The Connecticut State Department of Education is publishing a bi-weekly column to help school administrators effectively implement the new educator evaluation requirements in their schools and districts. This third installment discusses the value and importance of the mid-year conference.

Following the much-earned holiday recess, many administrators and teachers will begin the mid-year conference cycle as required under the state Guidelines for Educator Evaluation (June 2012). Student achievement data, observation feedback and progress toward stakeholder and whole school learning/student feedback will be part of this very important discussion. The Connecticut Association of Schools in partnership with the Connecticut State Department of Education has prepared a webinar to assist school leaders with this aspect of the annual teacher evaluation and support process. This webinar can be found on the CSDE SEED website. Support for additional questions is available at CAS as well as through the CSDE Talent Office Info Hotline (860-713-6820).

Why is the mid-year conference important? This is a vital opportunity for administrators and teachers to take a focused look at both student achievement and teacher practices. Through the lens of the mid-year conference, SLOs may be adjusted if warranted; and, teachers may reflect upon their practice and requisite professional learning needed to be successful in achieving SLO targets. While ratings of professional practice are not required as part of the mid-year conference, administrators do have an opportunity to discuss their view of teacher performance, to gain further insights during the discussion on teacher practices and to complement their evidence collection. The second half of the school year provides teachers with additional opportunities to seek support both within the school from colleagues as well as through professional learning activities.

For these reasons, the mid-year conference session affords administrator and teacher, alike, the capacity to strengthen teacher performance and to make those adjustments necessary for continued professional growth and increased student achievement.