Guidance on Teacher Evaluation Systems for Beginning (Novice) Teachers in Illinois - December 2013 Guidance Document 13-22

Oct 10, 2026

Guidance Document 13-22 outlines how Illinois school districts and local unions can design and align teacher performance evaluation systems for beginning (novice) teachers with induction and mentoring expectations. It explains the state’s development of induction standards since the 1980s and emphasizes evaluation practices that support professional learning. The document summarizes requirements from PERA (2010) and the Illinois Administrative Code on developing evaluation plans, conducting formal and informal observations, and providing conferences, feedback, and evidence related to planning, instruction, and classroom management.

LanguageEnglish

CategoryExam

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Guidance on Teacher Evaluation Systems for Beginning (Novice) Teachers in Illinois

Purpose and intended audience

Background on induction and mentoring in Illinois

Legal and regulatory requirements (PERA, Administrative Code)

Observation and evidence collection requirements

Induction and mentoring program development timeline

Illinois State Board of Education December 2013 Guidance Document 13-22 Guidance on Teacher Evaluation Systems for Beginning (Novice) Teachers in Illinois This document is intended to provide non-regulatory guidance on the subject matter listed above. For specific questions, please contact the person(s) identified in the document. Guidance on Teacher Evaluation Systems for Beginning (Novice) Teachers in Illinois Type of Guidance This guidance document provides background information on evaluations for beginning teachers and recommendations for ensuring that teacher performance evaluations are appropriate for and support the professional learning of beginning teachers. As a guidance document, the following is intended to support districts and local unions in understanding this topic and to provide a foundation for making decisions about districts’ evaluation systems. The interest in induction and mentoring of new teachers in the state of Illinois started in the 1980s and has evolved into a statewide collaboration. Since 2006, state education leaders and educators have worked to develop world-class induction and mentoring program standards and an induction and mentoring program continuum in Illinois. The Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs (see page 8 for more details) set forth a clear framework to assist in the development of research-based induction programs that are responsive to local contexts (Goldrick, 2013). During this time, the Illinois New Teacher Collaborative, the New Teacher Center, and stakeholders worked diligently to provide and support induction and mentoring programs, which were funded for a limited time by state grant funds. Many local education agencies (LEAs) created and implemented induction programs as a result of state grant funding. Currently, Illinois LEAs that are receiving Race to the Top (RTTT) funds are required to align their induction programs with the Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs, and implement induction and mentoring programs linked to performance evaluations for new teachers. Those not receiving RTTT funds are encouraged to use this guidance to inform decision making on how to utilize their evaluation systems to best support and develop beginning teachers. The Performance Evaluation Reform Act (PERA, 2010) states the following: Each school districtshall develop, in cooperation with its teachers or, where applicable, the exclusive bargaining representatives of its teachers, an evaluation plan for all teachers (105 ILCS 5/24A-4) . Each school districtshall establish a teacher evaluation plan that ensures that each teacher not in contractual continued service is evaluated at least once every school year (105 ILCS 5/24A-5) . The Illinois Administrative Code (2012) states the following: This Part establishes the minimum requirements for the establishment of valid and reliable performance evaluation systems for certified employees, pursuant to Article 24A of the School Code, that assess both professional competence or practice and student growth (23 Ill. Adm. Code 50.10) . Evidence of professional practice shall be collected through the use of multiple observations that include formal and informal observations. For the purpose of this subsection (c), a formal observationshall allow the qualified evaluator to acquire evidence of the teacher’s planning, instructional delivery, and classroom management skills and shall involve one of the following activities: an observation of the teacher in his or her classroom for a minimum of 45 minutes at a time; or an observation during a complete lesson; or an observation during an entire class period.…For each nontenured teacher, a minimum of three observations shall be required each school year, of which two must be formal observations. Each formal observationshall be preceded by a conference between the qualified evaluator

FAQs

What is the purpose of Guidance Document 13-22?

It provides non-regulatory guidance on teacher evaluation systems for beginning (novice) teachers and offers recommendations to ensure evaluations support and align with the professional learning needs of beginning teachers.

What does PERA require school districts to do regarding teacher evaluations?

Each district must develop an evaluation plan in cooperation with teachers or bargaining representatives and must ensure teachers not in contractual continued service are evaluated at least once every school year.

How are professional practice and student growth evaluated under the Illinois Administrative Code?

The code requires performance evaluation systems that assess both professional competence or practice and student growth, using multiple observations that include formal and informal observations, supported by evidence and follow-up feedback.

Oct 10, 2026

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