Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017
Connecticut's state-mandated teacher observation rubric used within the SEED evaluation system. Organized into four domains with three indicators per domain and four performance levels, the CCT Rubric defines effective teaching practices across classroom environment, planning, instruction, and professional responsibilities.
The CCT Rubric is organized into 4 domains, 12 criteria, and a 4-level rating scale.
Used statewide in Connecticut as part of the SEED evaluation system.
Domains and Criteria
The CCT Rubric domains and criteria
Domain 1: Classroom Environment, Student Engagement and Commitment to Learning
Creating a positive learning environment that is responsive to and respectful of the learning needs of all students, promoting student engagement and shared responsibility for learning.
1a: Creating a positive learning environment that is responsive to and respectful of the learning needs of all students.
1b: Promoting developmentally appropriate standards of behavior that support a productive learning environment for all students.
1c: Maximizing instructional time by effectively managing routines and transitions.
Domain 2: Planning for Active Learning
Planning instruction aligned to the Common Core State Standards to actively engage students in rigorous and relevant learning, using understanding of students to drive planning decisions.
2a: Planning of instructional content that is aligned with standards, builds on students' prior knowledge, and provides for appropriate level of challenge for all students.
2b: Planning instruction to cognitively engage students in the content.
2c: Selecting appropriate assessment strategies to monitor student progress.
Domain 3: Instruction for Active Learning
Implementing instruction to engage students in rigorous and relevant learning, leading to student independence, using differentiated strategies and assessment to meet diverse student needs.
3a: Implementing instructional content for learning.
3b: Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies.
3c: Assessing and monitoring student learning, providing feedback to students, and adjusting instruction.
Domain 4: Professional Responsibilities and Teacher Leadership
Engaging in continuous professional growth, collaborating with colleagues to improve teaching and learning, and contributing to the school community.
4a: Engaging in continuous professional learning to impact instruction and student learning.
4b: Collaborating to develop and sustain a professional learning environment to support student learning.
4c: Working with colleagues, students, and families to develop and sustain a positive school climate that supports student learning.
Rating Levels
CCT Rubric rating levels
Source
Official CCT Rubric source
Source: Connecticut State Department of Education, The Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching 2017 (2017). Verified 2026-06-01. View the official rubric
Rubric facts verified 2026-06-01 against the official source.
Giving feedback on the CCT Rubric
The slow part is the write-up
Aligning observation evidence to every CCT Rubric domain and standard by hand, for every teacher and every visit, is what eats a principal's week. Observation Copilot does that mapping for you.
How Observation Copilot Helps
AI-powered CCT Rubric feedback in seconds
Paste your observation notes. Copilot maps your evidence to the right CCT Rubric domains and drafts structured, rubric-aligned feedback - ready to review and share. Walkthrough notes return a focused single-indicator debrief; full lesson observations return a multi-domain rubric-aligned report.
- Maps observation notes to CCT Rubric domains and indicators
- Generates evidence-based feedback organized by the four CCT domains
- Suggests performance levels (Exemplary, Effective, Developing, Below Standard) based on observed evidence
- Creates targeted next steps aligned to specific CCT indicators
- Reduces post-observation write-up time so feedback is ready for SEED conferences
Frequently Asked Questions
CCT Rubric FAQ
- What is the CCT?
- Connecticut's statewide teacher observation rubric used for educator evaluation under the SEED model, measuring foundational teaching competencies across classroom environment, planning, instruction, and professional responsibilities.
- What are the domains of the CCT?
- The CCT Rubric is organized into 4 domains: Domain 1: Classroom Environment, Student Engagement and Commitment to Learning; Domain 2: Planning for Active Learning; Domain 3: Instruction for Active Learning; and Domain 4: Professional Responsibilities and Teacher Leadership.
- How is the CCT scored?
- Performance is rated on a 4-level scale: Below Standard, Developing, Proficient, and Exemplary.
- What does CCT stand for?
- CCT stands for the Connecticut Common Core of Teaching.
- Which version of the CCT Rubric is current?
- The current rubric is the CCT Rubric for Effective Teaching (2017 edition), used within the SEED evaluation system and verified against the Connecticut State Department of Education source on June 1, 2026.
Used In
States Using CCT Rubric
Related Reading
CCT Rubric Resources for Principals
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The Post-Observation Conversation: How to Make the 15 Minutes After Feedback Count
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