Conn. Gen. Stat. § 10-145a
This is the official text of Conn. Gen. Stat. § 10-145a, part of Connecticut’s Gen. Stat — part of the compiled statutory law of Connecticut, published by the state as "Gen. Stat." Browse the sections below, each linked to its official government source.
Not legal advice. This page reproduces the official text of a government statute for reference only. Laws change, and how a statute applies depends on your specific facts. For advice about your situation, consult a licensed attorney in your state.
Sec. 10-145a. (Formerly Sec. 10-146). *(See end of section for amended version of subsection (c) and effective date.) Specific components of teacher preparation programs.
Official statutory text
(b) Any candidate in a program of teacher preparation leading to professional certification shall be encouraged to complete a (1) health component of such a program, which includes, but need not be limited to, human growth and development, nutrition, first aid, disease prevention and community and consumer health, and (2) mental health component of such a program, which includes, but need not be limited to, youth suicide, child abuse and alcohol and drug abuse.
*(c) Any candidate in a program of teacher preparation leading to professional certification shall complete a school violence, bullying, as defined in section 10-222d , and suicide prevention and conflict resolution component of such a program.
(d) On and after July 1, 2020, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in computer science, and instruction in information technology skills as applied to student learning and classroom instruction that are grade-level and subject area appropriate.
(e) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in literacy skills and processes that reflects current research and best practices in the field of literacy training. Such instruction shall (1) be incorporated into requirements of student major and concentration, and (2) on and after July 1, 2015, include not fewer than twelve clock hours of instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d .
(f) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in the concepts of second language learning and second language acquisition and processes that reflects current research and best practices in the field of second language learning and second language acquisition. Such instruction shall be incorporated into requirements of student major and concentration.
(g) On and after July 1, 2011, any program of teacher preparation leading to professional certification may permit teaching experience in a nonpublic school, approved by the State Board of Education, and offered through a public or private institution of higher education to count towards the preparation and eligibility requirements for an initial educator certificate, provided such teaching experience is completed as part of a cooperating teacher program, in accordance with the provisions of subsection (d) of section 10-220a .
(h) On and after July 1, 2019, any candidate entering a program of teacher preparation leading to professional certification shall be required to complete training in competency areas contained in the professional teaching standards established by the State Board of Education, including, but not limited to, development and characteristics of learners, evidence-based and standards-based instruction, evidence-based classroom and behavior management, assessment and professional behaviors and responsibilities and the awareness and identification of the unique learning style of gifted and talented children, social and emotional development and learning of children, and culturally responsive pedagogy and practice. The training in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services
ng in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services. The training in culturally responsive pedagogy and practice shall include instruction concerning the awareness of students' background and experience that lead to the development of skills, knowledge and behaviors that enable educators and students to build positive relationships and work effectively in cross-cultural situations.
(i) On and after July 1, 2023, any program of teacher preparation leading to professional certification shall require, as part of the curriculum, clinical experience, field experience or student teaching experience in a classroom during four semesters of such program of teacher preparation. Such clinical experience, field experience or student teaching experience may include a cooperating teacher serving as a mentor to student teachers.
(j) On and after July 1, 2012, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in the implementation of student individualized education programs as it relates to the provision of special education and related services, including, but not limited to, the provision of services to gifted and talented children.
(k) On and after July 1, 2025, any program of teacher preparation leading to professional certification in the endorsement area of elementary education shall also be aligned with any professional standards and competencies for early childhood educators developed by the National Association for the Education of Young Children.
*Note: On and after July 1, 2025, subsection (c) of this section, as amended by section 57 of public act 23-167, is to read as follows:
“(c) Any candidate in a program of teacher preparation leading to professional certification shall complete a school violence, bullying, as defined in section 10-222aa, and suicide prevention and conflict resolution component of such a program.”
See Sec. 4d-85 re state-wide standard for teacher and administrator competency in use of technology for instructional purposes.
See Sec. 10-19 re teaching of courses on effect of alcohol, nicotine or tobacco and drugs.
See Sec. 10-226f re coordinator of intergroup relations.
See Sec. 10-226g re intergroup relations training for teachers.
Annotations to former section 10-146:
Cited. 138 C. 280; 152 C. 151. Teacher's contract of employment over two 5-year periods terminated on his failure to obtain the standard certificate; renewal of his employment thereafter was illegal. 167 C. 444.
Annotation to present section:
Cited. 210 C. 286.
*(c) Any candidate in a program of teacher preparation leading to professional certification shall complete a school violence, bullying, as defined in section 10-222d , and suicide prevention and conflict resolution component of such a program.
(d) On and after July 1, 2020, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in computer science, and instruction in information technology skills as applied to student learning and classroom instruction that are grade-level and subject area appropriate.
(e) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in literacy skills and processes that reflects current research and best practices in the field of literacy training. Such instruction shall (1) be incorporated into requirements of student major and concentration, and (2) on and after July 1, 2015, include not fewer than twelve clock hours of instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d .
(f) On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in the concepts of second language learning and second language acquisition and processes that reflects current research and best practices in the field of second language learning and second language acquisition. Such instruction shall be incorporated into requirements of student major and concentration.
(g) On and after July 1, 2011, any program of teacher preparation leading to professional certification may permit teaching experience in a nonpublic school, approved by the State Board of Education, and offered through a public or private institution of higher education to count towards the preparation and eligibility requirements for an initial educator certificate, provided such teaching experience is completed as part of a cooperating teacher program, in accordance with the provisions of subsection (d) of section 10-220a .
(h) On and after July 1, 2019, any candidate entering a program of teacher preparation leading to professional certification shall be required to complete training in competency areas contained in the professional teaching standards established by the State Board of Education, including, but not limited to, development and characteristics of learners, evidence-based and standards-based instruction, evidence-based classroom and behavior management, assessment and professional behaviors and responsibilities and the awareness and identification of the unique learning style of gifted and talented children, social and emotional development and learning of children, and culturally responsive pedagogy and practice. The training in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services
ng in social and emotional development and learning of children shall include instruction concerning a comprehensive, coordinated social and emotional assessment and early intervention for children displaying behaviors associated with social or emotional problems, the availability of treatment services for such children and referring such children for assessment, intervention or treatment services. The training in culturally responsive pedagogy and practice shall include instruction concerning the awareness of students' background and experience that lead to the development of skills, knowledge and behaviors that enable educators and students to build positive relationships and work effectively in cross-cultural situations.
(i) On and after July 1, 2023, any program of teacher preparation leading to professional certification shall require, as part of the curriculum, clinical experience, field experience or student teaching experience in a classroom during four semesters of such program of teacher preparation. Such clinical experience, field experience or student teaching experience may include a cooperating teacher serving as a mentor to student teachers.
(j) On and after July 1, 2012, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in the implementation of student individualized education programs as it relates to the provision of special education and related services, including, but not limited to, the provision of services to gifted and talented children.
(k) On and after July 1, 2025, any program of teacher preparation leading to professional certification in the endorsement area of elementary education shall also be aligned with any professional standards and competencies for early childhood educators developed by the National Association for the Education of Young Children.
*Note: On and after July 1, 2025, subsection (c) of this section, as amended by section 57 of public act 23-167, is to read as follows:
“(c) Any candidate in a program of teacher preparation leading to professional certification shall complete a school violence, bullying, as defined in section 10-222aa, and suicide prevention and conflict resolution component of such a program.”
See Sec. 4d-85 re state-wide standard for teacher and administrator competency in use of technology for instructional purposes.
See Sec. 10-19 re teaching of courses on effect of alcohol, nicotine or tobacco and drugs.
See Sec. 10-226f re coordinator of intergroup relations.
See Sec. 10-226g re intergroup relations training for teachers.
Annotations to former section 10-146:
Cited. 138 C. 280; 152 C. 151. Teacher's contract of employment over two 5-year periods terminated on his failure to obtain the standard certificate; renewal of his employment thereafter was illegal. 167 C. 444.
Annotation to present section:
Cited. 210 C. 286.
Status: in_force · Read it on the official government site
Need a lawyer in Connecticut?
Find a Connecticut lawyer
About this page: Statute text is reproduced from official government publishers via the
Open US Law dataset
(Vaquill AI, snapshot v2026.08, CC BY 4.0). Primary legislative text like this is public domain under the government-edicts doctrine
(Georgia v. Public.Resource.Org, 2020). We link every section back to its official source so you can verify it independently.