State Policy

Illinois Performance Evaluation Reform Act of 2010 (PERA): Legislative Requirements

For more information on the legislation and guidance documents: visit the Performance Evaluation Advisory Committee webpage: Read here

General Rules

Mandated the convening of the Performance Evaluation Advisory Committee (PEAC) to develop the state’s requirements and guidance.
All evaluators MUST be prequalified by passing the Growth through Learning training modules. Read here
Each district must establish a Joint Committee of administrators and teachers to develop the district’s teacher and principal evaluation system using the PERA requirements and guidance documents.
Phased in Timeline with all districts implementing a performance evaluation system by 2016.

Teacher Observation Process

All districts are required to use a framework that a) is based on research on effective instruction, b) assesses at least on planning, instructional delivery, and classroom management, and c) aligns with the Illinois Professional Teaching Standards. Read here

Formal and Informal Observations to Collect Evidence
- Tenured teachers with Excellent or Proficient ratings: minimum of 2 observations during the evaluation cycle—ONE MUST be formal.
- Tenured teachers with Needs Improvement or Unsatisfactory ratings: minimum of 3 observations in the year following those ratings—TWO MUST be formal.
- Nontenured teachers: minimum of 3 observations during the school year—TWO MUST be formal.
Post Observation Conferences
- After each observation, the evaluator must share the evidence with the teacher and the evaluator’s judgments.
  - Formal observations: evaluator must meet with the teacher to discuss the evidence and provide written feedback.
  - Informal observations: evaluator must provide oral or written feedback. If the feedback is written, teacher must have the opportunity for an in-person meeting with the evaluator.

Effects on Tenure and Employment

To obtain tenure in 4 year period:
- 2 proficient or excellent ratings in 2 of last 3 years.
- Proficient or excellent required in 4^th year.
To obtain tenure in 3 year period:
- Excellent ratings in each of the first 3 years.
Tenure portability
- Teacher is granted tenure in one district AND the two previous PERA evaluations were proficient or excellent.
Certificate Revocation
- State Superintendent can revoke a certificate if teacher receives 2 unsatisfactory evaluations within a 7 year period.
- Must consider when unsatisfactory ratings were received (before or after PERA enactment), the time between unsatisfactory evaluations, quality of the remediation plans, and “other factors”.

Implementing the Student Growth Component in Teacher Evaluation

Student growth component guidebook.
Student growth must be at least 25% of the evaluation rating in the district’s 1^st and 2^nd year of implementation.
After the 2^nd year, student growth must account for 30% of the teacher’s rating.
ISBE has developed a plan for a Balanced Assessment System. Read here
3 Types of Assessment “The evaluation plan shall include the use of at least 1 Type I or Type II assessment AND at least 1 Type III assessment.”
- Type 1 Assessment: An assessment that
  - a) measures a certain group of students in the same manner with the same potential assessment items.
  - b) is scored by a non district entity.
  - c) is widely administered beyond IL (e.g., NWEA MAP, Scantron, ACT).
- Type 2 Assessment: An assessment adopted or approved by the school district and used on a district wide basis (i.e., administered by all teachers in a given grade or subject area (e.g., common assessments, curriculum tests, assessments developed by textbook publishers).
- Type 3 Assessment: An assessment that is
  - a) rigorous.
  - b) aligned with the courses’ curriculum.
  - c) determined by the evaluator and teacher to measure student learning (e.g., teacher selected assessment, teacher-created assessments, performance assessments).
“The evaluation plan shall require that at least 1 Type III assessment be used for each category of teacher. If the Joint Committee determines that neither a Type I or Type II assessment can be identified than the evaluation plan shall require that at least 2 Type III assessments be used.”