The state should have a data system that contributes some of the evidence needed to assess teacher effectiveness.
Connecticut does not have a data system that can be used to provide evidence of teacher effectiveness.
However, Connecticut does have two of three necessary elements that would allow for the development of a student- and teacher-level longitudinal data system. The state has assigned unique student identifiers that connect student data across key databases across years, and it has the capacity to match student test records from year to year in order to measure student academic growth.
Although Connecticut assigns teacher identification numbers, it cannot match individual teacher records with individual student records.
Develop capacity of state data system.
Connecticut should ensure that its state data system is able to match individual teacher records with individual student records.
Develop a clear definition of "teacher of record."
Connecticut has not yet established a definition of teacher of record, which is essential in order to use the student-data link for teacher evaluation and related purposes. To ensure that data provided through the state data system are actionable and reliable, Connecticut should articulate a definition of teacher of record and require its consistent use throughout the state.
Connecticut recognized the factual accuracy of this analysis. The state added that beginning September 2011, districts will upload files that include the following: courses being taught as of June 2011, students who were taking those courses as of June 2011 and the teacher who was teaching each course as of June 2011. An annual report will be produced. Connecticut also noted that it has now defined teacher of record as the "teacher whose name appears on the report card or transcript for individual students."
Serikali inapaswa kuwa na mfumo wa data ambao unatoa baadhi ya ushahidi unaohitajika kutathmini ufanisi wa mwalimu. Connecticut haina mfumo wa data ambayo inaweza kutumika kutoa ushahidi wa ufanisi wa mwalimu. Hata hivyo, Connecticut ina mbili ya tatu muhimu vipengele ambayo ingeweza kuruhusu kwa ajili ya maendeleo ya mwanafunzi na mwalimu ngazi longitudinal mfumo wa data. Serikali ya Marekani imeweka vitambulisho vya kipekee vya wanafunzi vinavyounganisha data za wanafunzi katika hifadhidata muhimu kwa miaka mingi, na ina uwezo wa kulinganisha rekodi za mtihani wa wanafunzi kutoka mwaka hadi mwaka ili kupima ukuaji wa kitaaluma wa wanafunzi. Ingawa Connecticut inatoa nambari za kitambulisho cha walimu, haiwezi kulinganisha rekodi za walimu binafsi na rekodi za wanafunzi binafsi. Kuendeleza uwezo wa mfumo wa data ya serikali. Connecticut inapaswa kuhakikisha kwamba mfumo wake wa data ya jimbo una uwezo wa kulinganisha rekodi za mwalimu mmoja na rekodi za mwanafunzi mmoja. Fanya ufafanuzi ulio wazi wa "mwalimu wa rekodi". Connecticut bado haijaanzisha ufafanuzi wa mwalimu wa rekodi, ambayo ni muhimu ili kutumia kiungo cha data ya mwanafunzi kwa ajili ya tathmini ya mwalimu na madhumuni yanayohusiana. Ili kuhakikisha kwamba data zinazotolewa kupitia mfumo wa data ya serikali ni actionable na kuaminika, Connecticut inapaswa kueleza ufafanuzi wa mwalimu wa rekodi na kuhitaji matumizi yake thabiti katika jimbo lote. Connecticut ilitambua usahihi wa ukweli wa uchambuzi huu. "Mwaka huu, serikali ya Marekani imeongeza kuwa kuanzia Septemba 2011, wilaya zote zitapakia faili zinazoonyesha ""mafunzo yaliyokuwa yakifundishwa hadi Juni 2011, wanafunzi waliokuwa wakifanya masomo hayo hadi Juni 2011, na mwalimu aliyekuwa akifundisha kila somo hadi Juni 2011.""" Ripoti ya kila mwaka itatolewa. "Kampuni ya Connecticut pia imetoa ufafanuzi wa ""mwalimu wa rekodi"" kama ""mwalimu ambaye jina lake linaonekana kwenye kadi ya ripoti au rekodi kwa wanafunzi binafsi."""