports on teacher evaluation programs; P.A. 93-353 amended Subsec. (b) to substitute requirement that the report be submitted in accordance with Sec. 10-220 instead of every five years, to specify that the programs be consistent with the plan developed in accordance with the provisions of Sec. 10-220a and made technical changes, effective July 1, 1993; P.A. 95-58 amended Subsec. (a) to specify areas to be included in evaluations, effective July 1, 1995; P.A. 95-182 amended Subsec. (b) to delete requirement that report on teacher evaluation program be used to monitor program implementation, effective June 28, 1995; P.A. 00-220 amended Subsec. (b) to make a technical change, effective July 1, 2000; P.A. 04-137 amended Subsec. (a) by adding provision re claims of failure to follow procedures of evaluation programs, effective May 21, 2004; P.A. 10-111 amended Subsec. (a) by adding “continuously evaluate or cause to be evaluated each teacher”, adding provision re guidelines pursuant to Subsec. (c) and adding provision re multiple indicators of student academic growth, amended Subsec. (b) by adding provision re guidelines pursuant to Subsec. (c) and added Subsec. (c) re adoption of guidelines for model teacher evaluation program, effective July 1, 2010; P.A. 11-135 amended Subsec. (a) by deleting “for the development of evaluation programs” and deleting “continuously evaluate or cause to be evaluated each teacher” and amended Subsec. (c) by replacing “2013” with “2012”, effective July 1, 2011; P.A. 12-116 amended Subsec. (a) by replacing “continuously” with “annually” re evaluations, adding provision re additional formative evaluations to produce an annual summative evaluation and adding provision re “not rated” designation, amended Subsec. (b) by designating existing language as Subdiv. (1) and replacing “established” with “adopted” in same and adding Subdiv. (2) re report by superintendent, amended Subsec. (c) by adding new Subdivs. (1) and (6) to (10) re guidelines for model teacher evaluation and support program, designating existing language re use of multiple indicators as Subdiv. (2), redesignating existing Subdivs. (1) to (3) as Subdivs. (3) to (5) and adding “and development” in redesignated Subdivs. (2) and (3), added Subsec. (d) re waiver of requirements for preexisting evaluation programs that are in substantial compliance with guidelines, added references to teacher evaluation and support program and made conforming changes, effective May 14, 2012; June 12 Sp. Sess. P.A. 12-2 amended Subsec. (b)(1) by adding “not later than September 1, 2013”, effective June 15, 2012; P.A. 13-245 amended Subsec. (a) by deleting provision re other guidelines as may be established by mutual agreement between boards of education and teachers' representatives, adding provision re annual evaluations shall be the teacher evaluation and support program, adding Subdiv. (1) designator in provision re superintendent report and adding Subdiv. (2) re status of teacher evaluation and support program implementation, amended Subsec. (b) by deleting Subdiv. (1) designator, replacing “develop” with “adopt”, deleting provision re plan developed in accordance with Sec. 10-220a(b), adding provisions re process for development, adoption and implementation of teacher evaluation and support program, and deleting former Subdiv. (2) re status of teacher evaluation implementation, amended Subsec. (c) by designating existing provisions as Subdiv. (1), redesignating existing Subdivs. (1) to (10) as Subparas. (A) to (J), deleting provision re validation of exemplary or below standard evaluation ratings in redesignated Subpara. (J), deleting provision re validation of guidelines by State Board of Education following pilot program completion and adding new Subdiv. (2) re review and revision of guidelines and model program by State Board of Education, amended Subsec. (d) by adding provision re teacher evaluation and support program implementation plan, deleting provision re validation of guidelines and model program by State Board of Education and adding provisions re waiver of implementation plan provisions by Commissioner of Education, and made technical and conforming changes, effective July 2, 2013; June Sp. Sess. P.A. 15-5 amended Subsec. (a) by replacing “June thirtieth” with “September fifteenth” re report, effective July 1, 2015; P.A. 23-159 amended Subsec. (a) by replacing “receive a ‘not rated' designation for such school year” with “be recorded as not evaluated” and deleting “aggregate evaluation ratings,”, amended Subsec. (b) by designating existing provisions as Subdiv. (1) and amending same to add “and until June 30, 2024,” and adding Subdiv. (2) re adoption and implementation of teacher evaluation and support program for school year commencing July 1, 2024, and each school year thereafter, amended Subsec. (c)(1) by designating existing provisions as new Subpara. (A) and amending same to redesignate existing Subparas. (A) to (J) as Subpara. (A)(i) to (A)(x) and adding new Subpara. (B) re adoption of guidelines for a teacher evaluation and support program on or before July 1, 2024, amended Subsec. (c)(2) by designating existing provisions as Subpara. (A) and amending same to delete provision re teacher evaluation and support pilot program and adding Subpara. (B) re state board to adopt model teacher evaluation and support program, amended Subsec. (d) by designating existing provisions as Subdiv. (1) and adding Subdiv. (2) re commissioner waiver, and made technical and conforming changes throughout, effective July 1, 2023.
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Sec. 10-151d. Performance Evaluation Advisory Council. Responsibilities. (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 teacher evaluation and support program, and (B) a model teacher evaluation and support program, pursuant to subsection (c) of section 10-151b, and (2) the data collection and evaluation support system, pursuant to subsection (c) of section 10-10a. 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 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.
(P.A. 10-111, S. 5; P.A. 11-28, S. 12; 11-48, S. 285; P.A. 13-245, S. 3; P.A. 16-15, S. 19; P.A. 17-68, S. 17; 17-173, S. 15; P.A. 18-34, S. 3; 18-139, S. 4; P.A. 22-80. S. 18; P.A. 23-159, S. 24.)
History: P.A. 10-111 effective July 1, 2010; P.A. 11-28 made a technical change in Subsec. (a), effective June 3, 2011; pursuant to 11-48, “Commissioner of Higher Education” was changed editorially by the Revisors to “president of the Board of Regents for Higher Education” in Subsec. (a)(1), effective July 1, 2011; P.A. 13-245 amended Subsec. (b) by replacing “and implementation of the” with “of”, designating existing provision re teacher evaluation guidelines as Subpara. (A) and adding Subpara. (B) re model teacher evaluation and support program in Subdiv. (1), adding Subdiv. (3) re teacher evaluation and support program implementation plan and made conforming changes, effective July 2, 2013; P.A. 16-15 amended Subsec. (a)(1) by replacing “president of the Board of Regents for Higher Education” with “president of the Connecticut State Colleges and Universities”, effective July 1, 2016; P.A. 17-68 amended Subsec. (a)(2) by adding “and the Connecticut Association of School Administrators” and making a conforming change, effective July 1, 2017; P.A. 17-173 amended Subsec. (a)(2) by adding “and the Connecticut Association of Schools”, effective July 1, 2017; P.A. 18-34 amended Subsec. (a) by adding new Subdiv. (3) re representative from minority teacher recruitment task force designated by chairpersons of task force and redesignating existing Subdiv. (3) as Subdiv. (4), amended Subsec. (b) by adding provision re council shall collaborate with minority teacher recruitment task force to focus on issues concerning equity and closing achievement gap, and added Subsec. (c) re strategies and framework for educators to be effective in closing achievement gap and increasing educational opportunities, effective July 1, 2018; P.A. 18-139 made technical changes in Subsec. (a), effective June 11, 2018; P.A. 22-80 amended Subsecs. (a) and (b) by replacing references to the minority teacher recruitment task force with references to Task Force to Diversify the Educator Workforce and making conforming changes, effective May 24, 2022; P.A. 23-159 amended Subsec. (b) by deleting “model” in Subdiv. (1)(A), deleting former Subdiv. (3) re assisting state board in developing teacher evaluation and support program implementation plan and making a conforming change, and amended Subsec. (c) by replacing “minority teacher recruitment task force” with “Task Force to Diversify the Educator Workforce”, effective July 1, 2023.
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Secs. 10-151f and 10-151g. Teacher evaluation and support pilot program. Neag School of Education study of teacher evaluation and support pilot program. Sections 10-151f and 10-151g are repealed, effective July 1, 2023.
(P.A. 12-116, S. 52, 53; June 12 Sp. Sess. P.A. 12-2, S. 24; P.A. 13-31, S. 13; 13-245, S. 6, 7; P.A. 23-159, S. 27.)
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Sec. 10-151h. Training and orientation programs for educators re teacher evaluation and support program. (a) Upon the implementation of the teacher evaluation and support program adopted pursuant to subsection (b) of section 10-151b, 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, 2023, and each school year thereafter, each local and regional board of education shall (1) conduct the training programs and orientation described in subsection (a) of this section at least 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.
(P.A. 12-116, S. 54; P.A. 13-31, S. 14; 13-245, S. 8; P.A. 23-159, S. 25.)
History: P.A. 12-116 effective July 1, 2012; P.A. 13-31 made technical changes, effective May 28, 2013; P.A. 13-245 designated existing provisions as Subsec. (a) and amended same by replacing “Prior to” with “Upon”, deleting provision re not later than July 1, 2014, and replacing “developed” with “adopted”, and added Subsec. (b) re training and orientation conducted for the school year commencing July 1, 2014, and each school year thereafter, effective July 2, 2013; P.A. 23-159 amended Subsec. (b) by replacing “July 1, 2014” with “July 1, 2023” and “biennially” with “annually”, effective July 1, 2023.
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Sec. 10-151j. Exit surveys for certain teachers. 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.
(P.A. 23-159, S. 6.)
History: P.A. 23-159 effective July 1, 2023.
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Sec. 10-153e. Prohibited practices of employers, employees and representatives. Hearing before State Board of Labor Relations. Appeal. Penalty. (a) No certified professional employee shall, in an effort to effect a settlement of any disagreement with the employing board of education, engage in any strike or concerted refusal to render services. This provision may be enforced in the superior court for any judicial district in which said board of education is located by an injunction issued by said court or a judge thereof pursuant to sections 52-471 to 52-479, inclusive, provided the Commissioner of Education shall be given notice of any hearing and the commissioner or said commissioner's designee shall be an interested party for the purposes of section 52-474.
(b) The local or regional board of education or its representatives or agents are prohibited from: (1) Interfering, restraining or coercing certified professional employees in the exercise of the rights guaranteed in sections 10-153a to 10-153n; (2) dominating or interfering with the formation, existence or administration of any employees' bargaining agent or representative; (3) discharging or otherwise discriminating against or for any certified professional employee because such employee has signed or filed any affidavit, petition or complaint under said sections; (4) refusing to negotiate in good faith with the employees' bargaining agent or representative which has been designated or elected as the exclusive representative in an appropriate unit in accordance with the provisions of said sections; or (5) refusing to participate in good faith in mediation or arbitration. A prohibited practice committed by a board of education, its representatives or agents shall not be a defense to an illegal strike or concerted refusal to render services.
(c) Any organization of certified professional employees or its agents is prohibited from: (1) Interfering, restraining or coercing (A) certified professional employees in the exercise of the rights guaranteed in this section and sections 10-153a to 10-153c, inclusive, provided that this shall not impair the right of an employees' bargaining agent or representative to prescribe its own rules with respect to acquisition or retention of membership provided such rules are not discriminatory and (B) a board of education in the selection of its representatives or agents; (2) discriminating against or for any certified professional employee because such employee has signed or filed any affidavit, petition or complaint under said sections; (3) breaching its duty of fair representation pursuant to section 10-153a; (4) refusing to negotiate in good faith with the employing board of education, if such organization has been designated or elected as the exclusive representative in an appropriate unit; (5) refusing to participate in good faith in mediation or arbitration; or (6) soliciting or advocating support from public school students for activities of certified professional employees or organizations of such employees.
(d) As used in this section, sections 10-153a to 10-153c, inclusive, and section 10-153g, “to negotiate in good faith” is the performance of the mutual obligation of the board of education or its representatives or agents and the organization designated or elected as the exclusive representative for the appropriate unit to meet at reasonable times, including meetings appropriately related to the budget-making process, and to participate actively so as to indicate a present intention to reach agreement with respect to salaries, hours and other conditions of employment, or the negotiation of an agreement, or any question arising thereunder and the execution of a written contract incorporating any agreement reached if requested by either party, but such obligation shall not compel either party to agree to a proposal or require the making of a concession.
(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 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 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.
(f) For the purpose of hearings pursuant to this section before the Board of Labor Relations said board shall have power to administer oaths and affirmations and to issue subpoenas requiring the attendance of witnesses. In case of contumacy or refusal to obey a subpoena issued to any person, the Superior Court, upon application by said board, shall have jurisdiction to order such person to appear before said board to produce evidence or to give testimony touching the matter under investigation or in question, and any failure to obey such order may be punished by said court as a contempt thereof. No person shall be excused from attending and testifying or from producing books, records, correspondence, documents or other evidence in obedience to the subpoena of the board, on the ground that the testimony or evidence required may tend to incriminate or subject such person to a penalty or forfeiture; but no individual shall be prosecuted or subjected to any penalty or forfeiture for or on account of any transaction, matter or thing concerning which such individual is compelled, after claiming a privilege against self-incrimination, to testify or produce evidence, except that such individual so testifying shall not be exempt from prosecution and punishment for perjury committed in so testifying. Complaints, orders and other processes and papers of the Board of Labor Relations or the agent may be served personally, by registered or certified mail, by telegraph or by leaving a copy thereof at the principal office or place of business of the person required to be served. The verified return of service shall be proof of such service. Witnesses summoned before said board or the agent shall be paid the same fees and mileage allowances that are paid witnesses in the courts of this state, and witnesses whose depositions are taken and the person taking the same shall severally be entitled to the same fees as are paid for like services in the courts of this state. All processes of any court to which an application or petition may be made under this chapter may be served in the judicial district wherein the person or persons required to be served reside or may be found.
(g) (1) The Board of Labor Relations may petition the superior court for the judicial district wherein the prohibited practice in question occurred or wherein any party charged with the prohibited practice resides or transacts business, or, if said court is not in session, any judge of said court, for the enforcement of an order and for appropriate temporary relief or a restraining order, and shall certify and file in the court a transcript of the entire record of the proceedings, including the pleadings and testimony upon which such order was made and the finding and orders of said board. In the event an appeal has not been filed pursuant to section 4-183, the board may file its petition in the superior court for the judicial district of Hartford, or, if said court is not in session, the board may petition any judge of said court. Within five days after filing such petition in the Superior Court, said board shall cause a notice of such petition to be sent by registered or certified mail to all parties or their representatives. The Superior Court, or, if said court is not in session, any judge of said court, shall have jurisdiction of the proceedings and of the questions determined thereon, and shall have the power to grant such relief, including temporary relief, as it deems just and suitable and to make and enter a decree enforcing, modifying and enforcing as so modified, or setting aside in whole or in part, the order of said board. (2) No objection that has not been urged before the Board of Labor Relations shall be considered by the court, unless the failure to urge such objection is excused because of extraordinary circumstances. The findings of said board as to the facts, if supported by substantial evidence, shall be conclusive. If either party applies to the court for leave to adduce additional evidence and shows to the satisfaction of the court that such additional evidence is material and that there were reasonable grounds for the failure to adduce such evidence in the hearing before said board, the court may order such additional evidence to be taken before said board and to be made part of the transcript. The Board of Labor Relations may modify its findings as to the facts, or make new findings, by reason of additional evidence so taken, and it shall file such modified or new findings, which, if supported by substantial evidence, shall be conclusive, and shall file its recommendations, if any, for the modification or setting aside of its original order. (3) The jurisdiction of the Superior Court shall be exclusive and its judgment and decree shall be final, except that the same shall be subject to review by the Appellate Court, on appeal, by either party, irrespective of the nature of the decree or judgment or the amount involved. Such appeal shall be taken and prosecuted in the same manner and form and with the same effect as is provided in other cases of appeal to the Appellate Court, and the record so certified shall contain all that was before the lower court. (4) Any party aggrieved by a final order of the Board of Labor Relations granting or denying in whole or in part the relief sought may appeal pursuant to the provisions of chapter 54 to the superior court for the judicial district where the prohibited practice was alleged to have occurred, in the judicial district of New Britain, or in the judicial district wherein such party resides or transacts business. (5) Petitions filed under this subsection shall be heard expeditiously and determined upon the transcript filed, without requirement of printing. Hearings in the Superior Court or Appellate Court under this chapter shall take precedence over all other matters, except matters of the same character.
(h) Subject to regulations to be made by the Board of Labor Relations, the complaints, orders and testimony relating to a proceeding instituted under subsection (e) of this section may be available for inspection or copying. All proceedings pursuant to said subsection shall be open to the public.
(i) Any person who wilfully resists, prevents or interferes with any member of the Board of Labor Relations or the agent in the performance of duties pursuant to subsections (e) to (i), inclusive, of this section shall be fined not more than five hundred dollars or imprisoned not more than six months or both.
(February, 1965, P.A. 298, S. 4; 1969, P.A. 811, S. 4; P.A. 76-403, S. 5, 11; P.A. 77-235, S. 1, 2; 77-614, S. 302, 610; P.A. 78-218, S. 83–86; 78-280, S. 2, 127; 78-303, S. 85, 136; P.A. 83-72, S. 4, 9; 83-308, S. 2; June Sp. Sess. P.A. 83-29, S. 22, 82; P.A. 87-250, S. 5, 11; P.A. 88-230, S. 1, 12; 88-317, S. 36, 107; P.A. 90-98, S. 1, 2; P.A. 93-142, S. 4, 7, 8; 93-426, S. 7, 8; P.A. 95-220, S. 4–6; P.A. 99-215, S. 24, 29; P.A. 23-159, S. 2.)
History: 1969 act included provisions for enforcement of prohibition against strikes by professional employees by temporary injunction; P.A. 76-403 added Subsecs. (b) to (i) re prohibited activities by board of education and by professional employees; P.A. 77-235 amended Subsec. (a) to require that notice of hearing be given secretary of the state board and to designate secretary or his designee as interested party; P.A. 77-614 and P.A. 78-303 substituted commissioner of education for secretary of the state board of education, effective January 1, 1979; P.A. 78-218 substituted “local” for “town” board of education in Subsec. (b) and made technical changes; P.A. 78-280 deleted reference to county in Subsec. (g); P.A. 83-72 amended Subsec. (b) to include statutory reference to all provisions concerning teacher negotiation law, Secs. 10-153a to 10-153n, inclusive; P.A. 83-308 amended Subsec. (g) to allow the board to file its petition for enforcement of an order in the superior court for the judicial district of Hartford-New Britain if an appeal of the order has not been filed; June Sp. Sess. P.A. 83-29 deleted reference to supreme court and substituted appellate court in lieu thereof in Subsec. (g); P.A. 87-250 amended Subsec. (d) to include hours as a subject with respect to which the parties are to indicate a present intention to reach agreement; P.A. 88-230 replaced “judicial district of Hartford-New Britain” with “judicial district of Hartford”, effective September 1, 1991; P.A. 88-317 amended Subsec. (g)(1) by deleting “or subdivision (4) of this subsection” after “4-183” and amended Subsec. (g)(4) to require appeal to be made “pursuant to the provisions of chapter 54”, instead of specifying the procedure for the appeal, and to superior court in judicial district of Hartford-New Britain, effective July 1, 1989, and applicable to all agency proceedings commencing on or after that date; P.A. 90-98 changed effective date of P.A. 88-230 from September 1, 1991, to September 1, 1993; P.A. 93-142 changed the effective date of P.A. 88-230 from September 1, 1993, to September 1, 1996, effective June 14, 1993; P.A. 93-426 inserted new Subsec. (c)(3) to prohibit a bargaining representative for certified professional employees from breaching its duty of fair representation to such employees and redesignated existing Subdiv. (3) as (4) and amended Subsec. (e) to allow certified employees to file written complaints with the state board of labor relations against their bargaining representatives alleging breach of the duty of fair representation; P.A. 95-220 changed the effective date of P.A. 88-230 from September 1, 1996, to September 1, 1998, effective July 1, 1995; P.A. 99-215 replaced “judicial district of Hartford” with “judicial district of New Britain” in Subsec. (g)(4), effective June 29, 1999; P.A. 23-159 amended Subsec. (e) by adding provision re issuance of cease and desist order for alleged ongoing prohibited practice or breach of duty, effective July 1, 2023.
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Sec. 10-156b. Tenure and sick leave rights of teacher on regionalization of school and on dissolution of regional school district. (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.
(b) In determining the rights and benefits earned by a teacher under section 10-151 and section 10-156, the dissolution of a regional school district shall not be deemed to interrupt the continuous employment of a teacher who was employed by such regional board of education during the school year immediately prior to, or within which, such district is dissolved and such teacher shall continue as an employee of the local board of education of one of the towns which comprised such regional school district prior to dissolution, subject to the provisions of section 10-151.
(1969, P.A. 320, S. 1; P.A. 73-557; P.A. 23-159, S. 22.)
History: P.A. 73-557 added Subsec. (b) re effect of dissolution of regional school district on continuous employment of teachers; P.A. 23-159 amended Subsec. (a) by adding references to new regional school districts and adding “or a regional board of education”, effective July 1, 2023.
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Sec. 10-156bb. Increasing Educator Diversity Policy Oversight Council. There is established an Increasing Educator Diversity Policy Oversight Council within the Department of Education. The council shall consist of (1) the Commissioner of Education, or the commissioner's designee, (2) two representatives from the Task Force to Diversify the Educator Workforce, established pursuant to section 10-156aa, (3) one representative from each of the exclusive bargaining units for certified employees, chosen pursuant to section 10-153b, (4) the president of the Connecticut State Colleges and Universities, or the president's designee, and (5) a representative from an alternate route to certification program, appointed by the Commissioner of Education. The council shall hold quarterly meetings and advise, at least quarterly, the Commissioner of Education, or the commissioner's designee, on ways to (A) encourage diverse students in middle and secondary school to attend institutions of higher education and enter teacher preparation programs, (B) recruit diverse students attending institutions of higher education to enroll in teacher preparation programs and pursue teaching careers, (C) recruit and retain diverse educators in Connecticut schools, (D) recruit diverse educators from other states to teach in Connecticut schools, and (E) recruit diverse professionals in other fields to enter teaching. The council shall report, annually, in accordance with the provisions of section 11-4a, on the recommendations given to the commissioner, or the commissioner's designee, pursuant to the provisions of this section, to the joint standing committee of the General Assembly having cognizance of matters relating to education. For purposes of this section, “diverse” means individuals whose race is defined as other than white, or whose ethnicity is defined as Hispanic or Latino by the federal Office of Management and Budget for use by the Bureau of Census of the United States Department of Commerce.
(P.A. 16-41, S. 2; P.A. 17-56, S. 2; P.A. 22-80, S. 19; P.A. 23-167, S. 12.)
History: P.A. 16-41 effective July 1, 2016; P.A. 17-56 amended Subdiv. (4) by replacing “president of the Board of Regents for Higher Education” with “president of the Connecticut State Colleges and Universities”, effective June 20, 2017; P.A. 22-80 amended Subdiv. (2) by replacing “minority teacher recruitment task force” with “Task Force to Diversify the Educator Workforce”, effective May 24, 2022; P.A. 23-167 replaced “a Minority Teacher Recruitment Policy Oversight Council” with “an Increasing Educator Diversity Policy Oversight Council”, replaced references to minority students and minority teachers with references to diverse students and diverse educators, and replaced definition of “minority” with “diverse”, effective July 1, 2023.
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Sec. 10-156ee. Duties re recruitment of diverse educators. Not later than January 1, 2019, the Department of Education, in consultation with the Increasing Educator Diversity Policy Oversight Council, established pursuant to section 10-156bb, shall (1) identify relevant research and successful practices to enhance recruitment of diverse educators throughout the state, (2) identify and establish public, private and philanthropic partnerships to increase recruitment of diverse educators, (3) utilize, monitor and evaluate innovative methods to attract diverse educator candidates to the teaching profession, particularly in subject areas in which a teacher shortage exists, as determined by the Commissioner of Education pursuant to section 10-8b, (4) modernize the process for educators to obtain educator certification under this chapter by eliminating obstacles to certification to increase competitiveness with other states, (5) identify and utilize high-quality, affordable and bias-free educator assessments, (6) adopt cut scores for educator assessments, that do not exceed the multistate cut scores, to increase competitiveness with surrounding states, (7) support new and existing educator preparation programs that commit to enrolling greater numbers of diverse educator candidates in a manner that supports interstate reciprocity, (8) monitor, advise and support, and intervene in when necessary, local and regional boards of education's efforts to prioritize recruitment of diverse educators and develop innovative strategies to attract and retain diverse educators within their districts, (9) (A) on and after July 1, 2019, include a question regarding the demographic data of applicants for positions requiring educator certification in the department's annual hiring survey distributed to local and regional boards of education, and (B) not later than July 1, 2020, and annually thereafter, submit a report, in accordance with the provisions of section 11-4a, on the applicant demographic data collected pursuant to subparagraph (A) of this subdivision to the Task Force to Diversify the Educator Workforce, established pursuant to section 10-156aa, and to the joint standing committee of the General Assembly having cognizance of matters relating to education, and (10) not later than July 1, 2022, develop and make available, in consultation with the State Education Resource Center, a video training module for school district personnel involved in or responsible for hiring educators relating to implicit bias and anti-bias in the hiring process. For purposes of this section, “diverse” has the same meaning as provided in section 10-156bb.
(P.A. 18-34, S. 1; June Sp. Sess. P.A. 21-2, S. 381; P.A. 22-80, S. 20; P.A. 23-167, S. 13.)
History: P.A. 18-34 effective July 1, 2018; June Sp. Sess. P.A. 21-2 added Subdiv. (10) re video training module relating to implicit bias and anti-bias in hiring process, effective July 1, 2021; P.A. 22-80 amended Subdiv. (9)(B) by replacing “minority teacher recruitment task force” with “Task Force to Diversify the Educator Workforce”, effective May 24, 2022; P.A. 23-167 replaced “Minority Teacher Recruitment Policy Oversight Council” with “Increasing Educator Diversity Policy Oversight Council, established pursuant to section 10-156bb”, replaced references to minority teachers with diverse educators and replaced definition of “minority” with “diverse”, effective July 1, 2023.
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Sec. 10-156ff. Strategies and utilization of resources for the hiring and employment of diverse teachers and administrators. For the school year commencing July 1, 2020, and each school year thereafter, the Increasing Educator Diversity Policy Oversight Council, established pursuant to section 10-156bb, in consultation with the Task Force to Diversify the Educator Workforce, established pursuant to section 10-156aa, shall develop and implement strategies and utilize existing resources to ensure that at least two hundred fifty new diverse teachers and administrators, of which at least thirty per cent are men, are hired and employed by local and regional boards of education each year in the state. As used in this section, “diverse” has the same meaning as provided in section 10-156bb.
(P.A. 19-74, S. 1; P.A. 22-80, S. 21; P.A. 23-167, S. 14.)
History: P.A. 19-74 effective July 1, 2019; P.A. 22-80 replaced “minority teacher recruitment task force” with “Task Force to Diversify the Educator Workforce”, effective May 24, 2022; P.A. 23-167 replaced “Minority Teacher Recruitment Policy Oversight Council” with “Increasing Educator Diversity Policy Oversight Council”, replaced “minority teachers” with “diverse teachers” and replaced definition of “minority” with “diverse”, effective July 1, 2023.
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Sec. 10-156gg. Minority candidate certification, retention or residency year program. (a) As used in this section:
(1) “Minority” has the same meaning as provided in section 10-156bb;
(2) “Minority candidate” means an individual who is a minority and employed by a local or regional board of education as a school paraprofessional or an associate instructor;
(3) “Residency program” means a certification program approved by the State Board of Education that requires participants to complete a residency in which such participants serve (A) in a position otherwise requiring professional certification, and (B) in a full-time position for ten school months at a local or regional board of education in the state under the supervision of (i) a certified administrator or teacher, and (ii) a supervisor from the regional educational service center or private, nonprofit teacher or administrator operating such certification program; and
(4) “Alliance district” has the same meaning as provided in section 10-262u.
(b) For the fiscal year ending June 30, 2022, and each fiscal year thereafter, the Department of Education shall administer the minority candidate certification, retention or residency year program. Such program shall assist (1) minority candidates in enrolling in a residency program for purposes of becoming full-time, certified teachers upon successful completion of such residency program, and (2) local and regional boards of education in hiring and retaining such minority candidates.
(c) (1) For the fiscal year ending June 30, 2023, and each fiscal year thereafter, each local and regional board of education for an alliance district shall partner with the operator of a residency program for purposes of enrolling minority candidates and placing them in such school district as part of such residency program. Following the successful completion of the residency program by a minority candidate, such board may hire such minority candidate. Such board may apply to the Commissioner of Education, at such time and in such manner as the commissioner prescribes, to receive a payment, as described in subdivision (2) of this subsection, for any of the costs described in subsection (e) of this section.
(2) For the fiscal year ending June 30, 2025, the Commissioner of Education shall withhold from an alliance district, from the funds transferred by the Comptroller pursuant to subsection (c) of section 10-262u, an amount equal to ten per cent of any increase in such funds that such alliance district received for the fiscal year ending June 30, 2021, over the amount of such funds that it received for the fiscal year ending June 30, 2020. The department shall use such funds to make a payment to such alliance district and such alliance district shall expend such payment for any of the costs described in subsection (e) of this section.
(d) (1) For the fiscal year ending June 30, 2023, and each fiscal year thereafter, any local or regional board of education, other than a local or regional board of education for an alliance district, may partner with the operator of a residency program for purposes of enrolling minority candidates and placing them in such school district as part of such residency program. Following the successful completion of the residency program by a minority candidate, such board may hire such minority candidate. Such board may apply to the Commissioner of Education, at such time and in such manner as the commissioner prescribes, to receive a grant for any of the costs described in subsection (e) of this section.
(2) The commissioner may, within available appropriations, award a grant to a local or regional board of education described in subdivision (1) of this subsection for any of the costs described in subsection (e) of this section.
(e) Any payments made or grants awarded under this section may be used for costs associated with the (1) enrollment of such minority candidates in a residency program, (2) certification process for such minority candidates, (3) hiring of such minority candidates following the successful completion of a residency program, or (4) retention of such minority candidates as certified employees of the school district.
(f) Any unexpended funds paid or awarded to a local or regional board of education under this section shall not lapse at the end of the fiscal year but shall be available for expenditure during the next fiscal year for purposes of implementing the provisions of this section.
(g) The department shall develop guidelines and criteria for the implementation of the minority candidate certification, retention or residency year program and administration of funds under this section.
(June Sp. Sess. P.A. 21-2, S. 378; P.A. 23-167, S. 41; 23-208, S. 5.)
History: June Sp. Sess. P.A. 21-2 effective July 1, 2021; P.A. 23-167 amended Subsec. (c)(2) by replacing “June 30, 2023, and each fiscal year thereafter” with “June 30, 2024” and “receives for the fiscal year” with “received for the fiscal year ending June 30, 2021”, effective July 1, 2023; P.A. 23-208 amended Subsec. (c)(2) by replacing “June 30, 2024” with “June 30, 2025” and adding “an amount equal to”, effective July 1, 2023.
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Sec. 10-156ii. Aspiring educators diversity scholarship program. (a) There is established an aspiring educators diversity scholarship program administered by the Department of Education. The program shall provide an annual scholarship to diverse students who (1) graduated from a public high school in a priority school district, as described in section 10-266p, and (2) are enrolled in a teacher preparation program at any four-year institution of higher education. A diverse student may receive an annual scholarship in an amount up to ten thousand dollars for each year such diverse student is enrolled and in good standing in a teacher preparation program. As used in this section, “diverse” has the same meaning as provided in section 10-156bb.
(b) Not later than January 1, 2023, the department shall, in consultation with the chairpersons of the joint standing committee of the General Assembly having cognizance of matters relating to education, develop a policy concerning the administration of the scholarship. Such policy shall include, but need not be limited to, provisions regarding (1) any additional eligibility criteria, (2) payment and distribution of the scholarships to diverse students through the teacher preparation programs in which they are enrolled, and (3) the notification of students in high school in priority school districts of the scholarship program, including the opportunity to apply for a scholarship under the program while enrolled in high school and prior to graduation if such student will be enrolled in a teacher preparation program during the following fall semester at a four-year institution of higher education.
(c) For the fiscal years ending June 30, 2024, and each fiscal year thereafter, the department shall award scholarships in accordance with the provisions of this section and the guidelines developed pursuant to subsection (b) of this section.
(d) The Commissioner of Education shall develop scholarship repayment criteria for recipients who are not employed as a certified teacher by a local or regional board of education in the state following graduation from a teacher preparation program. Any amounts repaid to the department shall be deposited in the General Fund.
(e) The department may accept gifts, grants and donations, from any source, public or private, for the aspiring educators diversity scholarship program.
(f) Not later than January 1, 2024, and annually thereafter, the department shall develop a report that includes annual data on the race and ethnicity of the diverse students who receive a scholarship under the program and the teacher preparation program in which they are enrolled. The department shall submit such report to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a.
(P.A. 22-80, S. 15; P.A. 23-167, S. 11.)
History: P.A. 22-80 effective July 1, 2022; P.A. 23-167 amended Subsec. (a) by replacing “a minority teacher candidate scholarship program” with “an aspiring educators diversity scholarship program”, replacing “minority students” with “diverse students”, deleting provision re maximum grants not to exceed $20,000 per year, adding provision re diverse student may receive annual scholarship up to $10,000 per year for each year such student is enrolled and in good standing in a teacher preparation program and replaced definition of “minority” with “diverse”, amended Subsec. (b) by adding “to diverse students through the teacher preparation programs in which they are enrolled” in Subdiv. (2) and adding provision re opportunity to apply for scholarship while in high school if student will be enrolled in a teacher preparation program in fall semester at a four-year institution of higher education in Subdiv. (3), added new Subsec. (d) re commissioner to develop scholarship repayment criteria, redesignated existing Subsec. (d) as Subsec. (e) and amended same by replacing “minority teacher candidate” with “aspiring educators diversity”, and added Subsec. (f) re annual report that includes data on race and ethnicity of diverse students receiving scholarship and the teacher preparation programs in which they are enrolled, effective July 1, 2023.
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Sec. 10-156jj. Increasing educator diversity plans: Submission; review; approval; revision; implementation; made available. (a) Not later than March 15, 2024, each local and regional board of education shall submit the increasing educator diversity plan described in subsection (a) of section 10-220 to the Commissioner of Education for review and approval.
(b) The Commissioner of Education shall review each increasing educator diversity plan submitted pursuant to subsection (a) of this section. The commissioner may approve such plan or may return such plan to the local or regional board of education that submitted such plan with instructions to revise such plan. Not later than May 15, 2024, any such board shall revise such plan in accordance with such instructions and submit such revised plan to the commissioner for approval.
(c) For the school year commencing July 1, 2024, and each school year thereafter, each local and regional board of education shall implement the increasing educator diversity plan approved by the commissioner pursuant to subsection (b) of this section. Each such board shall make such plan available on the Internet web site of such board.
(d) The Department of Education shall make each increasing educator diversity plan available on the Internet web site of the department.
(P.A. 23-167, S. 10.)
History: P.A. 23-167 effective July 1, 2023.
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