chapter 5- Faculty Associate Handbook, ISU

Individualized. Teachers should be actively involved in setting an agenda for strengthening their own performance.
Connected to the school's professional development goals. Personal goals should support department, building, or unit goals.
A demonstration of competence. Administrators should have the flexibility to evaluate performance and to provide assistance in strengthening performance. Teachers should have the opportunity to demonstrate competence.
Focused on collegiality. Efforts that include peer-coaching activities, developing group portfolios, mentoring beginning teachers, participating in study groups, and/or teacher networks should be encouraged.
Connected to state requirements for licensing and renewal requirements. The framework for documenting completion of local accountability should satisfy state requirements for certificate renewal.

II. Description of the Professional Development/Teacher Evaluation Model

The professional development/teacher evaluation model for the Laboratory Schools consists of three stages:
An Induction Stage (IS) for probationary teachers (teachers in their first four years of service);
Professional Development Stage (PDS) for continuing contract teachers who meet all the core expectations; and
An Assistance Stage (AS) for teachers on continuing contract who have been assigned by the principal or his/her administrative designee to a clinical model of supervision/evaluation.
The model rests upon a foundation of core expectations that all teachers are expected to meet. The core expectations are grouped under four major headings: classroom planning and instruction; assessment of student learning; communication and interpersonal skills; and support for the Laboratory School mission.

Core Expectations

Classroom Planning and Instruction

Prepares lessons that show evidence of thorough preparation
Selects instructional methods and learning activities that are compatible with content, learning styles, and student abilities
Writes objectives that are clear and easily communicated to students
Accepts and understands various student learning needs
Coordinates lesson activities and curriculum development with the goals/scope and sequence of department or with other grade levels
Encourages high expectations for all students
Maintains a classroom environment conducive to learning
Motivates students to participate in successful learning experiences
Treats students with dignity and respect

Assessment of Student Learning

Displays an understanding of and willingness to use a variety of assessment processes
Designs assessments that are directly linked to instructional practice
Provides feedback to students
Communicates assessment goals and outcomes to both students and parents

Communication and Interpersonal Skills

Demonstrates effective reading, writing, speaking, and listening skills with students, colleagues, and parents
Solves problems in a professional manner
Works positively and cooperatively with students, colleagues, and parents

Support for Laboratory School Mission

Demonstrates an understanding of Laboratory School and University expectations by participating in activities related to teaching, teacher education, research, and dissemination of professional information
Engages in ongoing professional development activities such as coursework, seminars, workshops, etc.
Demonstrates an understanding and application of the current literature on teaching and teacher education
Consistently displays cooperation with approved research and teacher education activities
At least once every other year proposes, presents, or publishes a scholarly paper, performance, exhibition, workshop, etc., via the professional literature or professional meetings
Annually volunteers or is elected to serve on school or university committees

III. Induction Stage (IS)

The goal of induction is to provide the support that is necessary to successfully orient new faculty associates to the Laboratory School and University environments. A quality induction program will assist new faculty with implementing the core expectations established for Laboratory School faculty.
Faculty associates (full and part-time) who are completing the first four years of employment in the Laboratory Schools are required to participate in the induction stage of the teacher evaluation/professional development model. As part of induction, faculty associates are required to:
Participate in an annual orientation/workshop the week before school starts;
Meet monthly with administrators, mentors, or other professionals throughout the school year;
Meet regularly with a peer mentor for the first two years of the induction period;
Undergo a formal classroom observation a minimum of three times per year to determine if core expectations are being met; the supervisor will provide an end-of-the-year summary by April 1 during each of the four years of the induction period; and the teacher will submit a written reflection of his/her practice during each of the four years of the induction period;
Undergo at least one observation, consultation, and/or classroom visit by a peer, mentor, or university professor in the same field with similar methodology background for coaching and support purposes only;
Attend at least one state, regional, or local level conference on a yearly basis; and
Focus on fulfilling the core expectations for teachers in the Laboratory Schools by serving on only one Laboratory School committee during the first year of employment; and limiting the number of co-curricular activities that a new faculty associate sponsors.

IV. Professional Development Stage (PDS)

The Professional Development Stage of the professional development/ teacher evaluation model is designed to promote continuous improvement in teaching. The National Staff Development Council wrote:
The norm of continuous improvement is a belief that learning about one’s work is never finished – professional development is dynamic. It is every educator’s responsibility to refine skills, inquire into practice, and construct craft knowledge while working with peers.
Although there are a variety of staff development models to choose from (e.g., study groups, action research, peer coaching, formal networks, etc.), a good staff development program revolves around the following principles:
Staff development is connected to school-wide efforts;
The goal of staff development is to improve instruction;
Teachers are involved in identifying needs and planning staff development activities;
Teachers have access to a choice of activities and differentiated learning opportunities;
Ongoing assistance and support are available to all teachers.
Since these principles are reflected in the recertification requirements for all teachers in Illinois, individual professional development plans will be designed in accordance with the requirements outlined in the Standard Teaching Certificate Renewal Process developed jointly by the Illinois State Board of Education and the State Teacher Certification Board. Additional information about these requirements is available from the Local Professional Development Committee (LPDC) for the Laboratory Schools.

V. Assistance Stage (AS)

Faculty associates are placed in the assistance stage based upon an administrator’s concerns that the teacher may need assistance meeting core expectations. These concerns are shared with the teacher prior to placement in the assistance stage of the teacher evaluation/professional development.
Year one of the assistance stage is marked by the use of a clinical model of evaluation/ supervision. The process includes a minimum of three formal classroom observations, each followed by a post observation conference with the administrator conducting the observation. Written feedback is provided based upon the faculty associate’s performance as outlined in the core expectations. The final observation should occur no later than May 1.
Year one of the assistance stage concludes with a summative evaluation report and conference by May 15. A summative rating of excellent, satisfactory, or unsatisfactory is provided based upon the faculty associate’s performance as related to the core expectations.
If a summative rating of either excellent or satisfactory is obtained, the faculty associate is placed into the Professional Development Stage for the following school year. An unsatisfactory rating signifies the beginning of a formal remediation plan as described in the following paragraphs:
The principal, or administrative designee, must develop a remediation plan within 30 days of the unsatisfactory rating. The plan should be designed to help the teacher correct the deficiencies identified by the end-of-the-year evaluation report. The plan should identify the participating administrator(s) and a qualified consulting teacher. The duration of the plan is ninety days.
The consulting teacher participates in the development or modification of the remediation plan. The consulting teacher’s primary role is to provide advice to the teacher on how to complete the remediation plan. The consulting teacher does not participate in evaluating the teacher.
The participating administrator(s) must formally evaluate the teacher a minimum of once every thirty school days for the ninety-day remediation period. After each formal observation, the teacher should be informed of his/her progress. If the teacher achieves an overall satisfactory rating in the final remediation evaluation, the teacher returns to his/her previous position in the professional development/ teacher evaluation cycle. If the deficient teacher is rated unsatisfactory in the final remediation evaluation, the teacher is dismissed in accordance with School Code.

VI. Student Evaluation of Instruction (Applies to University High School Only)

At least once each year, students at University High School will evaluate their teachers. This data will be used to provide feedback to the teacher from their students. This information may be used in conjunction with other data to improve instruction.

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