Introduction
ConnCAN has collected every public school district’s teacher contract, or collective bargaining agreement, active through the 2015-2016 school year for the 2016 re-launch of the Teacher Contract Database. With the exception of the “District Snapshot” section, the database contains information only from the district’s collective bargaining agreement. To collect the contracts required for the database, whenever possible, we first searched the district’s public-facing website. If a contract was not available online, ConnCAN contacted the remaining district’s central office or human resources department for the contract. We are grateful that the overwhelming majority of Connecticut’s public school districts have provided these contracts voluntarily and often expeditiously, without requiring a public disclosure request.
ConnCAN has worked diligently to ensure that this database includes the useful and accurate summaries of various contract provisions. Information was extracted from the contract provisions relating to the categories listed below. At least two researchers reviewed and coded the data for each contract. As some of the subject matter of these provisions do not fall under the organization’s area of expertise (for example, medical insurance), information in these sections has been coded in good faith; however, some questions and inquiries regarding specific provisions of this contract may be best answered by professionals in the corresponding industry. Further inquiries about the methodology or this database can be directed to ConnCAN’s Research & Policy Department at research@conncan.org.
ConnCAN Teacher Contract Database Methodology
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Section Title |
Question Asked |
Methodology: How do we report information for this question? |
Sources and Notes |
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District Snapshot |
Section overview |
This is the only section of the database with information from a source other than the district’s contract. It is included to provide some context around the size of the school district for comparative purposes. All data was obtained from the Connecticut State Department of Education (CSDE). |
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District Snapshot |
How many schools are in the district? |
The total number of schools included in the Education Directory, the official listing of all public educational organizations in Connecticut as of February 27, 2015 as reported by the CSDE on the CT Open Data Portal. |
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District Snapshot |
How many teachers are in the district (total)? |
Data is presented as reported by districts to the CSDE. Due to the state's definition of "teachers," individuals included in these counts may not directly correlate to the number of individuals covered by the contract. This count includes the total number of general education teachers within a district. These counts are the total number of general education teachers who hold roles of these types in each district and do not indicate the number of full-time equivalent (FTE) staff. For example, a staff member who works part-time (for example, 0.5 FTE) in a district is counted the same as a full-time (1.0 FTE) staff member in the same district. A person who works in multiple districts is counted once in each district as reported by the CSDE. Some regional school districts that also have associated elementary school districts share staff between the two districts. Consequently, these districts' totals may be inflated as a number of staff members shared across the districts. Staff is categorized by first assignment that is reported for an educator in the district (i.e., if a teacher taught Biology and held an administrative role, but lists Biology first, the educator is counted as a teacher). |
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District Snapshot |
How many teachers are in the district (FTE count)? |
Data is presented as reported by districts to the CSDE. Due to the state's definition of "teachers," individuals included in these counts may not directly correlate to the number of individuals covered by the contract. This count includes the total number of general education teachers within a district. These counts are the sum of full-time equivalent (FTE) staff and do not indicate the total number of individual staff members that work in a district. For example, two staff members who work part-time (for example, 0.5 FTE each) in a district are counted the same as a full-time (1.0 FTE) staff member in the same district. A person who works in multiple districts is counted once in each district as reported by the CSDE. Some regional school districts that also have associated elementary school districts share staff between the two districts. Consequently, these districts' totals may be inflated as a number of staff members shared across the districts. Staff are categorized by first assignment that is reported for an educator in the district (i.e., if a teacher taught Biology and held an administrative role, but lists Biology first, the educator is counted as a teacher). |
2012-2013 Sum of Full-time Equivalent Staff (General Education Teachers) |
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District Snapshot |
How many students are in the District? |
The total number of public school students enrolled in a district for the 2014-2015 school year as reported by districts to the CSDE in October 2014. |
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District Snapshot |
What grades does the district serve? |
The range of grades served by the district, provided that at least one of the schools in that district serves each of the grades reported. For example, if a district’s grades are listed PK-12, at least one school serves pre-K children but not all schools in the district necessarily have pre-k programs. |
CT Open Data Education Directory Updated 2/27/15 |
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Basic Information |
Section overview |
This section contains information about the negotiation process and timeline. |
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| Basic Information | When does the contract begin? |
The date reported in the contract as the start date of when the contract takes effect, typically included in the “duration” article. Most contracts in Connecticut are renegotiated approximately every three school years. For more information on the negotiation timeline of an individual district and its current negotiation status, please visit the link provided. |
New question for 2016! Click here to see CSDE’s 2015-2016 Listing of Negotiations and Settlement Status |
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Basic Information |
When does the contract expire? |
The date reported as the end date of the contract, typically included in the “duration” article. Most contracts in Connecticut are renegotiated approximately every three school years. For more information on the negotiation timeline of an individual district and its current negotiation status, please visit the link provided. |
Click here to see CSDE’s 2015-2016 Listing of Negotiations and Settlement Status |
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Basic Information |
What union negotiates the contract (CEA or AFT)? |
In Connecticut, one of the following two unions negotiates all of the teacher contracts: Connecticut Education Association (CEA), or American Federation of Teachers - Connecticut (AFT/AFL-CIO). |
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Basic Information |
Download this contract |
Links to a PDF of the district’s full contract |
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Work Day and Work Year |
Section overview |
This section includes the amount of time each day and each year and the capacity in which teachers are required to work. Generally, any number of the following questions may be addressed in the contract, but not necessarily all of them. ConnCAN acknowledges that the time contractually required by teachers does not necessarily reflect the actual time put forth by Connecticut’s educators. |
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Work Day and Work Year |
How many days are in the teacher work year? |
Total number of days most teachers are required to work each school year. If additional days are required based on a specific leadership position, this is specified in the comment field, which users can view by hovering over the red text that says “more info.” |
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Work Day and Work Year |
How many student days are in the teacher work year? |
Total number of days that teachers are required to work with students present. If not reported directly, this is calculated as the total number of teacher work days less the number of days without students (for professional development, orientation for new teachers, etc.). |
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| Work Day and Work Year | How many professional development days are required for new teachers, in addition to the standard work year? | Total number of days that newly hired teachers are required to work in addition to the standard teacher work year. This answer is sometimes the reflection of an increased total work year for new hires. If so, the number of additional days is calculated by subtracting the standard teacher work year from the new teacher work year, and the total new hire work year is reflected in the comment field. If additional days may be required (rather than are required), it is specified in the comment field. The number of possible additional days is reported in the main field. If the number reported is for a group of teachers other than new hires to the district (eg. non-tenured teachers, first year teachers, etc.), this is also specified in the comment field. | New question for 2016! |
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Work Day and Work Year |
How much time is required outside the school day at the elementary level?
How much time is required outside the school day at the middle/high school level? |
The sum, in minutes, of total time required outside of the student school day. When school level is not specified, the same data is reported for both the elementary and middle/high school level, provided the district has both types of schools. If the contract specifies a certain number of minutes before and/or after the day rather than a total; or, if teachers are required to stay beyond this sum one day a week/month for other reasons, this is reported in the comment field.
The information is presented in 0:00 format, where, for example, 0:15 is 15 minutes. |
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Work Day and Work Year |
How long is the total workday at the elementary level?
How long is the total workday at the middle/high school level? |
The sum, in hours and minutes, of total time required for a teacher to be at the school each day, including the length of the student day plus any additional time required before and/or after the student day. When school level is not specified, the same data is reported for both the elementary and middle/high school level provided the district has both types of schools. The information is presented in 0:00 format, where 7:15 is 7 hours and 15 minutes. |
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Work Day and Work Year |
How much time is set aside for preparation at the elementary level?
How much time is set aside for preparation at the middle/high school level? |
The total amount of time teachers are free of teaching and/or any other administrative responsibilities for the purposes of planning. This does not include time designated for duty-free lunch, collaborative planning, or other meetings. Planning time is generally expressed in total number of minutes per day or per week, but may be by classroom periods per week or another similar measure. Information is reported using language and/or units directly from the contract and is not standardized district-to-district. |
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Work Day and Work Year |
How much preparation time is designated to plan collaboratively? |
The amount of time set aside on a regular (daily, weekly, or monthly) basis for teachers to meet with one another for the purposes of planning, discussing student progress, or other similar collaborative efforts. This does not include professional development, conferences, or other meetings. Collaborative planning time is usually expressed in total number of periods per week, but may also be reported as minutes per month or another similar measure. Information is reported using language and/or units directly from the contract and is not standardized district-to-district. |
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Class Size |
Section Overview |
This section summarizes the processes and protocols in place related to the recommended and/or required class size for teachers at different school levels. |
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Class Size |
How is class size specified (limit, range, etc.)? |
Characterizes the degree to which class size is defined in the contract based on the language used in the section. Responses have been grouped into the following categories for comparative purposes: limit, range, goal, ratio, guideline and other. Districts are categorized by the exact or most similar term used in their contract regarding class size. For example, if the district uses the word “maximum,” it is classified as “limit,” whereas the word “desired” is classified as “goal.” Language that does not match any of the designated categories is labeled as “other.” |
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Class Size |
What is the class size for the elementary level?
What is the class size for the middle school level?
What is the class size for the high school level? |
The number of students specified by the above categorization for each school level: elementary (grades K-5), middle (grades 6-8), or high school (grades 9-12). Pre-K class sizes are not included because they are largely unspecified in contracts and not every district offers pre-K classes. In the case that a class size range is specified, or that there are different sizes recommended for individual grades within the specified level, the highest number is reported in the main response field. For example, if the class size is 20 for grade 1 and 25 for grade 2, the number “25” will be the response with a comment that includes the class size for grade 1. Generally speaking, class size limits increase as grade levels increase (for example, class size limits are generally lowest at the elementary level and highest at the high school level). |
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Salary |
Section overview |
Salaries reported and/or used in calculations for this section are from the district’s 2015-2016 salary schedule unless otherwise noted. These salaries are exclusive of any additional payments that a teacher may earn for extra responsibilities, performance bonuses or other reasons, which are addressed in the following section.
This section was also completed presuming annual advancement, although such advancement is not the case in many districts due to step freezes. When an agreement has been made between the district and the union to enact a step freeze for a given school year (or number of school years), teachers do not advance one step at the beginning of each new school year as they otherwise would. A number of local teacher unions have agreed to such freezes and consequently have not seen an increase in salary in years.
The arrow next to the salary indicates if the salary in this specific step and lane has increased or decreased from the 2015-2016 school year calculated using the previous school years’ salary schedule for that district. For example: 2015-2016 BA Step 1 - 2015-2016 BA Step 1 Salary |
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Salary |
Bachelor's degree: minimum salary |
The minimum is the starting salary for a teacher with a bachelor’s degree. The salary is reported from the BA lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: BA+15, BA+30, etc.). Most often, the minimum salary is reported from Step 1, but in the case that a schedule starts on a different step, the lowest salary is reported (for example, salary will be reported from Step 2 if Step 1 is blank). |
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Salary |
Bachelor's degree: mid-scale salary |
The mid-scale salary is provided as an approximation what a teacher with a bachelor’s degree would earn in the middle of his or her career. The salary is reported from the BA lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: BA+15, BA+30, etc.). Unless otherwise specified in a comment, the salary is reported from Step 8 of the schedule. In the case that a district has 10 or fewer steps in the BA lane, then the step that is closest to a midway point is used with a comment that specifies what step has been reported. For example, if there are only six steps, the salary from Step 3 would be reported. |
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Salary |
Bachelor's degree: maximum salary |
The maximum salary is reported as per last step on salary schedule for a teacher with a bachelor’s degree. The salary is reported from the BA lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: BA+15, BA+30, etc.). The numbers of years it may take a teacher to reach the maximum salary level varies greatly depending on a number of factors, including whether the district and union have agreed to step freezes. |
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Salary |
Master's degree: minimum salary |
The minimum is the starting salary for a teacher with a master’s degree. The salary is reported from the MA lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: MA+15, etc.). Most often, the minimum salary is reported from Step 1, but in the case that a schedule starts on a different step, the lowest salary is reported (for example, salary will be reported from Step 2 if Step 1 is blank). |
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Salary |
Master's degree: mid-scale salary |
The mid-scale salary is provided as an approximation for what a teacher with a master’s degree would earn in the middle of his or her career. The salary is reported from the MA lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: MA+15, etc.). Unless otherwise specified in a comment, the salary is reported from Step 8 of the schedule. In the case that a district has fewer than 10 steps in the MA lane, then the step that is closest to a midway point is used with a comment that specifies what step has been reported. For example, if there are only six steps, the salary from Step 3 would be reported. |
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Salary |
Master's degree: maximum salary |
The maximum salary is reported as per last step on salary schedule for a teacher with a master’s degree. The salary is reported from the MA lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: MA+15, etc.). The numbers of years it may take a teacher to reach the maximum salary level varies greatly depending on a number of factors, including whether the district and union have agreed to step freezes. |
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Salary |
6th year degree: minimum salary |
The minimum is the starting salary for a teacher with a 6th year degree. The salary is reported from the 6th year lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: 6th Yr.+15, etc.). If a district does not have a 6th year lane, then the MA+30 lane is reported with a comment indicating as such. Most often the minimum salary is reported from Step 1 but in the case that a schedule starts on a different step, the lowest salary is reported (for example, salary will be reported from Step 2 if Step 1 is blank). |
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Salary |
6th year degree: mid-scale Salary |
The mid-scale salary is provided an approximation for what a teacher with a 6th year degree would earn in the middle of his or her career. The salary is reported from the 6th year lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: 6th Yr.+15, etc.). If a district does not have a 6th year lane, then the MA+30 lane is reported with a comment indicating as such. Unless otherwise specified in a comment, the salary is reported from Step 8 of the schedule. In the case that a district has fewer than 10 steps in the 6th year degree lane, then the step that is closest to a midway point is used with a comment that specifies what step has been reported. For example, if there are only six steps, the salary from Step 3 would be reported. |
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Salary |
6th year degree: maximum salary |
The maximum salary is reported as per last step on salary schedule. The salary is reported from the 6th Year lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: MA+15, etc.). The numbers of years it may take a teacher to reach the maximum salary level varies greatly depending on a number of factors, including whether the district and union have agreed to step freezes. |
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Salary |
Doctorate degree: minimum salary |
The minimum is the starting salary for a teacher with a doctorate degree. The salary is reported from the doctorate degree lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: Doctorate+15, etc.). Most often, the minimum salary is reported from Step 1 but in the case that a schedule starts on a different step, the lowest salary is reported (for example, salary will be reported from Step 2 if Step 1 is blank).
In the case that a district doesn’t have a doctorate degree lane, the salary is reported from the lane with the highest degree status and/or number of additional credits (for example, 6th yr. or MA+30). The name of the lane is included in the comment field for districts without a doctorate degree lane. If the district does not have a separate lane for teachers with a doctorate, but does offer an annual doctorate stipend, then the salaries are calculated by adding the doctorate stipend to the amount reported in the lane with the highest degree status and/or number of additional credits (for example, 6th yr. or MA+30).In the case that a district doesn’t have a PhD lane, the salary is reported from the lane with the highest degree status and/or number of additional credits (for example, 6th Yr. or MA+30). The name of the lane is included in the comment field for districts without a PhD lane. If the district does not have a separate lane for teachers with a PhD, but does offer an annual doctoral stipend, than the salaries are calculated by adding the doctoral stipend to the amount reported in the lane with the highest degree status and/or number of additional credits (for example, 6th Yr. or MA+30). |
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Salary |
Doctorate degree: mid-scale salary |
The mid-scale salary is provided as an approximation for what a teacher with a doctorate degree would earn in the middle of his or her career. The salary is reported from the doctorate lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: Doctorate+15, etc.). Unless otherwise specified in a comment, the salary is reported from Step 8 of the schedule. In the case that a district has fewer than 10 steps in the 6th year degree lane, then the step that is closest to a midway point is used with a comment that specifies what step has been reported. For example, if there are only six steps, the salary from Step 3 would be reported.
In the case that a district doesn’t have a doctorate degree lane, the salary is reported from the lane with the highest degree status and/or number of additional credits (for example, 6th yr. or MA+30). The name of the lane is included in the comment field for districts without a doctorate degree lane. If the district does not have a separate lane for teachers with a doctorate, but does offer an annual doctorate stipend, than the salaries are calculated by adding the doctorate stipend to the amount reported in the lane with the highest degree status and/or number of additional credits (for example, 6th yr. or MA+30). |
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Salary |
Doctorate degree: maximum salary |
The maximum salary is reported as per last step on salary schedule. The salary is reported from the doctorate degree lane only and not for the lanes which result in a different salary (salaries are not reported from lanes such as: Doctorate+15, etc.). The numbers of years it may take a teacher to reach the maximum salary level varies greatly depending on a number of factors, including whether the district and union have agreed to step freezes.
In the case that a district doesn’t have a doctorate degree lane, the salary is reported from the lane with the highest degree status and/or number of additional credits (for example, 6th yr. or MA+30). The name of the lane is included in the comment field for districts without a doctorate lane. If the district does not have a separate lane for teachers with a doctorate, but does offer an annual doctorate stipend, than the salaries are calculated by adding the doctorate stipend to the amount reported in the lane with the highest degree status and/or number of additional credits (for example, 6th yr. or MA+30). |
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| Salary | If applicable, the total amount of doctorate stipend | The amount, in dollars, that teachers are awarded annually for holding a doctorate degree if the salary schedule does not have a separate lane for teachers with a doctorate. | |
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Salary |
What is the difference between the minimum Bachelor's salary and the minimum Master's salary? |
Compares the difference in starting salary between a teacher with a bachelor’s degree versus a teacher with a master’s degree within the district. The difference is calculated by subtracting the BA, Step 1 salary from the MA, Step 1 salary (or their equivalents). |
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Salary |
What is the difference between the maximum Bachelor's salary and the maximum Master's salary? |
Compares the difference in highest possible salary between a teacher with a bachelor’s degree versus a teacher with a master’s degree within the district. The difference is calculated by subtracting the value on the last step of the BA lane from the value on the last step of the MA lane. |
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What is the difference between the minimum Bachelor’s salary and the maximum Master’s salary? |
Compares the difference in the highest possible salary for teachers with a master’s degree with the lowest possible salary for teachers with a bachelor’s degree. The difference is calculated by subtracting the value on the first step of the BA lane from the value on the last step of the MA lane. This calculation reflects the most likely total salary increase over a teacher’s career, as teachers often begin with a bachelor’s degree and are required to earn a Master’s degree to obtain a professional educator certificate in Connecticut. |
New question for 2016!
Conn. Gen. Stat. § 10-144o (2015). For more information, please see our table on collective bargaining laws. |
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Salary |
What is the difference between the lowest reported and the highest reported salary? |
Compares the starting salary for a teacher with a bachelor’s degree to the maximum salary for a teacher with a doctorate degree (or equivalent) to demonstrate the range of possible salaries within a district depending on degree status and years of experience. The difference is calculated by subtracting the value on the first step of the BA lane from the value on the last step of the Doctorate lane (or their equivalent). |
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Salary |
What is the average pay increase for each additional year of experience (MA level)? |
Estimates the average increase per additional year of experience within a district by considering the total difference in salary within the MA lane and the total number of years required to reach the maximum salary level. The MA lane was used because teachers are required to earn a master’s degree to obtain a professional educator certificate in Connecticut and can be considered a reasonable benchmark lane. This calculation was made by following the formula: (MA Maximum Salary – MA Minimum Salary) / (# Years to Reach Maximum) = Estimated average increase between steps.
It is important to note that the number of years it may take a teacher to reach the top salary level varies greatly depending on a number of factors, including whether the district and union have agreed to step freezes. A number of local teacher unions have agreed to such freezes and consequently have not seen an increase in salary in years. Step freezes are not included in the calculations for this question. |
For more information, please see our table on collective bargaining laws. |
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Salary |
How many salary scale categories are in the district's salary schedule? |
Total number of lanes (columns) within the salary schedule. These lanes are based (in nearly all cases) on degree status. For example, if a salary schedule includes lanes for a bachelor’s, master’s and 6th Year, the number reported would be 3. This represents the total number of different salary tracks a teacher could possibly be placed on. |
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Salary |
What are the types of salary scale categories? |
The names of each individual lane (column) reported in the salary schedule, which is, in nearly all cases, related to degree status. For example, bachelor’s, master’s, 6th year, doctorate, etc. |
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Salary |
Assuming no step freezes, how many years would it take for a teacher to reach the maximum salary level within their degree category? |
This is an estimate of how many years it would take for a teacher to reach the salary maximum in a given salary lane. It is based most frequently on the total number of steps (rows) reported in the salary schedule. If the number of steps varies by degree lane, then the highest number of steps for any lane is reported.
Some contracts have a separate part of the salary schedule or a separate table that shows the relationship between years and steps. For example, a teacher with 0-5 years of experience may be on Step 1, then with 6-8 years be on Step 2, etc. If a year/step equivalent is present, then the maximum number of years (rather than number of steps) is reported.
It is important to note that the number of years it may take a teacher to reach the maximum salary level varies greatly depending on a number of factors, including whether the district and union have agreed to step freezes. A number of local teacher unions have agreed to such freezes and consequently have not seen an increase in salary in years. Step freezes are not included in the calculations. |
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Salary |
Is there a salary step freeze in the current school year? |
If there is a step freeze, it means that teachers will not move up a step in the salary schedule as they would have otherwise done upon completion of each school year. If a contract explicitly states there is a step freeze for the current school year (2015-2016), then the answer is “yes”. If it is explicitly stated that there is NOT a step freeze, that teachers will advance, OR there is no information at all regarding a step freeze, then the answer has been marked as “no.” Some contracts include a movement of a “half-step,” step movement partway through the year or other variations on a traditional step freeze. When this is the case, provided there is at least some increase in pay for the current school year, the answer has been marked “no” with a comment paraphrasing the conditions of the increase. |
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Additional Compensation |
Section overview |
This section describes various types of additional payments that teachers may earn based on extra qualifications, duties performed, or other efforts to supplement their annual salaries. These payments may be paid in various forms, such as annual stipends or hourly compensation. |
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Additional Compensation |
Does the district provide any type of performance or incentive-based pay? |
If the answer is “yes” for this category, the district offers some type of merit-based pay based on criteria such as teacher performance or student improvement, on an individual, school, or district-wide basis. Pay incentives for non-performance related items such as perfect attendance receive an “N/A”. |
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| Additional Compensation | If a district offers performance or incentive-based pay, under what conditions is the pay granted? | Summarizes the parameters under which teachers earn performance or incentive-based pay, including information such as: if the bonus is awarded on an individual, school, or district-wide basis, as well as the performance measures that must be met. | New question for 2016! |
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Additional Compensation |
What is the maximum available performance bonus? |
The maximum amount that a teacher may earn annually in performance or incentive-based pay. If the amount is determined by a percentage or some other manner in which a dollar amount is not specified, any given information regarding pay amount is included in the comment field. |
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Additional Compensation |
Can a teacher earn additional pay by working in a school or position classified as "high-needs" or "hard to staff"? |
If the answer is “yes” for this category, the district offers extra payment for an educator who elects to teach in a school or certification area that is considered “high-needs” or “hard to staff” for various reasons. Examples include turnaround schools, schools with large “high-needs” student enrollment, district-designated teacher shortage areas, state-designated teacher shortage areas, etc. |
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Additional Compensation |
If a teacher can earn additional pay by working in a school classified as "high-needs" or "hard to staff," what is the amount of additional pay available? |
Summarizes the amount and/or conditions by which a teacher may earn for working in a school or certification area that is “high-needs” or “hard to staff.” These amounts may be paid through annual stipends, hiring bonuses, advanced placement on the salary schedule, or an additional percentage annual salary. |
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Additional Compensation |
Does the district provide a national certification bonus? |
If the answer is “yes” for this category, the district offers extra payment for teachers who earn National Board Certification, a nationally recognized advanced teaching credential from the National Board for Professional Teaching Standards. For more information regarding National Board Certification, please visit the link provided. |
Click here to visit the National Board for Professional Teaching Standards website |
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Additional Compensation |
If the district provides a national certification bonus, what is the amount? |
The stipend amount is stated in dollar format and the comment specifies whether it is awarded on an annual or one-time basis. In addition to annual or one-time stipends, some districts also offer reimbursement for the costs associated with obtaining National Board Certification, such as preparation materials, applications and other fees. If the district offers cost reimbursement and/or the stipend is not specified strictly in a dollar amount in the contract, this information is captured in the comment field. |
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Additional Compensation |
Does the district provide longevity payments? |
If the response is “yes” for this category, teachers receive extra payments after giving a certain number of years service to the district. Longevity payments are issued either on an annual basis or only during certain “milestone” years, such as 25 years of service. |
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Additional Compensation |
If the district provides longevity payments, what is the amount? |
In this field, the amount for payments is expressed in dollar format. Payments are classified as either “one-time” or “annual” payments. If it is unclear in the contact if the payments are annual or one-time, the response in the main field does not have “one-time payments” or “annually.” If the program has been discontinued for teachers hired after a specific date, this time period is reflected at the beginning of the answer field. Additional eligibility requirements, if any, are reflected in the comment field. The following terms apply to both the main and comment fields unless otherwise specified:
Responses beginning with “[number] years service” mean that teachers are only paid for the number of years they have served in a particular district, while “with [number] years experience” means teachers are paid for total number of years teaching. If unspecified in the response, it means the contract does not specify whether or not years are paid for district service only. |
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Additional Compensation |
Does the district provide tuition reimbursement? |
If the response is “yes” for this category, the district offers reimbursement for teachers to use towards tuition payment to obtain advanced professional degrees or further study that may be but are not necessarily required by the Board. |
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Additional Compensation |
If the district provides tuition reimbursement, what is the amount? |
The amount contributed by the district for tuition reimbursement purposes may be reported in a number of forms, including but not limited to maximum amounts for: percent contribution, total credit hours, total number of courses, total dollar amounts, or district wide total pool of funds on an annual basis. Unless otherwise specified, amounts are reported on a per teacher, per year basis in the main field. If the amount per teacher is quantified in multiple ways, the most common response type (most often, percent contribution) is included in the main field and all other information is captured in the comment field. Information about district wide annual budget is captured in the comment field. |
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Additional Compensation |
Does the district provide extra pay for curriculum writing? |
If the response is “yes” for this category, the district offers reimbursement for teachers who assist with writing curricula during non-teaching days or hours, such as during summer vacation. If the response is “No”, the only references to curriculum writing in the contract refer to it as part of the regular teacher workday (without extra pay), such as during planning periods. |
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Additional Compensation |
If the district provides extra pay for curriculum writing, what is the amount? |
Payment for curriculum writing during non-teaching days/hours is most often expressed in a dollar amount per hour. In some cases, payment is also quantified as an annual stipend or rate per product produced (for example, $100 per unit written). |
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Benefits |
Section Overview |
This section details various types of leave that teachers are granted throughout the school year and the conditions under which such leave may be taken. |
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Benefits |
How many sick days are teachers granted each year? |
The total number of sick days that teachers receive per year. Per state law, teachers are entitled to a minimum of 15 paid sick days each year. If teachers may earn or be granted additional days due to extended work years, perfect attendance, or other reasons. If the number of sick days granted varies by hire date, such days are discussed in the corresponding comment field. If there is additional information about how these days may be used, this is included in the comment field. |
For more information, please see our table on collective bargaining laws. |
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Benefits |
How many total sick days can a teacher accumulate? |
The number of sick days that teachers may accumulate in total throughout their career. Per state law, teachers can accumulate an annual minimum of 150 sick days. If the number of sick days accumulated varies by hire date, it is discussed in the corresponding comment field. The term “unlimited” is only included if the contract explicitly states accumulation does not have a limit (teachers may accumulate an unlimited number of sick days), otherwise it is categorized as “no maximum stated.” |
Conn. Gen. Stat. § 10-156 (2015). For more information, please see our table on collective bargaining laws. |
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Benefits |
At what rate are accumulated sick days paid out upon retirement? |
This question describes how much compensation teachers are granted for their unused sick days upon retirement. Most often, these rates are calculated at a certain percentage of days accumulated paid at a per diem rate (the teacher’s salary divided by the total number of work days). If there are conditions for receiving such payment, such as a required minimum number of years of total service or hire date, this information is specified in the main field. The main field includes the most recent compensation rate/structure. Any previous iterations of the provision referenced in the contract are included in the comment field. The following terms apply to both the main and comment fields unless otherwise specified:
“Per diem rate” = Teacher’s salary upon retirement divided by the total number of work days |
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Benefits |
Does the district offer a sick leave bank option? |
A sick leave bank is a program wherein teachers may donate a certain number of their sick days each year. In return for these donations, teachers may withdraw up to a maximum of sick days from the bank during periods of extended illness. A summary of the conditions of donating and/or withdrawing days from the bank is included in the comment field. Unless otherwise specified, the number of days that can be contributed to the bank are reported on a per teacher, per year basis and limits on withdrawals from the bank are reported on a per teacher, per occurrence basis. Participation in the sick leave bank is voluntary unless noted otherwise. Although it is common for contracts to reference sick leave bank committees, these committees are only included in this response if there is no maximum withdrawal stated (because it is at the committee’s discretion). |
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Benefits |
How many personal days are teachers granted each year? |
The total number of personal days teachers receive per year. While the definition of “personal days” varies by district, most often they may be taken for reasons relating to personal business that cannot be conducted outside of the work day, such as: legal business, religious observance, personal/family events (commencement, wedding, funeral etc.) and emergencies. |
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| Benefits | Can a teacher accumulate personal days? | If the response is “yes” for this category, the district allows teachers to accumulate unused personal leave from year to year. Total accumulation permitted is specified in the comment field, as well as annual maximum accumulation limits where stated (i.e. a teacher may accumulate one personal day each year up to a maximum total accumulation of 5 days). | New question for 2016! |
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Benefits |
What are the other types of leave available? |
Lists the additional leave granted to teachers aside from sick and personal leave, such as: bereavement leave, sabbatical, leave of absence, etc. The extent to which leave is paid or unpaid and the number of days granted is reflected in the comment field where available. The total number of days granted per year is included where available; otherwise, the maximum number of days per occurrence is reported. For example, if 3-5 days are granted for bereavement per death depending on the teacher’s relation to the individual, it is reported as “5 days.” Types of leave that are not included in this category outside of sick, professional and personal leave are those that are granted under state and/or federal laws and regulations, such as leave for jury duty, military service, or the federal Family and Medical Leave Act (FMLA). Although eligible under FMLA, maternity and/or childrearing leave is included separately in the database as it is a frequently utilized type of leave in this category. More information on the specifics of maternity leave for each district is available within the contract. |
For more information on leave laws and regulations, please see our table on collective bargaining laws |
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Benefits |
Does the district provide compensated professional development? |
If the response is “yes” for this category, the district provides paid leave and/or reimbursement for individual professional development purposes, such as conference attendance, visiting other schools, or other similar events during the school day/year (these days do not count against sick or personal leave). |
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Benefits |
If the district provides compensated professional development, what is the amount? |
The maximum amount of professional leave that is granted per teacher, which may be expressed in number of days of paid leave, maximum reimbursement in a dollar amount, or a district-wide pool total amount. If the field states only “paid professional/conference leave,” there is no maximum amount or other information specified in the contract. Information regarding either in-service professional development days required for all teachers at the start of or during the school year, or compensation for attending professional development outside of the work day/year, is not included in this response. This question also does not capture details about the approval process for granting such leave (for example, that a teacher must submit a form or that leave is only granted if funding is available). If it is explicitly stated that expenses are reimbursed at less than 100%, this information is reflected in the comment field. |
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Insurance |
Section overview |
This section provides basic information regarding various types of insurance benefits offered by the district. This section highlights certain key insurance benefits and is not designed to be all-inclusive. For additional details regarding a specific district, please refer to the contract directly. |
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Insurance |
What percent of the total cost must teachers contribute toward the primary medical plan offered by the district? |
The percentage that a teacher contributes to their medical insurance premiums for the primary medical insurance option determined by the district for the 2015-2016 school year (unless otherwise specified). These premiums are usually pre-tax payroll deductions from each paycheck. The district pays the remaining percentage towards the full cost of the premium (100% less the employee contribution). This percentage is the employee contribution to the primary medical insurance plan only and does not apply to other types of insurance such as dental or vision. If a plan is accompanied by a sponsored account, such as a Health Savings Account (HSA), any district contributions are not captured in this field. This premium contribution percentage reflects medical insurance only and not for other types of health insurance such as dental or prescription drug coverage. This percentage represents the employee contribution towards the premium cost of coverage and does not include additional out-of-pocket expenses such as copays, deductibles, etc. |
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Insurance |
What is the primary medical plan option (PPO, HMO, etc.)? |
States the insurance plan type for the primary medical benefit offered to teachers. Although some contracts refer to a specific plan name offered by an individual insurance carrier, the plans are reported as one of the following generic plan types: HMO, PPO, POS and HDHP. If an HDHP or PPO plan is also accompanied by a Health Savings Account (HSA) or Health Reimbursement Arrangement (HRA), this is also included in this field. If HSA or HRA are not stated in this field, it means that the district offers only the insurance plan specified (for example, HDHP or PPO) without a sponsored account. If the contract doesn't state the type of plan, an estimate was made with respect to the plan type based on.background knowledge of the available types of plans and the information included in the contract. Any educated guesses are identified in the comment field of this question. The contract may explicitly specify a certain plan option as the preferred, primary or main plan. If there is not an explicit preference for one plan over the other is not stated, the “primary” plan is determined per the following: if the premium contribution of one plan is used to determine all other contribution rates, it is considered the primary plan (for example, if there is a 19% employee contribution for Plan A, but the employee may participate in Plan B provided they pay the difference between the cost of Plan A and Plan B, then Plan A is considered the primary plan). If none of this information is available, the plan that is listed first in the contract is considered to be the primary plan. |
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Insurance |
What other types of medical plans are available? |
If the district offers more than one medical insurance plan, the additional plans are listed in this field. The percent contribution for employees enrolling in these alternative health plans are included in the comment field if it is specified in the contract. This percentage is that which the employee contributes to the annual premium cost of the alternative medical plan only and does not specify contribution made to any associated sponsored accounts (such as HSA) or any additional out-of-pocket expenses such as co-pays, deductibles, etc. If this benefit varies by hire date, it is noted in the comment field. |
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| Insurance | If an employer-funded Health Savings Account (HSA) is offered, how much does the district contribute (family tier)? | The dollar amount that the district/board will contribute towards the annual deductible of an employee’s Health Savings Account is reflected in the main field. The total family level deductible amount is listed in the comment field along with the percent level for the board’s contribution, which are the factors ConnCAN used to calculate the amount specified in the main field. | New question for 2016! |
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Insurance |
If there is a financial incentive for waiving medical insurance, what is the dollar amount paid to individuals? |
Some districts offer financial incentives for employees who elect not to participate in the medical insurance plan offered by the Board because they are enrolled in another plan, such as that of a spouse. In this case, the employee waives health insurance benefits offered by the district in exchange for a payout. The rate reported in this field is the dollar amount for waiving insurance for just the employee.
Sometimes this payout is specified as a percentage of the cost of coverage or other non-dollar amount; information on these types of payout is included in the comment field. If there are amounts specified for employees who are also waiving insurance for their spouse and/or dependents, this is also included in the comment field. |
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Insurance |
How much life insurance does the district provide? |
If the benefit is offered, includes the amount of group term life insurance provided for the employee, which is typically expressed in dollar amount or in multiples of the teacher’s salary. Where maximums are applicable, these are reflected as well. Unless otherwise specified, life insurance coverage is provided at no cost to the employee. If the employee must contribute towards the cost of the premium, the amount is included in the comment field. If the district also provides life insurance for spouses and/or dependents, or if the employee may purchase additional coverage at their own expense through a buy-up, this is also captured in the comment field. It is worth noting that although accidental, death and dismemberment (AD&D) insurance is typically offered alongside term life insurance, information about this type of coverage is not included in the database. |
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Insurance |
How much long-term disability does the district provide? |
If the benefit is offered, includes the group Long Term Disability (LTD) benefit provided to the employee, which is typically expressed in a proportion of the teacher’s salary up to a monthly maximum. Unless otherwise specified, LTD coverage is provided at no cost to the employee. If the employee must contribute towards the cost of the premium, the amount is included in the comment field. Notable nuances to the benefit (e.g. the plan is offered as an individual policy) are also included in the comment field. |
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Insurance |
How much does the district contribute to retiree medical insurance premiums (before TRB)? |
Per state law, districts must offer health insurance plans to teachers who have retired from the district who are not yet age 65 and/or are eligible for Medicare or the full benefits provided by the Teacher’s Retirement Board (TRB). Districts, however, are not required to share any of the cost of offering the plan. This question captures the amount (if any) that the district contributes towards the retired teachers’ health insurance before they are eligible for the benefits stated above. Most often, retirees must pay the full cost of the premium in order to continue coverage, with no financial contribution from the district. If the district contributes any amount, which may be expressed in dollar amount or percent of premium, it is included in this field. If there are any qualifying conditions for the retiree to have any portion of insurance premium paid by the board, this is also included in the either the main question or the comment field, depending on the number of conditions stated in the contract. If this benefit varies by hire date, it is discussed in the corresponding comment field. |
Conn. Gen. Stat. §10-183l (2015). For more information on leave laws and regulations, please see our table on collective bargaining laws. |
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Layoff and Transfer Procedures |
Section Overview |
This section summarizes the procedures through which teachers may be either laid off or transferred to another position as a result of a reduction in force. Districts may enact a reduction in force for a number of reasons, including but not limited to decreased student enrollment or financial reasons. |
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Layoff and Transfer Procedures |
Is seniority a factor considered in layoffs? |
Seniority in this section is considered by any definition of length of service, including but not limited to: continuous or total service in district, years teaching in or outside of the district, date of hire, etc. All of the ways in which seniority is calculated or quantified by the district is included in the list of “other factors” considered for layoffs. |
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Layoff and Transfer Procedures |
Is seniority a primary factor considered in layoffs? |
If seniority as defined above is among a multitude of factors with an expressed priority level or preference for seniority, it is recorded as "primary factor.” Even if seniority is not explicitly stated as a priority, it may still be considered a primary factor. If seniority is ordered as the first or second factor among a list of ranked/ordered factors, then it is considered a primary factor and the response is “yes”. If the contract states or implies that all factors in a list (including seniority) will be considered equally or simultaneously, or if the contract doesn’t specify priority, then it is not considered a primary factor. |
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Layoff and Transfer Procedures |
Is seniority the only factor considered in layoffs? |
If the only factor listed is seniority, or there are multiple factors listed but they are all various definitions of seniority, then it is considered the only factor in layoffs. If the only non-seniority factor listed is tenure (for example, all non-tenured teachers will be laid off before tenured teachers), then the response is “yes”. Tiebreakers are not considered when deciding if seniority is the only factor in layoffs. For example, if a district bases layoffs solely on seniority, but if all measures of seniority are equal, and the tiebreaker is social security number, then seniority is still considered to be the only factor. |
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Layoff and Transfer Procedures |
Are teacher evaluations a factor considered in layoffs? |
Evaluations in this question and in the subsequent questions is considered to be either explicit references to formal evaluations or references to teacher performance, but does not include other related factors such as ability or qualifications. All of the ways in which performance is evaluated by the district is included in the list of “other factors” considered for layoffs. |
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Layoff and Transfer Procedures |
Are teacher evaluations a primary factor considered in layoffs? |
If evaluations as defined above is among a multitude of factors with an expressed priority level or preference, it is recorded as "primary factor.” Even if evaluation is not explicitly stated as a priority, it may still be considered a primary factor. If evaluation is included as the first or second factor among a list of multiple factors, then it is considered a primary factor and the response is “yes”. If the contract states that all factors in a list (including evaluation) will be considered equally or simultaneously, then it is not considered to be a primary factor. |
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| Layoff and Transfer Procedures |
Are teacher evaluations the only factor considered in layoffs? |
If the only factor listed is evaluations, or there are multiple factors listed but they are all various definitions of performance, then it is considered the only factor in layoffs. Tiebreakers are not considered when deciding if evaluation is the only factor in layoffs. For example, if a district bases layoffs solely on evaluations, but if all measures of performance are equal, and the tiebreaker is social security number, then evaluation is still considered to be the only factor. |
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Layoff and Transfer Procedures |
What is the tiebreaker in layoffs? |
Tiebreaker provisions are separate from other layoff criteria because they are considered only if all other factors are equal and do not result in identification of a single teacher to be laid off. In the database, tiebreakers are not considered when determining if seniority or evaluations are the only factors in layoffs because they are only enacted under special circumstances, meaning staffing decisions can be made without having to utilize them. |
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Layoff and Transfer Procedures |
What are other factors considered in layoffs, if any? |
Includes a list of any factor considered in layoffs besides seniority and/or evaluation. If factors are considered after teachers have been grouped by grade level/subject area, this is reflected in the main field. If there are multiple definitions of either seniority or evaluation considered, they are also listed in this response. Factors are listed in the order in which they appear in the contract, with the exception of removing singular references to seniority and/or evaluation. If a separate set of factors are considered for non-tenured teachers, these are reflected in the comment field. |
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Layoff and Transfer Procedures |
How many years can a teacher's name be on the district's recall list? |
A recall list is a list of teachers who have been laid off who may be offered an available position in the district as one becomes available. In this question, the numeric value refers to the number of years a teacher may remain on a list to be offered an available position after being laid off. If the contract defines this period of time in months, then it is converted to years for the main field but the comment field maintains the original contract language. If the contract mentions factors considered in recall or an order in which teachers are offered open positions, they are summarized in the comment field. |
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Layoff and Transfer Procedures |
What is the procedure for involuntary transfers due to layoffs? |
This question summarizes the process by and/or order in which teachers are transferred or “bumped” to new positions during district-wide reductions in force to prevent layoff. Procedures that are specific to reductions in force only are included in this question. Most often under these conditions, tenured teachers are transferred to the positions of non-tenured and/or less senior teachers, who in turn are either “bumped” to another position or laid off depending on the availability of alternate positions. Generally, teachers may only “bump” teachers in positions they are also certified and qualified for. |
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Layoff and Transfer Procedures |
Are teacher evaluations a factor in involuntary transfers due to layoffs? |
If the response is “yes,” then evaluation as defined above (as formal evaluations or performance) is considered in deciding if a teacher is allowed to “bump” another teacher and transfer into their position. For example, a more-senior teacher may only “bump” a less senior or non-tenured teacher if they meet certain evaluation or performance criteria. If other factors that may include, but do not explicitly reference performance, such as “ability,” are listed, then the response is “no”. If there is no reference to any such factors, or it is explicitly stated that seniority is the only factor (or that evaluation is not a factor), then the response is “no”. |
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Layoff and Transfer Procedures |
What is the procedure for non-layoff related involuntary transfers? |
This question summarizes the reasons for and/or factors considered when teachers are involuntarily transferred to new positions or schools within the district for reasons other than a district-wide reduction in force. References to “change in assignment” are also considered to be involuntary transfers, unless they are characterized as voluntary or promotions. The information provided in this response does not include logistical elements (for example, meetings, written forms, etc.),but rather possible reasons for or other procedures followed when making a decision to involuntarily transfer a teacher. If not subject to the standard grievance procedure, this information is included in the comment field. |
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Layoff and Transfer Procedures |
Are teacher evaluations a factor in non-layoff related involuntary transfers? |
If the response is “yes” to this question, then evaluation as defined above (as formal evaluations or performance) is a reason for which a teacher may be involuntarily transferred to another school or position within the district. If involuntary transfers for disciplinary purposes are referenced, but performance is not explicitly stated as the reason for such actions, then the response is “N/A”. If other factors that may include but do not explicitly reference performance, such as “ability,” are listed, then the response is “no” If there is no reference to such transfers, or it is explicitly stated that seniority is the only factor (or that evaluation/performance is not a factor), then the response is “no”. |
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Evaluation |
Section Overview |
This section summarizes the extent to which a district’s contract specifies the procedures for educator evaluation. The information included in this section is determined at a district level and is complementary to what which is determined state-level, such as guidelines and models for educator effectiveness. |
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Evaluation |
Are details about the district's teacher evaluation system included in the contract? |
For the purposes of this question, evaluation procedures are understood as the content of the evaluation procedures (including the number and types of observations, peer-reviews, factors to be evaluated by, etc.) as compared to the administrative process for the employee to review/discuss their file, how the evaluation file itself is handled, or a statement affirming that the district will follow state the guidelines for evaluation. A district that has “yes” for this question only if the contract includes at least one or more specific procedures or conditions related to the evaluation of teachers apart from the administrative process, logistics, or compliance with state guidelines. |
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Evaluation |
If yes, what aspects of teacher evaluations are specified? |
Summarizes any and all procedures related to the teacher evaluation process other than the administrative/compliance based content described in detail above. Information in this section may include, but not be limited to, the number/types of observations, factors of the evaluation or its performance categories, or information on who is (and is not) allowed to conduct such observations. |
Click here for more information on CT guidelines for educator evaluation. |
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Evaluation |
Can a teacher's salary increase be withheld for unsatisfactory performance and/or a negative evaluation? |
If the response is “yes,” then the contract states that a teacher may have their annual step increase and/or change in salary lane (due to change in degree status) withheld for unsatisfactory performance and/or an unsatisfactory evaluation rating. The conditions and procedures related to such withholding are summarized in the comment field. If there exists a procedure for a teacher to earn back the salary/step increase, this is also outlined in the comment field. If a contract references that a teacher may have their salary increases withheld for reasons that may include performance, such as disciplinary or other reasons, the response is “N/A” for this category. If a contract refers to salary or increment withholding for “just cause,” the response is also “N/A” for this category. A response of “No” for this category means that step withholding is not referenced at all in the contract or it is stated explicitly that salary increases may not be withheld for performance-related reasons. |
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| Statewide Average | Overview | This section summarizes how we calculated the data in the statewide averages column that appears alongside each district comparison. Different methods were used to calculate the averages based on question type, as described below. | |
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Questions with numeric responses (e.g. How many days a year does a teacher work?) |
This value represents the mean calculated using the data for all districts with numerical values reported for that question, which may be less than the total number of districts in the database. | ||
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Questions with Yes/No or other limited responses (e.g. Does the district provide some type of performance or incentive-based pay?, What is the primary medical plan option?) |
The response is Yes, No, or N/A for the statewide average based on the mode. For example, if “yes” or “HDHP/HSA” is the response, it represents the most common answer among all districts in the database. | ||
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Questions with various labels or units (e.g. If the district provides tuition reimbursement, how much do they provide?) |
The response is Yes, No, or N/A for the statewide average based on the mode. For example, if “yes” or “HDHP/HSA” is the response, it represents the most common answer among all districts in the database. This value represents the mean calculated using the data for all districts with numerical values reported for the most popular label reported for that question. For example, for the question “If the district provides tuition reimbursement, how much do they provide?” responses may be reported as a percent or tuition, dollars per course or credit hour, total number of credit hours, or total dollars per teacher per year. The most common unit reported statewide is a percentage of tuition. The statewide average is the mean percentage for all districts with numerical values reported as “% of tuition.” If the most common response is blank for questions with various labels than the average is reported as “—.“
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