Understanding Illinois PERA
The Performance Evaluation Reform Act (PERA) requires Illinois districts to evaluate teachers using both professional practice and student growth measures. The system aims to provide meaningful feedback for continuous improvement while ensuring accountability.
Excellent to Unsatisfactory
Practice vs. Student Growth
District-designed systems
PERA Evaluation Components
Professional Practice
Based on classroom observations using approved framework
Formal Observations
Pre-conference, observation, post-conference
Informal Observations
Brief classroom visits, walkthroughs
Professional Responsibilities
Planning, communication, professionalism
Student Growth
Measurable student learning and progress
Type I Assessments
State assessments where applicable
Type II Assessments
District-wide assessments
Type III Assessments
Teacher/school-created measures
Note: Districts may adjust the 70/30 weighting through joint committee agreement, but professional practice must remain the predominant factor.
Illinois-Approved Observation Frameworks
Danielson Framework for Teaching
Most widely adopted in Illinois (80%+ districts)
Content knowledge, student understanding, objectives
Respect, culture for learning, procedures
Communication, questioning, engagement
Reflection, records, communication
Alternative Approved Frameworks
Other ISBE-approved options
Marzano Teacher Evaluation Model
Research-based with 60 elements
Illinois 5Essentials Survey
Climate and culture focused
Marshall Rubric
Streamlined evaluation approach
District-Developed (w/ ISBE approval)
Custom frameworks meeting state standards
Illinois Performance Rating Levels
Student Growth Measurement
Assessment Types for Student Growth
State Assessments
IAR (Illinois Assessment of Readiness), SAT
Used for grades 3-8 ELA/Math, Grade 11
District-Wide Assessments
MAP, STAR, i-Ready, district benchmarks
Comparable across schools in district
Teacher/School Assessments
Performance assessments, portfolios, SLOs
Rigorous, aligned to standards
Requirement: At least one Type I or Type II assessment must be used if available for the grade/subject. Type III can supplement but not replace when state/district assessments exist.
Observation Requirements by Category
Non-Tenured Teachers
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Minimum Observations
At least 3 observations annually (1 formal, 2 informal)
-
Evaluators
Qualified administrator trained in framework
-
Feedback Timeline
Written feedback within 10 school days
Tenured Teachers
-
Minimum Observations
At least 2 observations in evaluation year
-
Evaluation Cycle
At minimum every 2 years if rated Excellent/Proficient
-
Professional Development
Self-directed growth plan in non-evaluation years
Annual Evaluation Timeline
Review evaluation plan, set student growth goals
Begin formal observation cycle
Review progress on student growth goals
Complete remaining required observations
Deadline for non-renewal notices
Final ratings, including student growth data
Legal Requirements & Compliance
PERA Requirements
- Student growth must be "significant factor" (30% minimum)
- Joint committee must develop evaluation plan
- Evaluators must complete required training
- RIF decisions based on performance groupings
Best Practices
- Regular calibration sessions for evaluators
- Clear communication of expectations
- Timely, specific feedback
- Focus on professional growth
Illinois PERA Resources
Frequently Asked Questions
How does RIF (Reduction in Force) work under PERA?
PERA requires RIF decisions to be based on performance categories. Teachers are grouped by rating (Group 1: those without ratings, Group 2: Needs Improvement/Unsatisfactory, Group 3: Proficient, Group 4: Excellent). RIF proceeds from lowest to highest group, with seniority as tiebreaker within groups.
Can student growth be more than 30%?
Yes, districts can weight student growth up to 50% through joint committee agreement. However, most Illinois districts maintain the 30% minimum to keep professional practice as the primary factor.
What is a Professional Development Plan?
Teachers rated "Needs Improvement" must be placed on a Professional Development Plan within 30 school days. The plan must include specific areas for improvement, supports to be provided, and timeline for improvement (typically 90 school days).
Do all teachers need annual evaluations?
Non-tenured teachers require annual summative evaluations. Tenured teachers rated Excellent or Proficient can be evaluated at minimum every 2 years, with professional development activities in non-evaluation years.
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