Teacher Education and Mentoring (TEAM) Program


Teachers in the TEAM Program hold an initial, interim initial, or 90-day temporary teaching certificate with the State of Connecticut.

The timespan of this program is intended to be two years, with an additional year possible for extenuating circumstances. Upon completion of this program, teachers may apply and proceed to the second step in the CT teacher certification progression, a provisional teaching certificate.

The Teacher Education and Mentoring (TEAM) Program began September 2010 and was not funded in the CT budget passed in October 2017. TEAM remains a program that is defined by Connecticut Statute and remains a mandate for new teacher support in the early years of their professional career.

West Hartford is committed to continuing this professional development experience for new teachers by supporting a new teacher by assigning a trained TEAM mentor to assist and support a new teacher as they explore new learning in five areas of the Common Core of Teaching: Classroom Environment, Planning for Instruction, Instructional Practices, Assessment of Learning and Professional Responsibility for all Teachers.

TEAM Coordinating Committee

On October 2, 2009 the CT General Assembly passed Public Act No. 09-6 which included a provision establishing the Teacher Education and Mentoring (TEAM) Program, with full implementation commencing on July 1, 2010.

The TEAM Program, as stated and prescribed in authorizing legislation, is a program that includes guided teacher support and coaching, and the completion of instructional modules by beginning teachers. 

The TEAM Coordinating Committee, as defined legislatively and required by state statute, plans, implements, and monitors the district TEAM Program. In West Hartford, TEAM is developed as a district-managed professional development experience for teachers with an initial, interim initial certificate, or a 90-day durational shortage teaching permit who are employed to teach in a continuing, contracted teaching position. 

Legislation requires a district to form a coordinating committee with the following essential representatives: a representative from the bargaining unit for certified employees, a representative from the district central office, a district administrator, a mentor, and the appointed TEAM district facilitator. Other representatives can be included to reflect and represent the district at large. 

The TEAM Coordinating Committee (TCC) members in West Hartford are:

Core Membership:

  • Paul Vicinus Assistant Superintendent for Instruction and Curriculum
  • Mimi Villanova, TEAM District Facilitator
  • Chad Ellis, (Hall) Administrative Representative, Dept. Supervisor

Current teacher members are:

  • Steve Bassi, (Conard) Teacher Representative, middle/high school
  • Janel Aquadro, (King Philip) Teacher Representative, special education
  • Katie Feldman, (Bugbee) Curriculum Specialist
  • OPEN POSITION Teacher Representative for Music, Fine Arts and Physical Education
  • Dawn Legenza, (Sedgwick) Teacher Representative, WHEA
  • Jeff Kaplowitz, (King Philip) Teacher Representative, middle school
  • Therese Horn, (Webster Hill) Teacher Representative, elementary
  • Keegan Scelia, (Aiken) Teacher Representative, elementary

How to Register: ctteam.org

1. You will need your Educator Identification Number (EIN) to complete registration.

Your EIN is listed on the hard copy of your teaching certificate

It is also available on your individual PROTRAXX account.Search: PROTRAXX

  • Log in using your username and password
  • Select: Reports
  • Select: Self Profile Report/Self Profile
  • See name, assignment, school location and the 10 digit EIN

2. To register at ctteam.org

  • Select New User Sign-up and complete all required information
  • Use your whps.org email address
  • Select the “role” or position (beginning teacher or mentor)

Recommended Dates for Module Completion

The West Hartford Schools’ TEAM Coordinating Committee recommends the following timeline for initiating and completing TEAM Modules: 

TEAM Teachers responsible for 2 Modules

  • Complete TEAM by completing two modules (select two from Modules 1, 2, 3, 4) in one year, by May 15/ September 1 of the first school year.

TEAM teachers responsible for 5 Modules

  • Module 5 - TEAM teacher to attend a meeting about Professional Responsibility.
  • TEAM teachers need to complete 2 module reflection papers in the first year or by September 1.
  • TEAM teachers complete remaining modules/reflection papers in second year to complete TEAM.

Hint for TEAM teachers responsible for 5 Modules

This module can be completed during summer months. Why?

With Module 2, a TEAM teacher explores new learning about how to improve practices in planning instruction. Module 2 is about improving planning strategies. TEAM teacher thinks about, projects or hypothesizes what the effect will be on students.

  • Start Module 2 in late spring with your TEAM mentor (complete CCT Performance Profileand Professional Growth Action Plan and send PGAP to administrator for approval).
  • Engage in new learning activity during summer break. Draft can be developed.
  • The completed reflection paper can be submitted for regional review early in the second year of TEAM.
  • A TEAM mentor can engage in mentoring and record mentor meeting logs as expected. Communication and mentoring can be face to face as well as electronic communication.

First Year TEAM teacher 5 Modules Option 1

Module 5

Attend meeting

Complete Survey at ctteam.org

Module 1,2,3, or 4

Select one module

Select second module

Complete by February 15

Complete by May 15



First year TEAM teacher 5 Modules Option 2

Module 1,3,or 4

Select one module

Complete by May 15

Module 2

Complete Performance Profile and PGAP before end of school year

Complete by September 1 of new school year


Second Year TEAM teacher 5 Modules

Module 1,2,3,or 4

Select third module

Select fourth module

Complete by January 15

Complete by May 15

Completing a TEAM Module

Suggestions for Completing TEAM Modules

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  • Please register as a user of the ctteam.org website
  • The letter you received informing you of the your TEAM Mentor also listed the module(s) you are responsible for completing for TEAM (5 Modules or 2 modules).
  • If you have trouble getting into the website after registering as a new user, please inform Mimi Villanova immediately.

To begin:

Begin with the Common Core of Teaching (CCT) Performance Profile on the ctteam.org website. You should choose the module that you think is the best for you to explore with your mentor.

Personal Journal 2-3 times a week

Begin the discussion with your mentor about each indicator on the module/performance profile you selected to use. Keep notes on all discussions and thoughts you have on your module. You may want to include these notes in your personal journal. Adding notes to your personal journal at every step in the module process will make completing the reflection paper an easier task. As busy people, you might decide to write only brief notes or thoughts, but whatever way you choose to chronicle the process of completing a module, capture what you and your mentor talked about and what you are thinking.

Why is note-taking or reflective journaling so important? A reflection paper is a chronology of your evolving thinking. In your reflection paper you will write about what you want to learn, (performance goal) what you did to develop or acquire new learning, and then explain what you learned (new learning). You will also write about how your teaching experience was different based upon trying out some new strategies (impact on practice) and how students reacted and were likely learning more, based upon the implementation of new strategies (impact on students)

Select only one indicator for your module work. Each Performance Profile, and there are four, has several indicators. Select just one indicator for your module. The first step, completing review of the CCT Performance Profile for one module you select with your mentor may take up to 2 or more hours to complete. You are looking at and talking about how you think you perform across each indicator, because each indicator has four levels of performance described. You and your mentor decide where your teaching behavior falls most typically. Your decision on which descriptors best describe you are done privately and no one can oversee what you select as a description. You will conclude this phase when you have decided to focus on one indicator in a CCT Performance Profile. After discussions, keep notes about what you discussed. It will help you when it is time to write your reflection paper.

Write a Module Goal.

The website prompts you to include these aspects in your goal. Use language from selected indicator as you write your performance goal that covers what can reasonably be accomplished by you and your students in an 8-10 week period.

Your goal needs to include:

  • What you intend to learn
  • What you want to change in your teaching
  • How it will impact your students (think-measurable statement)

Writing a goal is not easy. It takes time. This may take another hour or two to craft the goal with your mentor. With the time spent on reviewing the CCT Performance Profile and writing a goal, you may have spent 3-5 hours with your mentor. Your mentor meanwhile is documenting all time spent doing and thinking about TEAM in the Mentor Meeting Log.

It is the mentor’s job to record the time spent talking, thinking and planning TEAM work. At least 10 hours should be logged per module. Most mentoring pairs log even more than 10 hours especially the first time a module is completed.

Initial Summary

After completing your goal, the website ctteam.org prompts you to write an Initial Summary. This is a paragraph or two describing your teaching situation, so that your module work can be better understood by someone who will be reading your work at a later point. The Initial Summary provides context to the anonymous reflection reviewer who will read your paper. Write about your teaching situation without specific identifying information (your name, your mentors’ name student names). The initial summary is automatically added along with your module goal in the reflection paper. REMEMBER: What you write in your reflection paper should not cite any persons specifically. When you complete your initial summary and save it, go back to Module Center on the website. When you click on Draft Reflection Paper in Module Center, and you will see the initial summary added below the module goal. The Initial Summary is the first paragraph of your reflection paper.

Completing all aspects of the Professional Growth Action Plan( PGAP) which includes module goal, activities and needed resources, planned dates for meeting, and start and end date for your module are individual windows you select on the website, but all the information comes together in the completed PGAP.

Activities and Needed Resources

List what you and your mentor think are professional resources you need to review to gain more information about how to accomplish your goal. Use the professional library in your building. Your mentor may know of or have some professional texts or resources to share with you. Are there classrooms you want to observe for a purpose specific to your module? Are there specific district content experts you may want to speak with for new learning experiences? Are there professional development experiences you want to attend? All these occasions are opportunities to learn something new about some aspect of teaching.

When you are ready to input information into the Professional Growth Action Plan ( PGAP) look for the following sections. In Activities, list resources you will need to learn more about how to achieve the module goal. Below Needed Resources, list what you need, such as a recommended text or an article you may want to read. If there is something not readily available to you, your administrator (building principals in the elementary schools, department supervisors in specific content departments) will review needed resources when they review and approve your Professional Growth Action Plan(PGAP) and will either provide it or discuss alternatives resources. Administrative approval is about supporting you in accomplishing professional growth. As always your mentor and other district professionals’ role is to help you accomplish your module goal.

When all parts of the PGAP are completed, you are ready to click the submit button, The PGAP is sent to the building administrator. Once you submit, the PGAP cannot be changed or revised. But what if along th4e way, you want to make changes in your PGAP goal? It is not a problem. Not being able to adjust what you write in the PGAP is just a function of the online workspace. If change or revision is needed, and many teachers have revised their goals just make a note in your personal journal and write to explain the change when you begin writing your reflection paper as you proceed to the last step in the module process.

When the PGAP is written, submitted and approved- time to begin implementing what you have learned. You implement new learning in modules 1,3 and 4. (You do not go to this last step in module 2). The typical span of time to implement new learning is a 4-8 week span of time. You try something new, add a new strategy or revise previous organizational plan you had in place. You make note of how you react personally to doing something differently. You keep adding to your reflections. Your Professional Growth Action Plan goal had stated how you expected this new approach would affect students. Does the expectation call for some simple data gathering- pre/post data? It is a good idea to report on some hard evidence of impact on students in your reflection paper.

With copious notes in your reflection notes, you are ready to write your reflection paper. It will not take long because you have collected and maintained lots of evidence in your notes along the way. The structure you may want to use for your reflection paper should include the following three sections;

  • NEW LEARNING - What did you do to acquire new learning? Explain what you learned in detail and with examples.
  • IMPACT ON PRACTICE - What did you notice/ feel about the changes you made as you tried out different strategies?
  • IMPACT ON STUDENTS -  What is some evidence changes had a positive impact on students? Did student performance improve in some way? What evidence do you have? Did students react differently? Did students respond or comment with evidence that suggest the strategy change had an impact on students?

If you are completing Module 2, the information you cover in your reflection paper are the following;

  • NEW LEARNING - What did you do to acquire new learning? Explain what you learned in detail and with examples.
  • IMPACT ON PRACTICE - What did you notice/ feel about the changes you made as you tried out different strategies?
  • IMPACT ON STUDENTS - What do you think will be a change or positive impact on students? What is your prediction on how student performance will improve in some way? What do you hypothesize will be the difference in student performance?

Once you and your mentor think the reflection paper hits all points above, you are ready to submit your paper for regional review.

TEAM Modules Step-By-Step

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WEEK 1, 2 TEAM Teacher and Mentor

  • Project schedule of regular meeting dates to complete module
  • Review and discuss CCT Performance Profile indicators ad performance descriptors
  • Mentor observes TEAM teacher
  • Mentor and TEAM teacher agree on CCT Performance Profile descriptors
  • Mentor and TEAM teacher agree on module work focus

ACTIONS: Meetings, Meeting Logs by TEAM Mentor, CCT Performance Profile decisions, Module focus decision,

WEEK 2, 3 TEAM Teacher and Mentor

  • Review available resources for professional growth: literature, professional development, observations of master teacher
  • Develop and write a Professional Growth Action Plan, including measurable module goal
  • Include CCT Performance Profile language in goal to describe desired outcome
  • TEAM teacher and mentor develop a simple intervention plan to address identified need
  • Complete all aspects of PGAP at ctteam website
  • Submit plan for review by building administrator/supervisor

ACTIONS: Meetings, Meeting Log by TEAM mentor, Completing PGAP, TEAM teacher adds to personal reflective journal about module process

WEEKS 3, 4, 5, 6, 7 TEAM Teacher and Mentor Modules 1, 3, & 4 only

  • TEAM teacher implements intervention plan to address identified need
  • Mentor continues to meet with TEAM teacher to discuss progress of intervention, reviews emerging evidence of improvement in instruction/classroom practice.
    • Module 2 only
    • TEAM teacher uses “new learning” to plan lessons and reflects upon changes noted when planning strategies differ/are improved but does not teach/try out new learning in this module

ACTIONS: Meetings, Meeting Logs by TEAM mentor, TEAM teacher continues to add to personal reflective journal

WEEKS 7, 8, 9 TEAM Teacher and Mentor ( modules 1, 2, 3, 4)

  • TEAM teacher begins writing the Reflection Review Paper at draft level
  • TEAM teacher address three areas in reflection paper: new learning, impact on teacher practice, impact on students (Module 2- ONLY writes what they predict will be impact on students)
  • TEAM teacher consults with mentor as the reflection paper is developed ( 3-4 pages or 3, 000 word maximum).
  • When Reflection Review is completed, TEAM teacher selects send to mentor and Reflection Review is reviewed by TEAM mentor
  • Mentor reviews and provides feedback selects sends back to TEAM teacher.
  • TEAM teacher reviews mentor comments, and resends to TEAM mentor
  • TEAM mentor reviews a second time and returns paper to TEAM teacher.
  • TEAM teacher submits reflection paper for review

ACTIONS: Meetings, Meeting Log by TEAM mentor, TEAM teacher reviewing journals for content to add to Reflection Review Paper, TEAM teacher writing Reflection Review

Please note: Module 2 does not require the TEAM teacher to “try out” what was learned by teaching the planned lesson(s). Module 2 time span is usually completed in a shorter span of time because the impact on students is only projected or anticipated but not observed.

How to Use Modules Resources on Google Docs

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A good foundation for a TEAM Module Reflection Paper is the quality and variety of resources used to develop and explain the “new learning” in a module indicator.

A developing resource list for TEAM teachers and mentors is located at Google Docs .The West Hartford based Module Resources are the combined work of the members of the TeamCoordinating Committee (TCC). The TCC is a committee of teachers actively working to provide resources and links to articles related to each module indicator so that TEAM teachers.

Below is one module sample page from the Google Docs site for you to review. TEAM teachers or mentors receive permission/ access to the West Hartford Module Resources.

The listed references include:

  • Titles of professional texts you can locate in the professional library in your school building ( black)
  • Links to professional articles (blue)
  • Links to video episodes demonstrating some aspect of teaching/strategy to employ
  • ( green)

Mimi Villanova

District Facilitator for TEAM