Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 50 - EVALUATION OF EDUCATOR LICENSED EMPLOYEES UNDER ARTICLES 24A AND 34 OF THE SCHOOL CODE › Subpart A - GENERAL REQUIREMENTS › Section 50.30 - Definitions

Current through Register Vol. 48, No. 28, July 12, 2024
As used in this Part:
"Adaptive conditional measurement model" means a measurement
				  model used to analyze assessment data to determine student growth that consists
				  of at least a collection of baseline data that is used to determine student
				  growth expectations for all students or for individual and/or groups of
				  students and the recording of student outcomes in comparison to the growth
				  expectations identified.
"Assessment" means any instrument that measures a student's
				  acquisition of specific knowledge and skills. Assessments used in the
				  evaluation of teachers, principals, and assistant principals shall be aligned
				  to one or more instructional areas articulated in the State Goals for Learning
				  and Learning Standards (see 23 Ill. Adm. Code 1. Appendix D) or Illinois Early
				  Learning and Development Standards - Children Age 3 to Kindergarten Enrollment
				  Age (see 23 Ill. Adm. Code 235. Appendix A), as applicable. For the purposes of
				  this Part, assessments will be defined as the following types.
"Type I assessment" means a reliable assessment that measures
				  a certain group or subset of students in the same manner with the same
				  potential assessment items, is scored by a non-district entity, and is
				  administered either statewide or beyond Illinois. Examples include assessments
				  available from the Northwest Evaluation Association (NWEA), Scantron
				  Performance Series, Star Reading Enterprise, College Board's SAT, Advanced
				  Placement or International Baccalaureate examinations, or ACT's
				  EPAS® (i.e., Educational Planning and Assessment
				  System).
"Type II assessment" means any assessment developed or
				  adopted and approved for use by the school district and intended to be used on
				  a districtwide basis by all teachers in a given grade, course, or subject area.
				  Examples include collaboratively developed common assessments, curriculum
				  tests, and assessments designed by textbook publishers.
"Type III assessment" means any assessment that is rigorous,
				  that is aligned to the course's curriculum, and that the qualified evaluator
				  and teacher determine measures student learning in that course. Examples
				  include teacher-created assessments, assessments designed by textbook
				  publishers, student work samples or portfolios, assessments of student
				  performance, and assessments designed by staff who are subject or grade-level
				  experts that are administered commonly across a given grade or subject. A Type
				  I or Type II assessment may qualify as a Type III assessment if it aligns to
				  the curriculum being taught and measures student learning in that subject area
				  (see Section 50.110(b)(2)).
"Assistant principal" means an administrative employee of the
				  school district who is required to hold a professional educator license issued
				  in accordance with Article 21B of the School Code [105 ILCS 5] endorsed for
				  either general administrative or principal, and who is assigned to assist the
				  principal with duties in the overall administration of the school.
"Formal observation" means a specific window of time that is
				  scheduled with the teacher, principal, or assistant principal for the qualified
				  evaluator, at any point during that window of time, to directly observe
				  professional practices in the classroom or in the school. (Also see Sections
				  50.120(c) and
				  50.320(c).)
"Growth expectation" means the outcome that students are
				  expected to achieve by the end of the instructional period and includes
				  consideration of a starting level of achievement already acquired and
				  determination of an ending goal for the level of achievement to be
				  reached.
"Informal observation" means observations of a teacher,
				  principal, or assistant principal by a qualified evaluator that are not
				  announced in advance of the observation and not subject to a minimum time
				  requirement.
"Interval of instruction" means the period of time during
				  which two or more assessment scores are analyzed for the purpose of identifying
				  a change in a student's knowledge or skills.
"Joint committee" means a committee composed of
equal
				  representation selected by the district and its teachers or,
when
applicable, the exclusive bargaining representative of its
				  teachers
, which shall have the duties set forth in this Part regarding
				  the establishment of a performance evaluation plan that
incorporates
				  data and indicators of student growth as a significant factor in rating teacher
				  performance
. (Section 24A-4 of the School Code)
"Measurement model" means the manner in which two or more
				  assessment scores are analyzed for the purpose of identifying a change in a
				  student's knowledge or skills over time.
"Performance evaluation plan" means a plan to evaluate a
				  teacher, principal, or assistant principal that includes data and indicators on
				  student growth as a significant factor in judging performance, measures the
				  individual's professional practice, and meets the requirements of Article 24A
				  of the School Code and this Part.
"Performance evaluation rating" means the final rating of a
				  teacher's, principal's, or assistant principal's performance, using the rating
				  levels required by Sections 24A-5(e), 34-8, and 34-85c of the School Code, that
				  includes consideration of both data and indicators of student growth, when
				  applicable under Section 24A-2.5 of the School Code and Section
				  50.20, and professional
				  practice.
"Qualified evaluator" shall have the meaning set forth in
				  Section 24A-2.5 or 24A-15 of the School Code and shall be an individual who has
				  completed the prequalification process required under Section 24A-3 of the
				  School Code or Subpart E, as applicable, and successfully passed the
				  State-developed assessments specific to evaluation of teachers or principals
				  and assistant principals. Each qualified evaluator shall maintain qualification
				  by completing the retraining required under Section 24A-3 of the School Code or
				  Subpart E, as applicable.
"School Code" means 105 ILCS 5.
"State performance evaluation model" means those components
				  of an evaluation plan that address data and indicators of student growth that a
				  school district is required to use in the event that its joint committee fails
				  to reach agreement pursuant to Section 24A-4(b) of the School Code.
"Student growth" means a demonstrable change in a student's
				  or group of students' knowledge or skills, as evidenced by gain and/or
				  attainment on two or more assessments, between two or more points in
				  time.
"Student learning objective process" or "SLO process" means a
				  process for organizing evidence of student growth over a defined period of time
				  that addresses learning goals that are measurable and specific to the skills or
				  content being taught and the grade level of the students being assessed, and
				  are used to inform and differentiate instruction to ensure student
				  success.
"Student learning objectives" or "SLO" consists of a learning
				  goal, assessment and procedures to measure that goal, and growth
				  expectation.
"Teacher" means full-time or part-time professional employees
				  of the school district who are required to hold a professional educator license
				  endorsed for a teaching field issued in accordance with Article 21B of the
				  School Code. For the purposes of the requirements specific to student growth
				  outlined in Article 24A of the School Code and this Part, "teacher" shall not
				  include any individual who holds a professional educator license endorsed for
				  school support personnel issued under Article 21B of the School Code and is
				  assigned to an area designated as requiring this endorsement, including but not
				  limited to school counselor, school psychologist, nonteaching school speech and
				  language pathologist, school nurse, school social worker, or school marriage
				  and family counselor.