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Illinois State University Laboratory Schools

Lab Schools

Faculty Associate Handbook

Forward
Chapter 1: Mission of the Laboratory Schools
Chapter 2: Role of Faculty Associates
Chapter 3: Appointment and Employment Information
Chapter 4: Professional Growth & Evaluation of Faculty Associates
Chapter 5: University Benefits and Time Away from Work
Chapter 6: Absence Procedures
Chapter 7: Resignation and Retirement
Chapter 8: Probation Period and Laboratory School Continued Service
Chapter 9: Discipline & Dismissal
Chapter 10: Grievance Process
Chapter 11: Compensation Add links for Appendix B, C, D, E, and F
Chapter 12: Emergency Information
Appendix A: Procedures for Making an Application for Research in the Laboratory Schools

Chapter 4: Professional Growth & Performance Evaluation of Faculty Associates

I. Guiding Principles

Professional development should be:

  1. Individualized: Teachers should be actively involved in setting an agenda for strengthening their own performance.
  2. Connected to each school's School Improvement Plan: Individual professional goals should support department, building, and district goals.
  3. A demonstration of competence: Teachers should have the opportunity to demonstrate competence. Administrators should have the flexibility to evaluate performance and to aid in strengthening performance.
  4. Focused on collegiality: Efforts such as peer-coaching activities, mentoring beginning teachers, participating in study groups, and/or teacher networking should be encouraged.
  5. Connected to state requirements for licensing and renewal requirements: The framework for documenting completion of local accountability should satisfy state requirements for licensure renewal.

II. Standards of Professional Conduct

  1. This section outlines professional conduct standards all Faculty Associates are expected to meet in addition to other applicable standards, such as University policy. The Illinois School Code sets expectations for licensed Illinois professional educators, guides educational practice, and inspires professional excellence in relation to federal, state, and local policies and rules. These standards can be found at isbe.net. 
  2. The University’s Code of Ethics establishes standards of professional conduct for executive officers, faculty, staff, and other individuals employed by Illinois State University, and volunteers and representatives acting as agents of the University. See the policy for more information.
  3. The Laboratory Schools expect Faculty Associates to demonstrate professional conduct in all aspects of their work. Following are a group of core professional conduct standards. The term “student” in the following list of professional conduct standards applies to all age groups, pre-school to graduate school, served by the Laboratory Schools:
    1. Teachers will serve the learning, developmental, and social needs of students.
    2. Teachers will ensure equitable and fair treatment of all students by creating and maintaining a climate of acceptance and celebration of diversity within every classroom.
    3. Teachers speak and act toward students with respect and dignity, and deal judiciously with them, always mindful of their rights and sensibilities.
    4. Teachers will not disclose information about students obtained in the course of professional service unless disclosure is permitted (as determined by administration) or otherwise required by law.
    5. Teachers recognize the privileged relationship that exists between students and teachers and therefore refrain from exploiting that relationship for material, ideological, or other advantage.
    6. Teachers are required to follow all laws and restrictions pertaining to relationships between Laboratory School students and staff and university students and staff. Teachers also have an ethical obligation to refrain from establishing and/or maintaining personal, consensual relationships with any other laboratory school constituents if those relationships constitute conflicts of interest. See University Policy 3.1.44.
    7. Teachers will provide students with a fair and honest statement of the scope and perspective of their courses, clear expectations for student performance, and fair, timely, and easily accessible evaluations of their work.
    8. Teachers are willing to review the quality of instructional services provided to students with colleagues, students, and parents.
    9. Teachers actively strive to understand the diverse backgrounds of students by gaining knowledge, personal awareness, and developing sensitivity and skills pertinent to working with a diverse student population.
    10. Teachers respect the confidences of colleagues and parents that are shared during their professional relationships, in accordance with applicable law. For example, teachers are mandated reporters and are required to report in certain situations. However, if a parent shares information with a teacher to address a student concern, and the teacher is not required to report the information, that information should only be disclosed to colleagues or other staff with a professional need to know.
    11. Teachers consult, associate, and collaborate with colleagues and other professionals in the community to protect students from conditions harmful to learning or to health and safety.
    12. Teachers recognize the right to respectfully and professionally disagree but take steps to ensure that conflicts between professionals do not impact the school environment.
    13. Teachers cooperate with colleagues and respect one another as professional educators. Every teacher is respected for the unique contributions he or she makes to the school.
    14. Teachers assume responsibility for self-improvement and professional growth. They attain professional goals in an ethical manner.
    15. Teachers communicate with students, families, and other Laboratory School constituents in an honest, respectful, and considerate manner, regardless of the communication method (e.g., face to face, email, digital/social media, etc.).

III. Laboratory Schools Core Expectations

In addition to the Standards of Professional Conduct outlined above, the following core expectations will guide teacher evaluation.

  1. Domain 1 - The Learner and Learning
    1. Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
    2. Learner Differences: The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
    3. Learning Environment: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
  2. Domain 2 - Instructional Practice
    1. Planning for instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
    2. Instructional strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
    3. Assessment / Student Growth: The teacher understands and provides evidence of student growth using multiple methods of assessment to engage learners, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  3. Domain 3 – Content
    1. Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
    2. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  4. Domain 4 - Professionalism
    1. Professional Responsibilities: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. As a part of meeting professional responsibilities, Faculty Associates are required to adhere to the standards outlined in this Handbook, including but not limited to the Standards of Professional Conduct and University policy.
    2. Supporting the Laboratory School Mission: The teacher seeks appropriate leadership roles within the four pillars of the Lab School Mission; Exemplary instruction, Teacher preparation, Research, and Outreach to the education community. The teacher collaborates with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the mission of the Lab Schools.

IV. The Stages of Professional Development

The Laboratory School professional development/teacher evaluation model is grounded in the four (4) core expectations that all teachers are expected to meet (see above) and consists of three stages:

  1. an Induction Stage (IS) for probationary Faculty Associates
  2. a Professional Development Stage (PDS) for Faculty Associates with Laboratory School Continued Service status who meet all the core expectations; and,
  3. an Assistance Stage (AS) for Faculty Associates with Laboratory School Continued Service status who do not meet all the core expectations and have been assigned by the principal or his/her administrative designee to a clinical model of supervision/evaluation.
  1. 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:
    1. Participate in an annual orientation/workshop the week before school starts.
    2. Meet regularly (on a schedule determined by administration) with administrators, mentors, or other professionals throughout the school year.
    3. Undergo a formal classroom observation a minimum of three times per year to help determine if core expectations are being met.
    4. The supervisor will provide an end-of-the-year summary by April 1 during each of the four years of the induction period.
    5. The teacher will submit a written reflection in the evaluation form that explains his/her practice during each of the four years of the induction period.
    6. Create a timeline including a proposed date for completion towards a master’s degree and/or National Board Certification.
    7. 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.
    8. Attend one local, state, regional, or national conference, workshop, or professional development opportunity (in person or virtually) within the four- year induction period.
    9. Present at one local, state, regional, or national conference, workshop, or professional development opportunity (in person or virtually) within the four- year induction period.
    10. Focus on fulfilling the core expectations for teachers in the Laboratory Schools by serving on no more than one Laboratory School committee during the first year of employment and limiting the number of co-curricular activities that a new faculty associate sponsors. Building administrators may recommend that Faculty Associates wait until their second year to serve on committees; and
    11. Participate in the Laboratory Schools Faculty Associate Mentoring and Induction Program.
      • Purpose Statement of the Mentoring and Induction Program: The purpose of the Illinois State University Laboratory Schools Faculty Associate Mentoring and Induction Program is to develop new Faculty Associates’ understanding of the Core Expectations of a Faculty Associate and the mission of the Laboratory Schools. Faculty Associate Mentoring and Induction Program will assist new Faculty Associates in developing their professional competencies in relation to their position in the laboratory schools.
      • General Expectations of the Mentoring and Induction Program: The Faculty Associate Mentoring and Induction Program will:
        • Facilitate a mentoring program based on the needs of the new Faculty Associate relevant to their position and responsibilities in the Laboratory Schools.
        • Provide opportunities for the personal and professional growth of Faculty Associates through collaboration of mentor Faculty Associates with their mentees.
        • Facilitate an induction program into the Laboratory Schools’ culture, climate, and community.
        • Provide new Faculty Associates with professional support and guidance that will maximize student success.
        • Support new Faculty Associates in the development of their pedagogy through reflection, analysis, as well as self-assessment.
        • Provide opportunities for the personal and professional growth of Faculty Associates through collaboration of mentor Faculty Associates with their mentees.
        • Connect new Faculty Associates with trusting, supportive, and collegial professional relationships and networks.
        • Provide information for new Faculty Associates on available building, district, and campus resources.
      • Please see Appendix 4 for information for HILIA Faculty Associates
  2. Professional Development Stage (PDS)
    1. The Professional Development Stage of the professional development/ teacher evaluation model is designed to promote continuous improvement in teaching. The National Staff Development Council (NSDCStandards_No.pdf (gtlcenter.org)) 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.
    2. 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 priorities, initiatives, goals, mission, or school improvement efforts.
      • The primary goal of staff development is to improve instruction, curriculum, and pedagogy. Staff development could also address other topics, such as self-care, school safety procedures, team building, etc.
      • 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.
    3. 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 and found at https://www.isbe.net/Pages/Professional-Development-for- Educators.aspx. Additional information about these requirements is available from the Local Professional Development Committee (LPDC) for the Laboratory Schools.
    4. Faculty Associates shall work towards presenting at local, state, regional or national conferences as part of PD plan.

      The Professional Development Plan template is included in Teacher Ease for faculty associates. A sample template is available for reference.
  3. Assistance Stage (AS)
    1. Faculty associates are placed in the assistance stage based upon an administrator’s concerns that the teacher may need assistance meeting core expectations. The assistance stage is intended to address core expectations as part of the professional evaluative process; however, the Laboratory schools may take other based upon the nature and severity of the circumstances.
    2. An administrator will share their concerns regarding meeting core expectations with the teacher prior to placing the teacher in the assistance stage of the teacher evaluation/professional development.
    3. The assistance stage is marked using a clinical model of evaluation/ supervision.
    4. In any school year in which a faculty associate is in the assistance stage, the process will include an administrator conducting a minimum of three formal classroom observations and may include additional measures as determined by the Laboratory schools. Each observation will be followed by a post observation conference with the faculty associate and the administrator conducting the observation. Written feedback based upon how well the faculty associate performance met the core expectations, should be provided. The final observation should occur no later than May 1st.
    5. The administrator will hold a year-end conference with the faculty associate to review a year-end summative evaluation report that will address observations and any additional measures. This conference should occur no later than May 15. The year-end summative evaluation will include a summative rating of “satisfactory” or “unsatisfactory”, based upon the faculty associate’s performance as related to the core expectations. If the year-end summative rating is “satisfactory”, the faculty associate will be placed into the Professional Development Stage of the Faculty Associate evaluation process for the following school year. If the year-end summative rating is “unsatisfactory”, the faculty associate will continue in the Assistance Stage and a formal remediation process will begin.
    6. When a faculty associate in the Assistance stage receives a year-end summative rating of “unsatisfactory”, the principal, or administrative designee, must develop a remediation plan for the faculty associate.
      • The remediation plan should:
        • if possible, be developed within 30-days of the year-end conference.
        • start during the Faculty Associates next appointment period (e.g., the next school year).
        • be up to 90-days in duration, as determined by the administrator, provided that a full 90-day remediation period will be provided if requested by the Faculty Associate.
        • be designed to help the faculty associate correct the deficiencies identified by the year-end summative evaluation report.
        • identify the participating administrator(s) and a qualified consulting Faculty Associate, other than the Faculty Associate in the Assistance Stage. The consulting faculty associate participates in the development or modification of the remediation plan. The consulting faculty associate’s primary role is to provide advice to the teacher on how to complete the remediation plan. The consulting faculty associate does not participate in evaluating the faculty associate.
      • The participating administrator(s) must formally evaluate the faculty associate a minimum of once every thirty school days during the remediation period. After each formal observation, the faculty associate should be informed of his/her progress. If the faculty associate achieves an overall “satisfactory” rating at the end of the remediation period, the faculty associate is placed into the professional development of the faculty associate evaluation process. If the faculty associate is rated “unsatisfactory” at the end of the remediation period, the principal, or administrative designee, may develop a new remediation plan for the faculty associate or take steps to dismiss or remove the faculty associate in accordance with Chapter 9.
  4. Student Evaluation of Instruction (Applies to University High School Only)
    1. 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.
    2. The evaluation tool that is completed by the UHigh students will be reviewed at least once every five years by the UHigh Leadership Team in order to ensure the most useful information possible is provided for faculty associates.
    3. All performance evaluation material is considered confidential, including student evaluations. Evaluations may also include reference to conduct issues. Materials should only be shared with those individuals involved in the process.
    4. HILIA students at UHigh do not evaluate their HILIA faculty associates.
2024-07-30T13:44:41.209528425-07:00 2024