Your Virtual PERA Coach - Issue Number 17 - October 2018

Oct 10, 2026

Issue Number 17 (October 2018) of “Your Virtual PERA Coach” provides guidance for Illinois educators on implementing the Performance Evaluation Reform Act. It focuses on the teacher observation process and the roles evaluators play in supporting professional practice growth. The publication explains requirements for formal and informal observations, including pre- and post-observation conference purposes, feedback expectations, and evaluators’ responsibilities, with references to Part 50 administrative rules and suggested templates for conference conversations.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Part 50 Rules About Observations

Informal Observations

The Roles of the Evaluator

Pre-Observation Conferences

Post Observation Conferences

Evaluator Prequalification Update

Tell Us What You Think

Additional Resources

Your Virtual PERA Coach Issue Number 17-October 2018 A publication created by the Performance Evaluation Advisory Council and the Illinois State Board of Education to guide you in implementing the Performance Evaluation Reform Act. IN THIS ISSUE Part 50 Rules About Observations Informal Observations The Roles of the Evaluator Pre-Observation Conferences Post Observation Conferences Evaluator Prequalification Update Tell Us What You Think Additional Resources Dear Illinois Educator, Fall is officially here and your performance evaluation cycle should be well on its way! You have probably finished your student growth/goal-setting meetings with teachers and are now observing professional practice. In this issue, we will focus on the observation process and the various roles evaluators play in helping teachers develop or refine their practice. We will share reminders of PERA requirements regarding teacher observations and provide you with suggested templates and questions to use during pre-and post observation conferences . Please take a few minutes to let us know what you think about the PERA Coach and how we can help you in the future by completing a brief survey. You can click on this survey link or use the link located near the end of this issue. Thank you in advance for taking the time to give us feedback. Sincerely, The Performance Evaluation Advisory Council | Non-Tenured Teachers | Tenured Teachers who Received a Rating of Proficient or Excellent on Last Evaluation | Tenured Teachers who Received a Rating of Needs Improvement or Unsatisfactory on Last Evaluation | | --- | --- | --- | | A minimum of three observations is required each school year. Two must be formal observations .
Formal observations are a minimum of 45 minutes , a complete lesson, or an entire class period. They include both a pre-and post observation conference. | A minimum of two observations is required during the cycle in which the current evaluation is conducted. One must be a formal observation. Formal observations are a minimum of 45 minutes , a complete lesson, or an entire class period and include both a preand post observation conference. | A minimum of three observations is required in the school year immediately following the year in which the"needs improvement" or"unsatisfactory" rating was assigned. Two must be formal observations . Formal observations are a minimum of 45 minutes , a complete lesson, or an entire class period and include both a preand post observation conference. | | --- | --- | --- | Informal Observations Following an informal observation, the qualified evaluator shall provide feedback to the teacher either orally or in writing (electronic or paper) and if the feedback is in a written format, also provide the teacher with an opportunity to have an in-person discussion with the evaluator. Evidence gathered during the informal observations may be considered in determining the performance evaluation rating, provided it is documented in writing. * Note that these are the requirements of the Part 50 administrative rules; additional, specific requirements may also be included in your district's locally developed teacher evaluation plan. Click here to see the whole section about observations from Part 50 Administrative Rules . The Roles of the Evaluator Evaluators can help teachers to improve their professional practice by knowing when it is more effective to be directive and when it is better to be afacilitator/coach, especially during pre/post observation conversations . Coaches facilitate conversations to help teachers identify what they need to do in order to improve their practice and increase student achievement. Mentors share past experiences and wisdom and provide guidance. Trainers teach new skills and knowledge. Consultants give advice on their area of expertise and help with implementation. Differentiated Feedback/Conversations Generally, the higher skilled

FAQs

How many observations are required during a school year, and how many must be formal?

A minimum of three observations is required each school year, and two must be formal. Formal observations must be at least 45 minutes, a complete lesson, or an entire class period, and they include both a pre- and post-observation conference.

What feedback must be provided after an informal observation?

After an informal observation, the qualified evaluator provides feedback to the teacher either orally or in writing. If feedback is written, the teacher is also given an opportunity for an in-person discussion with the evaluator.

What is the purpose of the pre-observation and post-observation conferences?

The pre-conference builds rapport and begins collecting evidence for the upcoming observation, ideally 1–2 days beforehand. The post-observation conversation supports the teacher’s thinking after the lesson, with meetings scheduled soon enough to keep the lesson fresh and allowing the evaluator time to synthesize evidence and feedback.

Oct 10, 2026

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