Abstract
Standards-based teacher assessment is an important policy lever for school reform. Connecticut, in coalition with other states in the Interstate New Teacher Assessment and Support Consortium, is developing a portfolio assessment for beginning elementary teachers for licensure. Strategies for determining the focus, refining the methods, establishing legitimacy, and building statewide capacity to implement the assessment play key roles in the development process. The linkage of teaching standards to certification establishes a system for building the capacity of elementary teachers throughout their careers. Additionally, connecting teaching standards with student standards focuses and coordinates state reforms to address the knowledge, skills, and abilities needed by elementary teachers to enhance student learning.
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