Connecticut Administrative Code › Title 10 - Education and Culture › 220a - Cooperating Teacher and Beginning Educator Support and Assessment Programs › Section 10-220a-2 - Responsibilities of employing agents

Current through July 10, 2024
Each employing agent shall:
(1) appoint a district facilitator;
(2) form a district committee;
(3) ensure that the district facilitator
			 orients district committee members to all facets of the cooperating teacher and
			 beginning educator programs, to include, but not be limited to, the goals of
			 the programs; the application and selection process for cooperating teachers,
			 mentors, and teacher assessors; the responsibilities of cooperating teachers,
			 mentors, and assessors; and the process for annually reviewing the work of the
			 district committee;
(4) ensure that
			 the process for nominating and selecting individuals for training as
			 cooperating teachers, mentors, and teacher assessors is implemented;
(5) develop a process for nominating and
			 selecting administrators to be trained as assessors;
(6) notify, at such time and in such manner
			 as the Commissioner shall prescribe, teachers and administrators about
			 professional opportunities to serve as cooperating teachers, mentors, and
			 assessors, and about the selection criteria and the selection
			 processes;
(7) ensure that each
			 beginning teacher is placed with a mentor or mentor team;
(8) report to the Department no later than 10
			 days after the beginning teacher is assigned to a school building, in such
			 manner as the Commissioner shall prescribe, data for each beginning teacher
			 including, but not limited to, name of the beginning teacher, school
			 assignment, date of hire, and teaching assignment;
(9) ensure that times and locations for
			 pre-observation and post-observation interviews are arranged between beginning
			 teachers and their assessors;
(10)
			 ensure that, during the time when an assessor is observing the beginning
			 teacher, neither the mentor of the beginning teacher, any board of education
			 administrator, nor other adult whose presence is not required in the delivery
			 of instruction or assistance of students is present, and that the classroom is
			 not audio- or video-taped;
(11)
			 provide released time for beginning teachers to observe and be observed by
			 their mentors or members of the mentor team and assessors;
(12) provide released time for assessors to
			 conduct assessments;
(13) submit to
			 the Department local school calendars, at such time and in such manner as the
			 Commissioner shall prescribe;
(14)
			 develop and implement a special plan for supervision of alternate route
			 beginning teachers and submit, upon Department request, documentation of such
			 plan to the Department;
(15)
			 develop and make available to college and university placement coordinators
			 written procedures for placing student teachers with cooperating
			 teachers;
(16) require, at such
			 time and in such manner as the Commissioner shall prescribe, attestation by
			 district committee members of service on the district committee;
(17) provide to the Department a list of
			 names of cooperating teachers and mentors who have not successfully met their
			 responsibilities pursuant to Section
			 10-220a-6
			 and who shall be removed from the list of individuals eligible for placement as
			 cooperating teachers and mentors;
(18) annually review and, as necessary,
			 revise procedures as specified in this section for the operation of the
			 cooperating teacher program and support component of the beginning educator
			 program;
(19) ensure conformance
			 with applicable provisions of these regulations; and,
(20) secure the applications of teachers and
			 administrators to participate as assessors in accordance with the department's
			 assessor recruitment goals. In the event that the commissioner determines that
			 a shortage of assessors exists, the commissioner shall require that districts
			 make available during each school year a minimum number of trained assessors as
			 follows:
(A) For boards of education with
			 fewer than 50 certified professional employees, a minimum of one
			 assessor;
(B) For boards of
			 education with at least 50, but fewer than 100 certified professional
			 employees, a minimum of two trained assessors;
(C) For boards of education with at least
			 100, but fewer than 200 certified professional employees, a minimum of three
			 trained assessors;
(D) For boards
			 of education with at least 200, but fewer than 400 certified professional
			 employees, a minimum of five trained assessors;
(E) For boards of education with at least
			 400, but fewer than 700 certified professional employees, a minimum of seven
			 trained assessors; or
(F) For
			 boards of education with at least 700 certified professional employees, a
			 minimum of ten trained assessors.