Connecticut's New Teacher Evaluation Process: The Concerns and Experiences of Educators in Two Pilot Districts

Abstract

This paper provides select results from a study that examined public school personnel’s concerns about implementing Connecticut’s new teacher evaluation process. Data were gathered from educators in two districts involved in a statewide pilot of the new process. To examine change over time, study volunteers completed an Internet-based survey twice: in the beginning of the school year and at the end of the school year. A subsample of participants also participated in a focus group at the end of the pilot school year. Results reveal a shift in concerns from a focus on self and tasks to improving the process. At the same time, the level of commitment to implementing the process as experienced in the pilot decreased somewhat.

Keywords

• Teacher concerns
• teacher evaluation systems
• change
• pilot