Chapter 1: Mission of the Laboratory Schools
Chapter 2: University Organization and Governance
Chapter 3: Role of Faculty Associates
Chapter 4: Appointment and Employment Information
Chapter 5: Professional Growth & Evaluation of Faculty Associates
Chapter 6: Contractual Continued Service
Chapter 7: Grievance Process
Chapter 8: University Leaves
Chapter 9: Benefits
Chapter 10: University Services
Chapter 11: Recreation, Leisure, and Cultural Activities
Chapter 12: Emergency Information
Appendix A: Procedures for Making an Application for Research in the Laboratory Schools
Professional development should be:
Individualized. Teachers should be actively involved in setting an agenda for strengthening their own performance.
Connected to the school's professional development goals. Personal goals should support department, building, or unit goals.
A demonstration of competence. Administrators should have the flexibility to evaluate performance and to provide assistance in strengthening performance. Teachers should have the opportunity to demonstrate competence.
Focused on collegiality. Efforts that include peer-coaching activities, developing group portfolios, mentoring beginning teachers, participating in study groups, and/or teacher networks should be encouraged.
Connected to state requirements for licensing and renewal requirements. The framework for documenting completion of local accountability should satisfy state requirements for certificate renewal.
The professional development/teacher evaluation model for the Laboratory Schools consists of three stages:
An Induction Stage (IS) for probationary teachers (teachers in their first four years of service);
Professional Development Stage (PDS) for continuing contract teachers who meet all the core expectations; and
An Assistance Stage (AS) for teachers on continuing contract who have been assigned by the principal or his/her administrative designee to a clinical model of supervision/evaluation.
The model rests upon a foundation of core expectations that all teachers are expected to meet. The core expectations are grouped under four major headings: classroom planning and instruction; assessment of student learning; communication and interpersonal skills; and support for the Laboratory School mission.
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.
Learner Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
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.
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.
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.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.
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.
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.
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.
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.
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:
Participate in an annual orientation/workshop the week before school starts;
Meet monthly with administrators, mentors, or other professionals throughout the school year;
Meet regularly with a peer mentor for the first two years of the induction period;
Undergo a formal classroom observation a minimum of three times per year to determine if core expectations are being met; the supervisor will provide an end-of-the-year summary by April 1 during each of the four years of the induction period; and the teacher will submit a written reflection of his/her practice during each of the four years of the induction period;
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;
Attend at least one state, regional, or local level conference on a yearly basis; and
Focus on fulfilling the core expectations for teachers in the Laboratory Schools by serving on only one Laboratory School committee during the first year of employment; and limiting the number of co-curricular activities that a new faculty associate sponsors.
The Professional Development Stage of the professional development/ teacher evaluation model is designed to promote continuous improvement in teaching. The National Staff Development Council 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.
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 efforts;
The goal of staff development is to improve instruction;
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.
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. Additional information about these requirements is available from the Local Professional Development Committee (LPDC) for the Laboratory Schools.
Faculty associates are placed in the assistance stage based upon an administrator’s concerns that the teacher may need assistance meeting core expectations. These concerns are shared with the teacher prior to placement in the assistance stage of the teacher evaluation/professional development.
Year one of the assistance stage is marked by the use of a clinical model of evaluation/ supervision. The process includes a minimum of three formal classroom observations, each followed by a post observation conference with the administrator conducting the observation. Written feedback is provided based upon the faculty associate’s performance as outlined in the core expectations. The final observation should occur no later than May 1.
Year one of the assistance stage concludes with a summative evaluation report and conference by May 15. A summative rating of excellent, satisfactory, or unsatisfactory is provided based upon the faculty associate’s performance as related to the core expectations.
If a summative rating of either excellent or satisfactory is obtained, the faculty associate is placed into the Professional Development Stage for the following school year. An unsatisfactory rating signifies the beginning of a formal remediation plan as described in the following paragraphs:
The principal, or administrative designee, must develop a remediation plan within 30 days of the unsatisfactory rating. The plan should be designed to help the teacher correct the deficiencies identified by the end-of-the-year evaluation report. The plan should identify the participating administrator(s) and a qualified consulting teacher. The duration of the plan is ninety days.
The consulting teacher participates in the development or modification of the remediation plan. The consulting teacher’s primary role is to provide advice to the teacher on how to complete the remediation plan. The consulting teacher does not participate in evaluating the teacher.
The participating administrator(s) must formally evaluate the teacher a minimum of once every thirty school days for the ninety-day remediation period. After each formal observation, the teacher should be informed of his/her progress. If the teacher achieves an overall satisfactory rating in the final remediation evaluation, the teacher returns to his/her previous position in the professional development/ teacher evaluation cycle. If the deficient teacher is rated unsatisfactory in the final remediation evaluation, the teacher is dismissed in accordance with Chapter 6.
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.