Faculty Associate Handbook

The Illinois State University Laboratory Schools (Thomas Metcalf School and University High School) are an administrative department in the College of Education and serve as clinical experience and practice sites for pre-service teachers, innovative student instruction, and educational research. The Laboratory Schools also partner with local school districts, special education cooperatives, and the Regional Office, to provide regional programming for the Heart of Illinois Low Incidence Association (HILIA).

Serving as a living laboratory, the schools’ mission is built on four pillars:

• Provide a school in which excellence in education theory and practice can be observed, studied, and practiced by teacher candidates and other pre-service school professionals.
• Provide an environment in which research and development activities may be actively engaged in.
• Provide a comprehensive, high-quality academic program for Metcalf and University High School students.
• Promote effective, high-quality education throughout the teaching profession and aid other educators in the process of improving the quality of education in their schools and classrooms.

In support of this mission, nearly 45,000 hours of clinical experiences are provided to education majors in any given academic year. In addition to providing clinical sites for the College of Education, the Laboratory Schools also serve teacher educators in nineteen academic departments across the University who assign their students to the Laboratory Schools for the state-required clinical experiences component in teacher preparation.

The Laboratory Schools continue to contribute to the knowledge base regarding educational practice and improvement. Several research projects are conducted in the Laboratory Schools on an annual basis. These studies include research by Laboratory School faculty in their individual classrooms on particular problems of educational practice, graduate students conducting doctoral dissertations, and professors conducting grant-supported research with students, parents, and faculty on subject- based research problems, instructional strategies, and organization and administration.

The Laboratory Schools also provide a high-quality academic program for students. The Schools also engage in considerable self-evaluation in order to assure a climate of renewing reflection and improvement. The demand for enrollment in the Laboratory Schools confirms the assertion that the schools are highly prized by parents within the community.

The faculty of the Laboratory Schools are expected to aid others in other schools in improving the quality of education. Laboratory School and HILIA faculty share and disseminate information with other educators by making presentations to various local, state, and national audiences. The Laboratory Schools host visitors from many Illinois locations and from other parts of the United States and the world.

Illinois State University asserts its statewide and national leadership role in education. As the largest teacher preparation program in Illinois and one of the largest in the nation, Illinois State graduates teachers who influence both classroom practice and research on effective teaching throughout the country. As the site of the initial experiences of virtually all teacher education majors, the Laboratory Schools play a critical role in shaping their views of effective schooling. Rigorous standards and stimulating learning environments are important values in the Laboratory Schools.

Heart of Illinois Low Incidence Association (HILIA)

The Heart of Illinois Low Incidence Association (HILIA) was formed to promote, establish and maintain a continuum of comprehensive services for children with the low incidence eligibilities of Deafness, Hearing Impairment and Visual Impairment. HILIA exists in collaboration between Bloomington School District #87, Livingston County Special Services Unit, Tri-County Special Education Association, McLean County Unit 5 School District, Illinois State University Laboratory Schools and the Regional Office of Education. Currently, HILIA serves students in over thirty school districts within DeWitt, Livingston, Logan, and McLean counties. The unique assistive technology, hearing, and vision needs of these students are met through the continuum of services offered in the home school districts’ programs or at Illinois State University Laboratory Schools. HILIA is overseen by a board of directors which include all special ed directors from Unit 5, District 87, Livingston County Special Services Unit, and Tri-County Special Education Association, and the ISU Lab Schools superintendent.

HILIA Programming in Home School Districts

Consultation Services

Educators with expertise in the areas of assistive technology, hearing, and vision provide guidance/resources for educators working with students with low incidence disabilities. Consultative services include (but are not limited to) problem solving, equipment troubleshooting, team meetings, and IEP meetings.

Direct Services

Educators with expertise in the areas of vision and hearing work directly with students to provide specialized instruction. Direct instruction includes (but is not limited to) instruction in the areas of technology, advocacy, and other areas created by the lack of incidental learning that typically occurs through hearing or vision. In addition, HILIA can facilitate access to an educational audiologist and certified orientation mobility specialist.

HILIA Programming in the ISU Laboratory Schools

Thomas Metcalf School and University High School make up the Laboratory Schools at Illinois State University. It is most typical that students (ages 3-21) who are braille readers, use sign language, or need intense services in listening, speech, and language are educated at the Laboratory Schools. These students are taught by our Teachers of the Deaf and Hard of Hearing or Teachers of Students with Visual Impairments. Programming is available in both inclusive and self-contained settings. Students enrolled in HILIA Programs within the Laboratory Schools have access to related services provided by an educational audiologist, interpreters, certified orientation mobility specialist, and speech-language pathologist.

As provided under state and federal law, a placement decision is made by the district IEP team to determine whether HILIA Programming will be provided in the home school district or at the Laboratory Schools.

Teachers in the Laboratory Schools of Illinois State University are designated by the title Faculty Associate. The role of Faculty Associates is defined by the four-part mission of the Laboratory Schools: teacher education, research, teaching, and service to the profession.

All HILIA staff are employees of Illinois State University. Faculty hired as teachers of students who are deaf and hard of hearing, teachers of students who are visually impaired, and the speech and language pathologist, are designated by the title Faculty Associate. HILIA Faculty Associates may be assigned to HILIA programming in the home school district, within the Laboratory Schools, or a combination of both.

HILIA Faculty Associates, regardless of their role, will follow the guidelines outlined in the Faculty Associate Handbook.

Other employees who serve in the Laboratory Schools including but not limited to Administrative/Professionals, Civil Service, University Faculty, graduate assistants and student workers are not Faculty Associates. This Handbook does not apply to those employees who are not Faculty Associates.

Please see Appendix 4 for information for HILIA Faculty Associates

1. Teacher Education

   The Laboratory Schools serve as the primary placement site for clinical experiences in which excellence in educational theory and practice can be observed, studied, and experienced by teacher education candidates. University students are required to complete 100 hours of clinical experiences before student teaching. Faculty Associates work closely with faculty from a variety of University departments to blend professional theory and applied instructional practice. The schools also provide a laboratory for selective introduction of innovative and alternative techniques and methods. Faculty Associates contribute to clinical experiences in the following ways:

   1. Clinical participation — providing opportunities for pre-service teacher involvement in specific skill demonstrations under controlled
   2. General participation — providing supervised participation for pre- service teachers in any instructional phase of the school program and/or small group tutorial functions, including one-to-one experiences.
   3. Directed observation — facilitating the examination of the instructional setting by pre-service teachers with specified intentions, using systematic recording to identify relationships relevant to student learning.
   4. Demonstration — modeling by Faculty Associates of teaching styles, techniques, organizational grouping patterns, and appropriate management roles.
   5. Curriculum development — maintaining innovative and exemplary programs, thereby acting as a dissemination model for pre-service teachers; and,
   6. Student teaching — providing for student teaching under the direct supervision of a certified practicing clinician, fulfilling all State and University requirements and guidelines.

   Building clinical coordinators assist with the placement of students at both University High School and Thomas Metcalf School and are available to respond to questions related to clinical experiences.

2. Research

   Research activities of the greatest potential for the Laboratory Schools are those which can be readily coordinated with the primary goals of (1) providing experiences in support of training educational personnel and (2) improving the quality of curriculum and instruction. Faculty Associates are encouraged to participate in research projects, possibly with various academic departments at Illinois State University and/or conduct their own research on classroom activities and practices. Research and developmental activities in the Laboratory Schools should result in investigations such as:

   1. Studies directly related to the training of education personnel (the teacher training processes, characteristics of excellence in teaching);
   2. Studies investigating general instructional processes (curriculum and materials testing, delineation of stages of learning, comparisons of instructional methods);
   3. Studies of the efficacy of selected aspects of the school program (comparisons of special and regular teachers at various levels, teacher ability to use "packaged" materials, the advantages of specific methods of grouping for instructional purposes); and,
   4. Studies of the characteristics of the learner (cultural influences, motivation, maturation, self-concept acquisition).
3. Teaching

   Recognizing a moral and ethical responsibility to the students who attend the Laboratory Schools and those who qualify for HILIA programming, the Laboratory Schools accept a third obligation, that of assuring a comprehensive, high quality academic program for the students enrolled. Since quality programs result from effective teaching, a set of core expectations has been defined for all Faculty Associates (further explained in Chapter 4):

   1. The Learner and Learning
   2. Instructional Practice
   3. Content
   4. Professionalism
4. Service to the Profession

   In service to the Laboratory School mission which states faculty associates will “promote effective, high-quality education throughout the teaching profession and aid other educators in the process of improving the quality of education in their schools,” the Laboratory Schools will contribute to the effectiveness and quality of education throughout the profession. Faculty Associates can provide services to practicing educators in a variety of ways. Possible services might include:

   1. Guest lectures - providing schools, colleges, universities, and education programs expert information on content and research-based methodologies and pedagogies (in-person or online);
   2. Presentations - providing information and instruction on the use and implementation of specific educational techniques and programs.
   3. Consultation services - providing expert information to practicing educators in the development, evaluation, or implementation of educational programs or techniques.
   4. Direct observations - providing practicing educators the opportunity to directly observe faculty utilizing effective educational methods in the Laboratory Schools.
   5. Publications - providing articles for publication in professional journals concerning effective educational programs and techniques.
   6. Digital Media - providing expertise in the teaching discipline through various forms of digital media including, but not limited to, the creation of providing commentary on a podcast, blog, or website; giving a TED Talk; and cultivating a professional social media presence.

Illinois State University follows applicable federal and state employment requirements as well as applicable University employment policies and procedures. A summary of University appointment policy guidelines for Faculty Associates follows:

1. Hiring Procedures and Requirements for Appointment
   1. Requirements for Appointment

      Faculty Associates must have a Professional Educator License with the proper endorsement(s) and be registered at the Regional Office of Education. No. 17 prior to the appointment start date. There may be additional requirements based on the position which would be outlined in the applicable position description and appointment letter.

   2. Hiring

      Hiring procedures for Faculty Associates will follow the guidelines as provided by Human Resources. Additional information can be found on ISU’s Human Resources webpage.

   3. Recruitment of New Faculty Associates

      Faculty Associates employed in the Laboratory Schools and HILIA support efforts to recruit new Faculty Associates. These efforts could include participating in search committees, networking with professionals in other districts, etc.

2. Equal Opportunity/Non-Discrimination Statement and Policy

   Illinois State University, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding affirmative action, nondiscrimination, and anti-harassment. Illinois State University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, national origin, sexual orientation, order of protection, gender identity and expression, ancestry, age, marital status, disability, genetic information, unfavorable military discharge, or status as a veteran in employment, educational programs and activities, or admissions. Inquiries or complaints may be addressed to: equalopportunity@IllinoisState.edu.

   Additional information can be found in University Policy.

3. Appointment
   1. Policies for Recommending Appointment

      As defined in University Policy 3.5.1, the term 'Laboratory School/Faculty Associate' and 'HILIA/Faculty Associate' refers to those appointments that do not hold rank in a university academic department and are assigned to the University Laboratory Schools. These appointments may be made on either a Continuing or Non-continuing Appointment Type depending upon the needs of the Laboratory Schools, and qualifications of the position incumbent and the allocation of the position. A Full-time Continuing Appointment would be for a faculty associate who is working towards Lab School Contractual Continued Service as defined in University Policy 3.5.2. Part-time and non-continuing faculty associate appointments are not eligible for Lab School Contractual Continued Service.

      Additional information can be found on the Human Resources website.

   2. Instructional Minutes within the Laboratory Schools

      The Laboratory School Time Study Committee has recommended the following guidelines to be used for purposes of scheduling assignments. Faculty Associate assignments may be adjusted as necessary based on the individual circumstances and needs.

      • Faculty Associates’ instructional assignments will generally follow the target range within their grade band. Part time will be assigned minutes proportional to their FTE and grade band.
      • Faculty Associates teaching across bands will generally be assigned instructional minutes within the lesser requirement of the bands.
      • Faculty Associates at the same grade level (K-8) will generally be assigned equal instructional minutes.
      • Faculty Associates receive a duty-free, 30-minute lunch

      Grade Band Targeted Instructional Minutes for 1.0 FTE (per week)

      K - 4	1242-1518
      5 - 8	1175-1436
      9 - 12	1062-1298

      Assignment of instructional minutes does not impact a Faculty Associates’ appointment or status as an exempt employee.

   3. Instructional Minutes within HILIA Programming

      Faculty Associates will be assigned instructional minutes dependent on the caseload they are assigned. Caseloads have the potential to vary year to year depending on the needs of the students receiving services through HILIA Programming.

      Please see Appendix 4 for information for HILIA Faculty Associates

4. Multiple or Secondary Appointments

   A Faculty Associate’s primary appointment is within the Laboratory Schools. Faculty associates may on occasion be approved in secondary appointments in other university departments or in other areas of the Laboratory Schools. Please consult with Human Resources regarding appropriate approval processes. Any appointment outside of the Faculty Associates’ primary appointment is subject to 3.2.11 Employment in Excess of Full Time Appointment | Policy | Illinois State University. If any Faculty Associate plans to take a secondary appointment that may impact their primary appointment, the Faculty Associate would need approval from their supervisor and make appropriate arrangements to resolve conflicts in time and duties.

5. Appointment Decisions

   The Superintendent of the Laboratory Schools, the Dean of the College of Education, the Vice President and Provost, and the President have the final decision regarding appointment and salary of new Faculty Associates.

6. External Employment

   Faculty Associates who engage in external employment outside of the University must complete the Request for Approval of Secondary/Outside Employment form and return it to the Superintendent for approval prior to the start of the project. In all cases, secondary employment must not interfere with a faculty member’s full university duties, including teaching, service work and research.

   For a complete definition of External Employment and policies for external employment, see 3.3.7 Secondary/Outside Employment | Policy | Illinois State University.

7. Additional Responsibilities

   Additional responsibilities may vary based on the unique needs of each building as determined by the building principal. Building principals will provide updated information regarding additional responsibilities on or before the first day of in- service in August after being reviewed by the respective building leadership teams. Additional responsibilities remain subject to change throughout the year.

   1. Required Trainings

      The following trainings are required as of the date of publication of this Handbook but are subject to change.

      • Ethics Training: The State Officials and Employees Ethics Act (5 ILCS 430/5-10) requires state employees to complete, at least annually, an ethics training course conducted by their state agency. It also requires that new employees complete ethics training within 30 days of the start of employment. Read more information about the University’s required training.
      • Mandated Reporter Training: All University personnel (including student employees) are required to complete Mandatory Reporting Training upon hire, as well as annually during the month of October to better educate themselves on these state and federal mandates and available resources. More information about these training reporting requirements is available at the Office for Equal Opportunity and Access.
      • K-12 Mandatory Trainings: Faculty Associates are required to complete additional training as required by applicable laws and ISU policy.
8. Additional Opportunities
   1. Paid

      Some of the opportunities discussed in Appendix 2 are paid while others are unpaid. For a list of stipend opportunities, see the Full List of Stipends.

   2. Unpaid

      Examples of unpaid opportunities include but are not limited to serving as department chairs, leadership team representatives, some clubs, student supervision.

      Please see Appendix 4 for information for HILIA Faculty Associates

9. Legal Representation

   In the event that any civil proceeding is commenced against any employee arising out of any act or omission occurring within the scope of his/her employment with the University, the employee is required to immediately notify the Office of General Counsel of such action. The Office of General Counsel will consult with the employee, the State of Illinois Attorney General, the University’s Risk Manager and other appropriate representatives to develop recommendations regarding the management of the case in accordance with the requirements of the State Employee Indemnification Act, including potential representation of the employee through the Attorney General’s Office. Should representation be provided by the Attorney General or other counsel retained by the University, the employee is required to cooperate with the representation to the best of their ability. If an employee declines representation provided by the Attorney General and/or the University and elects to retain their own counsel, representation would be the employee’s financial responsibility, Employees should note that representation will not be provided if the act or omission which gave rise to the claim was not within the scope of the employee's employment or was intentional, willful, or wanton misconduct.

1. 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.
2. 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.).
3. 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.
4. 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.

1. University Benefits

   The University offers a comprehensive benefits package in conjunction with the State of Illinois and the State Universities Retirement System. This section is intended to provide an overview of these benefits, which are subject to change. For more information, visit the Benefit Orientation website and the Benefit Election Resources website. Any questions may be directed to Human Resources.

   1. Health, Dental, Vision, and Life Insurance: Provided through the State of Illinois Certain benefits are offered to eligible Illinois State University employees through the State of Illinois by Central Management Services (CMS). These benefits are health, dental, vision, and life insurance as well as pre-tax savings options with flexible spending and health savings accounts. For a determination of eligibility, contact Human Resources. For an overview of these benefits, review the Benefit Orientation website.
   2. Maintaining Insurance During the Summer: Faculty Associates who choose not to have their school year contract spread out over 12 months by electing the Twelve-Month Payment Plan will be billed at their normal cost by Central Management Services during the summer months. For more information on the Twelve-Month Payment Plan, contact the Payroll Office.
2. State Universities Retirement System (SURS): Eligible Faculty
   1. Associates will contribute to SURS in lieu of Social Security. New participants to SURS will have six months from date of hire to elect one of three retirement plan choices. SURS participants will contribute to Medicare.
   2. Faculty Associates deemed ineligible for SURS participation will instead contribute to Social Security as defined by eligibility rules.
   3. For more information, review the benefit information on the Human Resources website or surs.com.
3. Voluntary Benefit Programs
   1. Two voluntary benefit programs are available to Faculty Associate who meet the eligibility requirements for CMS benefit participation. The first plan is a supplemental Long-Term Disability plan administered through Prudential. The second is a Long-Term Care plan administered through Genworth, which is available to the employee and certain family members. For more information, review the benefit information on the Human Resources website.
4. Supplemental Retirement Savings Plans

   There are three supplemental retirement savings plans available to Faculty Associates, one 403(b) Plan and two 457 Plans. These plans are entirely voluntary and are intended to supplement your retirement savings in addition to your SURS contribution. There is no employer match in any of these Plans.

   1. 403(b): The University offers a 403(b) plan to employees for pre-tax or after-tax savings. There is a choice between two vendors, TIAA and Fidelity. To learn more, visit the Human Resources website.
   2. 457: Two 457 Plans are available through CMS and SURS for Faculty Associates who meet the minimum eligibility requirements for each respective program’s participation rules. The 457 Deferred Compensation Plan is available through CMS and utilizes T. Rowe Price as its vendor. The SURS 457 Deferred Compensation Plan through SURS utilizes VOYA as its vendor. For more information, visit the Human Resources website.
5. Time Away from Work

   The University provides a variety of time away from work options. This is not intended to be an all-inclusive list and policies and procedures are subject to change. Any questions may be directed to Human Resources.

   1. Sick Time: Sick time accrues at the maximum rate of one workday (7.5 hours) for each month or a portion of a month of service. If an appointment is less than full-time employment, the earned sick leave time is calculated by multiplying the maximum accrual rate in hours by the highest total percentage of employment during each month.
      • Faculty Associates on continuous contracts earn accumulative sick may roll the balance forward from year to year. There is no maximum balance for accumulative sick.
      • Faculty Associates on non-continuous contracts have non- accumulative sick deposited. Non-accumulative balances are forfeited at the end of the contract period.
      • The University reserves the right to require acceptable evidence of illness, injury, or disability before allowing any sick leave benefits. For more information regarding sick time, the Extended Sick Leave benefit, and eligible usage, review policy 3.2.7 Sick Leave or contact Human Resources.
   2. Personal Days: Faculty Associates with a full-time appointment in the Laboratory Schools are entitled to two days of personal leave with pay in each year of service, including the first. Faculty Associates with less than a full-time contract in the Laboratory Schools are entitled to one day of personal leave with pay in each year of service including the first. Unused personal leave days cannot be carried over from year to year. No portion of this benefit is payable upon termination. A year is defined as the school contract year.
   3. Bereavement: Bereavement time is available in one- or three-day increments based upon the employee’s relationship to the individual who passed away. For more details, review policy 3.1.11 Leave of Absence or contact Human Resources.
   4. Jury Duty/Subpoenaed Witness: A leave of absence without loss of pay shall be granted for jury duty service. An eligible employee may be granted a leave of absence without loss of pay as a subpoenaed witness in cases not initiated by the employee. The employee may keep any payments received from the court system. For more information, review policy 3.1.11 or contact Human Resources.
   5. Sick Leave Bank: The Sick Leave Bank serves as a depository for eligible and participating employees to donate the equivalent of one sick leave day each fiscal year to a common sick leave bank. The purpose of this sick leave bank is to alleviate the hardship caused by a serious health condition that forces the employee to take time away from work on an approved leave. This sick leave bank may also be used for employees on an approved Parental Leave.
      • For more information regarding eligibility, donation, and withdrawal, review policy 3.1.38 Sick Leave Bank or contact Human Resources.
   6. Educational Leave: Faculty Associates may use an Educational Leave should they be working on an internship or dissertation completion. The building principal, superintendent/director, COE Dean, and Provost’s office must approve the Educational Leave before it can be granted. While there is a possibility of an Educational Leave according to University Policy, it is not an automatic and may not always be approved.
      • Educational leaves can be paid or unpaid, often dependent on the rationale for the leave. The determination of pay is handled on a case by case basis by the unit and the Provost’s office. The likelihood that an educational leave is approved, and/or paid, increases as the purpose of the leave has clear benefits to the unit, the college, and the University.
      • An Educational Leave may be granted to Faculty Associates for anywhere from one week to one academic year.
      • Faculty Associates should discuss any expected impacts to benefits with their Benefits Counselor in Human Resources prior to starting a leave.
   7. Family and Medical Leave Act (FMLA): Eligible employees of Illinois State University may take job-protected leave for specific family and medical reasons. All approved requests for Extended Sick Leave will count toward the FMLA limit if the employee qualifies for FMLA-protected leave. Approved Worker's Compensation claims which result in time away from work will run concurrently with FMLA-protected leave provided the condition meets the definition of a serious health condition as defined by the FMLA. If Illinois State University becomes aware of an absence that is FMLA-qualifying, the employer reserves the right to designate such time as FMLA.
      A leave may be granted for anyone, or more, of the following reasons:
      • The birth of a child or placement of a child with the employee for adoption or foster care.
      • To care for a spouse, registered domestic partner (see policy 3.1.13), child, or parent who has a serious health condition.
      • For the employee's own serious health condition which prevents the employee from performing the essential functions of his or her job.
      • For a qualifying exigency arising out of the fact that the employee's spouse, registered domestic partner (see policy 3.1.13), son, daughter, or parent is a military member on covered active duty or has been notified of an impending call or order to covered active-duty status.
      • For more information, review policy 3.1.12 Family and Medical Leave Act or contact Human Resources.
   8. Parental Leave:
      1. Parental leave covers time away from work following the birth of a child within the first year of a child's life or the first year following the placement of a child for adoption or foster care with the employee or the employee's spouse, civil union partner or registered domestic partner.
      2. Eligible employees taking time off following the birth of a child or placement of a child for adoption or foster care may take up to 8 weeks of parental leave. Time away must be taken on a continuous basis of no less than 5-day increments unless an intermittent schedule is approved by the employee's department. If the eligible employee is approved for FMLA, any parental leave granted must run concurrently with that leave. For those employees who do not qualify for FMLA, additional time needed beyond 8 weeks will be considered for the medical necessity of the employee only.
      3. Employees will be required to use available benefit time during Parental Leave to remain in a paid status. For more information, review policy 3.2.20 Parental Leave or contact Human Resources.
6. Miscellaneous Benefits
   1. Tuition Waiver for Employees and Dependents: Illinois State University provides tuition waiver benefits to Faculty, Staff and Retirees of the University, and employees of other institutions or agencies with reciprocal agreements through the State Universities Civil Service System. Illinois State University provides tuition waiver benefits to the dependents of employees of Illinois public universities. Tuition waivers are granted and taxed in accordance with state and federal law and University Policy.
      • For more information regarding eligible institutions and program, eligible employees and dependents, and maximum tuition benefits, review policy 3.1.17 Employee Tuition Waiver Benefits or contact Human Resources.
   2. Employee Assistance Program (EAP): The Employee Assistance Program (EAP) provides a valuable resource for support and information during difficult times. The EAP is a free, voluntary and confidential program that provides problem identification, counseling and referral services for employees and their covered dependents regardless of the health plan chosen. Employees will be directed to counseling services to assist them with a variety of concerns
      • The EAP is available to active employees who are eligible for CMS benefit program participation regardless of whether they are enrolled in a CMS health plan. The EAP is also available to any dependent who is covered by a CMS health plan. For more information, contact Human Resources.
   3. Adoption Benefit Program: Employees who are eligible for CMS benefit program participation may be able to reimbursement up to $1,500 worth of adoption expenses through the Adoption Benefit Program. For more information, review the CMS website.
   4. Illinois State University Domestic Partner Benefit Program
      • Illinois State University extends recognition of any domestic partnership meeting the eligibility criteria and offers certain benefits to domestic partners of Illinois State University employees. The domestic partner may be of the same or of the opposite sex.
      • The benefits that are provided through this policy are those controlled solely by Illinois State University. For more information, review policy 3.1.13 Illinois State University Domestic Partner Benefit Program or contact Human Resources.

1. Notification of Absence
   1. Any employee who will be absent from employment shall notify the appropriate University supervisor using the established departmental call- in procedures, so as to allow the supervisor to make appropriate arrangements for the employee’s duties during the absence. This notification must take place as soon as the employee determines they will be absent and prior to the employee's scheduled work shift. In cases where the absence will be for more than three consecutive working days, the employee shall notify the supervisor of the anticipated length of absence.
   2. In cases where the absence will be for more than three consecutive days and may qualify for FMLA/Approved Medical Leave, the employee should also contact Human Resources. See Chapter 5 for additional information regarding FMLA and other approved leaves of absence.
   3. Employees should be aware that, for an absence of (1) five or more consecutive days for a personal medical reason or (2) any length of time due to a hospitalization, the employee is required to present a return-to- work authorization from an attending physician to Human Resources. Such notice should include the employee’s name, date of release to return to work, physician’s signature, and physical restrictions, if any. The employee must submit the return-to-work authorization to Human Resources and obtain an official release to return to work from Human Resources before reporting to their department. Failure to comply with these requirements may impact or delay your compensation or leave benefit usage, depending on your individual circumstances.
2. Absences Using Personal Day Benefits

   Personal leave days may be granted as full or half days, but not less than increments of half days. Use of personal leave days requires no explanation for absence. Notification must be submitted to the Building Principal at least two workdays in advance of the intended absence (except in cases of emergencies). Personal leave days requested immediately prior to, or after, holidays and vacation periods, or institute and in-service days, or during final examinations will be granted only under special circumstances with prior approval from the Building Principal and will require written explanation (via email). Requests for personal leave days will be approved or denied based on operational need.

3. Reporting Time
   1. Absence Management

      “Absence Management” is used to communicate day-to-day absences with the administration and secure substitute teachers as needed. This should be filled out as soon as the absence is known.

   2. iPeople

      By the end of the last day of each month, faculty associates who took benefit time are expected to submit their hours on their timesheet in iPeople.

1. Contractual Obligation

   A teacher in Laboratory School Continued Service may resign or retire at any time by providing at least 30 days prior written notice with: the concurrence of the Laboratory School Superintendent. Teachers in Laboratory School Continued Service may terminate employment during the contractual period. Should a teacher with Laboratory School Continued Service Status terminate employment prior to the end of their contractual year to take another teaching assignment, the Laboratory School may refer the teacher to the State Superintendent of Education for a process consistent with the Illinois School Code 105 ILCS 5/24-14 which provides that resignation under these circumstances may not be in accordance with this section of the school code, and the State Superintendent of Education may find a teacher guilty of unprofessional conduct and liable to suspension of license, for a period not to exceed one year.

2. Resignation/Retirement Procedures

   Faculty Associates who plan to resign or retire should

   1. submit a letter of resignation (or letter of intent to retire) to the building principal and superintendent,
   2. submit a letter of resignation (or letter of intent to retire) to the building principal and superintendent,
3. Checkout Procedures

   In addition to the resignation and/or retirement procedures completed with Human Resources, employees leaving the University must

   1. return keys, books, technology, Redbird ID card and other University- owned materials;
   2. pay all departmental and University bills;
   3. submit final timesheet in IPeople for any benefit time used in the last month of work;
   4. clean office space; and
   5. meet with the building principal if requested.

1. Probationary Period

   Any teacher who is employed with the Laboratory School shall be considered to be in a probationary period for four (4) consecutive school years before the teacher is eligible to enter Laboratory School Continued Service (tenured). For the purpose of determining Laboratory School Continued Service, the first probationary year shall be any full-time employment which includes working for a minimum of 100 days of the school year.

   This probationary period could be extended beyond four years if the faculty associate has not met the criteria for advancement to Laboratory School Continued Service, as outlined in Section II below. Dismissal during the probationary period is described in Chapter 9.

2. Criteria for Advancement to Laboratory School Continued Service

   Faculty Associates who have successfully completed four (4) consecutive school years must also satisfy Laboratory School unit-wide criteria in order to advance to Laboratory School Continued Service status. This section outlines the baseline requirements probationary faculty associates must meet in order to advance. These baseline criteria reflect the Laboratory School Mission and may be modified to address a Faculty Associates specific assignment or as needed to address the evolving needs of the Laboratory Schools. Such modifications will be communicated to probationary faculty associates at the beginning of their assignment in the Laboratory Schools. Under no circumstances should an individual be promised or in any way assured they will advance to Laboratory School Continued Service status.

   1. Consideration for Laboratory School continued service is predicated upon receipt of state certification or other endorsements that are required for the assigned position.
   2. There must be evidence of continuing high-quality professional performance throughout the probationary period that reflects the four-fold mission of the Laboratory Schools: teacher education, research, teaching, and service to education. This includes an assessment of the candidate for Laboratory School Continued Service with respect to:
      • Teacher Education. In cooperation with campus departments, Laboratory School faculty must provide an environment in which excellence in educational theory and practice can be observed, studied, and demonstrated.
      • Research. The candidate must demonstrate research productivity in areas related to College, school, and departmental goals. Such productivity could include, but is not limited to: preparation and dissemination of curriculum materials, action research, submission of at least one article for publication in an appropriate journal, and submission of a grant proposal.
      • Teaching. The candidate must provide a comprehensive, high quality academic program for Thomas Metcalf and University High School students. The candidate must demonstrate evidence of satisfactory performance of the core expectations as outlined in the Professional Growth/Teacher Evaluation plan for faculty associates. The evaluation will be based upon peer and administrative reviews of classroom performance and teaching artifacts stored in individual teacher portfolios.
      • Professional Service. The candidate should provide evidence of satisfactory professional service. Evidence includes but is not limited to service on Laboratory School or University committees, serving as non-paid sponsors of co-curricular activities, serving as an officer of a professional organization, conference attendance, and presentations at professional meetings.
      • The candidate must show reasonable progress towards completing a master’s degree by the end of the four-year probationary period, as approved by their building principal.
        • Effective January 1, 2022 for anyone hired afterwards, the master’s degree must be an education-related field or subject area, or as otherwise approved by the Superintendent. This provision would not apply to any probationary faculty associate on payroll as of August 15, 2021 who is continuously employed by the Laboratory Schools through the date on which they are granted Lab School Continued Service.

1. Discipline

   The Laboratory Schools may need to take specific measures designed to prevent a recurrence of undesirable employee behavior or conduct including but not limited to conduct related to

   1. incompetency either to teach, discipline, or participate in the Laboratory School-related work,
   2. cruelty to students,
   3. negligence of duties and responsibilities,
   4. negligence in attending to assigned tasks,
   5. violation of standards of professional conduct,
   6. insubordination,
   7. conduct detrimental to the best interest of the Laboratory School, and
   8. violation of University policy.

   In such circumstances, the Laboratory Schools shall inform the individual of the issue and provide the individual with an opportunity to respond.

   After considering the individual’s response, the Laboratory Schools may provide the employee with a warning, typically in writing, outlining the nature of the performance or conduct issues and a specific plan or letter of expectations requiring the employee to demonstrate corrective action.

   Specific remedial measures included in the plan depend on the nature and severity of the circumstances. Please note the Laboratory Schools reserves the right to take other measures, up to and including dismissal, depending on the circumstances of each situation and the nature of the offense.

2. Dismissal/Non-Renewal
   1. Faculty Associates in Probation Period (Non-Tenured):
      1. Any full-time teacher who has not completed the last year of the probationary period before the end of the school year, shall receive written notice from the employer at least 45 days before the end of any school term whether employment will be renewed for the following school term. If the employer fails to give such notice, the employee shall be deemed re-employed, and not later than the close of the then current school year the employer shall issue a regular contract to the employee as though the employer had re- employed her/him in the usual manner.
      2. Subject to University policy, the Laboratory Schools also reserve the right to dismiss faculty associates in the probationary period during any school term. No reasons are required to be stated for dismissal or non-renewal during the four-year probationary period. Thus, there is no appeal process.
   2. Faculty Associates with Laboratory School Continued Service (Tenured)
      1. If dismissal of a Laboratory School Continued service faculty associate is sought, it shall be for cause, as listed in I of this chapter.
      2. Faculty Associates on Laboratory School Continued Service must be given written notice of dismissal stating the specific reasons for dismissal by registered mail by the administration of the University at least 45 days before the proposed termination date, typically the end of the applicable school term. The Laboratory Schools reserve the right to consider the circumstances of each situation and the nature of the offense in determining appropriate actions.
      3. Dismissal of Faculty Associates with Laboratory Continued Service may be appealed through the procedures specified in the School Code 105 ILCS 5/24- 12(d), provided that no hearing shall apply School Code performance standards articulated in Article 24A of the School Code in any Laboratory School hearing. Dismissal of any faculty associate based on performance issues shall be evaluated only in accordance with standards outlined in this Handbook or other University Policy, practices or guidelines.

Please see Appendix D for information for HILIA Faculty Associates

1. Grievance

   A grievance is defined as any dispute or difference between the employer and the Faculty Associate with respect to the meaning, interpretation, or application of the Faculty Associate Handbook or University policy. The following matters are not subject to this grievance procedure: (1) violations of the Anti-Harassment and Non-Discrimination Policy or any other policy under the Office of Equal Opportunity and Access (OEOA); (2) Board of Trustees Regulations and By-Laws, their meaning and/or interpretation; (3) Performance Appraisals; (4) School Code statute or regulations, their meaning and/or interpretation; (5) Job classification and compensation (including salary adjustment); (6) Actions grieved after resignation or voluntary termination; (7) Layoff through reduction-in-force; (8) Hiring decisions, including internal promotion decisions; (9) Dismissal for cause; (10) a complaint under the jurisdiction of the Academic Freedom, Ethics and Grievance Committee pursuant to University Policy 3.3.8, Section II.A.7 and (11) Any other action subject to another process under the Faculty Associate Handbook.

   1. Procedure
      • Any grievance filed by a Faculty Associate shall be filed in accordance with the procedures below. If grieving a decision issued directly from Human Resources, the grievance will be initiated at Step 3 of the procedures below.
      • For purposes of this procedure, workdays are Monday through Friday. The time limits set forth may be extended by written mutual consent of both parties. If at any step within the grievance procedure the employer fails to respond within the time limits herein set forth, the Faculty Associate(s) may advance the grievance to the next step within five (5) workdays. If at any step within the process the Faculty Associate fails to advance the grievance to the next step within the specified time frame, the employer may consider the grievance null and void.
      • The Faculty Associate may select any representative to be involved at any step within the grievance procedure, but the representative only serves in an advisory capacity. To invoke this provision, contact the Director, Labor Relations and Academic Employee Relations.
        1. Step 1: Within five (5) workdays after the first occurrence, or within five (5) workdays after the Faculty Associate, using reasonable diligence, should have been aware of the circumstance(s) orcondition(s) causing a grievance, the Faculty Associate(s) must orally present the grievance to the immediate supervisor. The immediate supervisor will provide an oral response within five (5) workdays after such presentation.
        2. Step 2:If the grievance is not settled in Step 1 and the Faculty Associate wishes to advance the grievance to Step 2, they must do so in writing to the Building Principal or her/his designee within five (5) workdays after the supervisor’s oral response outlined in Step 1. The written grievance must be submitted on a formal grievance form available from Human Resources, must be signed by the Faculty Associate, and must contain a complete statement of the facts, the provision or provisions of the Faculty Associate Handbook or University policy which the employer is alleged to have violated, and the relief requested. The Building Principal or her/his designee will meet with the Faculty Associate at a time mutually agreeable to the parties and attempt to resolve the grievance with the Faculty Associate. If no settlement is reached, the Building Principal or her/his designee will provide a written response to the grievance within five (5) workdays following the meeting.
        3. Step 3: If the grievance is not settled in Step 2 and the Faculty Associate wishes to advance the grievance to Step 3, they must do so in writing to the Director, Labor Relations and Academic Employee Relations at Human Resources within five (5) workdays after the Building Principal’s written response outlined in Step 2.
           • If the decision being grieved was issued directly by Human Resources, the grievance will be initiated at Step 3. In such cases, the written grievance must be submitted within five (5) workdays after the first occurrence, or within five (5) workdays after the Faculty Associate, through the use of reasonable diligence, should have been aware of the circumstance(s) or condition(s) causing a grievance, on formal grievance form available from Human Resources, The written grievance must be signed by the Faculty Associate and must contain a complete statement of the facts, the provision or provisions of the Faculty Associate Handbook or University policy which the employer is alleged to have violated, and the relief requested.
           • A meeting between the Director, Labor Relations and Academic Employee Relations or her/his designee, the Building Principal /Superintendent/Dean, College of Education, and the Faculty Associate will be held at a time mutually agreeable to the parties. If no settlement is reached, the Director, Labor Relations or her/his designee will provide a written answer to the grievance within ten (10) workdays following the meeting.
   2. Appeal: If the final decision is not acceptable to the Grievant and/or to the Respondent, the dissatisfied party has five (5) working days to submit a written request for an administrative review to the President or his/her designee. (Should the President be the Respondent or a named party in the grievance, the administrative review shall be conducted by the designee for final determination).
      • If the President or designee determines that the Building Principal or designee has erred, the matter shall be remanded to the Building Principal with direction to modify the decision. If the President or designee sustains the decision of the Building Principal, the President shall notify the Building Principal and the parties in writing that the decision stands.

The District Salary Study Committee shall provide recommendations regarding the Laboratory Schools’ proposed salary structure. The Committee’s work is to assist the Superintendent in achieving salary structure benchmarks and analyzing comparator data to offer Faculty Associates regionally competitive compensation. Review of the salary structure will take place annually and recommendations regarding proposed salary structure will be issued no later than the end of the school year.

1. Salary
   1. Base Salary: The Laboratory Schools’ salary structure is primarily based upon total years of teaching experience and degree attained.
      1. The recommended base salaries can be found on the Laboratory Schools web site here. Individual salaries may deviate from the general salary structure based on individual circumstances at the discretion of the Superintendent.
   2. Annual Salary Increase: The President of Illinois State University may approve salary increases, which may be merit-based, for University employees. Faculty Associates on a continuous contract may receive such increases in accordance with the eligibility criteria established by the President. Salary increases are included in the employee’s base salary.
   3. Salary Adjustment for Additional Degree: Upon completion of either an initial master’s or doctoral degree, Faculty Associates are eligible to receive a salary increase of $5,000. This adjustment becomes a permanent addition to an employee's base salary.
      Salary adjustments for graduate degrees are subject to review and modification on an annual basis.
      • Effective January 1, 2022, the graduate degree must be an education-related field or subject area, or as otherwise approved by the Superintendent. This provision would not apply to any Faculty Associate on payroll as of August 15, 2021 who is continuously employed by the Laboratory Schools.
      • To receive credit for the initial degree, Faculty Associates must submit a written request (email) to the Superintendent of the Laboratory Schools The written request must include the degree completion date and the official transcripts.
      • Official transcripts from the conferring university should be sent directly to the Superintendent’s office from the registrar. The Laboratory Schools will forward the transcripts to Human Resources for inclusion in the official HR personnel file. Human Resources will review and process the proposed salary adjustment and the pay increase will be reflected in the next available pay period.
2. Additional Pay

   Additional pay provides compensation for efforts that extend beyond the Faculty Associate appointment/contract in accordance with University Policy 3.1.11, Employment in Excess of Full Time Appointment. Opportunities are based on availability of funding and approval of district or building level administrators and include:

   1. Stipend positions:s Stipend pay is available for extra co-curricular and instructional positions. See your Building Administrator for more specific position details and stipend amount. Full List of Stipend
   2. Overload: Please see Appendix 5 that will be created in summer of 2022.
   3. Substitute coverage: Faculty Associates may receive additional pay for projects or substitute coverage. The rate of pay per hour is the substitute rate divided by 4. The payment will be administered through the Additional Pay process and paid on the employee’s next monthly check following completion of the additional work.
   4. Curriculum work: Faculty Associates may receive additional pay for curriculum work, and school improvement planning based on the individual assignment. The stipend for curriculum work is $197 for one day (7.5 hours) with the amount to be prorated based on the number of hours worked. The payment will be administered through the Additional Pay process and paid on the employee’s next monthly check following completion of the additional work.
   5. National Board Certification: The National Board for Professional Teaching Standards (NBPTS) has established a set of rigorous professional standards to certify teachers who perform at a master teacher level. National Board Certified Teachers (NBCT) receive a $3,000 stipend per year that certification is valid. The National Board Resource Center at ISU is available to answer questions about the process, areas of certification, and possible grants to offset the application fee.
   6. Outdoor ed policy for stipend pay: Please see Appendix 5 that will be created in summer of 2022

Please see Appendix D for information for HILIA Faculty Associates

The following emergency information is available to faculty associates in the event of an emergency. More detailed plans are shared with faculty associates by building administrators.

1. Emergency Reporting
   1. University Police
      The University Police protect public safety on University-owned property. Non-Emergency Phone: 438-8631 Emergency Number: DIAL 9-1-1
   2. Crime in Progress, Fire, and Medical Emergencies
      IMMEDIATELY DIAL 9-1-1. Provide your name, what the problem is, location of emergency or victim or suspect or suspicious activity, and phone number you are calling from. Stay on the line until the police dispatcher says you can hang up.
   3. Normal-Bloomington Fire, Police, and Rescue – DIAL 9-1-1
2. Emergency Illness or Injury

   Faculty who become ill or are injured while on campus can receive emergency treatment at the Student Health Services office.

3. Severe Weather or Other Emergency

   During emergencies, the campus is alerted through the Illinois State Emergency Radio Warning System.

   1. Severe Weather Closing
      Employees will be expected to follow regular schedules unless an official announcement closes the University due to severe weather. Employees will be notified of official cancellations by radio, TV, and the ISU Hotline (438-8371).
   2. Civil Defense Sirens
      1. Tornado Warning: A three- to five-minute steady blast will be made to indicate a tornado warning. Employees should seek shelter at once.
      2. Nuclear Attack: A three-minute wavering or intermittent blast will be made to indicate a nuclear attack. Employees should move to designated fallout shelters. The Civil Defense siren system is tested at 10:00 a.m. on the first Tuesday of each month.
      3. Severe Thunderstorm and Tornado Watch: A severe thunderstorm and tornado watch is issued when there is the possibility that weather conditions could lead to a severe storm. In case of a tornado watch, faculty should be prepared to move to shelter if the watch turns into a warning.
      4. Fire Alarm Response: If the fire alarm in a building should sound, employees should follow the procedures specified below:
         1. Reporting Fires DIAL 9-1-1 and report the fire.
         2. Evacuating Buildings Evacuate the building using the nearest exit. Do not use the building elevator.
         3. Closing Doors When leaving a building, close all doors to reduce the spread of heat and smoke. Contact the Office of Environment Health and Safety for complete information and literature on fire safety procedures or check out their web site.
4. Reporting Suspected Child Abuse
   1. Reporting Procedures: All teachers in a P-12 school and all university personnel are mandatory reporters under the Illinois Abused and Neglected Child Reporting Act. More information is available through the Office of Equal Opportunity and Access: https://equalopportunity.illinoisstate.edu/training/ regarding these responsibilities.
      1. If an alleged incident of sexual abuse is accepted for investigation by DCFS or any law enforcement agency, all Laboratory Schools must comply with the following requirements while an investigation is pending:
         • No interview with the alleged victim regarding details of the alleged incident of sexual abuse may be conducted until after the completion of the forensic interview of that victim is conducted at a Children's Advocacy Center. This paragraph does not prohibit a school from requesting information from the alleged victim or his or her parent or guardian to ensure the safety and well-being of the alleged victim at school during an investigation.
         • If asked by a law enforcement agency or an investigator of the Department of Children and Family Services who is conducting the investigation, the school must inform those individuals of any evidence the school has gathered pertaining to an alleged incident of sexual abuse, as permissible by federal or State law.
         • Further, any information provided by DCFS relating to an investigation should be given to the appropriate administrator (the information is NOT to be put in the child’s cumulative folder).
5. Specific Requirements for questioning a student on school grounds, if the child may be suspected of committing a criminal act
   1. All faculty associates should refer any student to the appropriate administrator for inquiry, investigation with respect to any conduct that might be considered a criminal act. Please consult your Building Administrator regarding any circumstances that might fall in this category.
   2. Should a student be questioned by a law enforcement officer or a school official regarding a potentially criminal act, the School Code requires in these circumstances that the designated Lab School Administrator must ensure that:
      1. There is an attempt to notify the student’s parent or guardian before any inquiry with the student regarding the incident can occur;
      2. The school administrator must document the time and manner of notification;
      3. The school administrator must make reasonable efforts to ensure that the student's parent or guardian is present during the questioning.
   3. If the parent or guardian is not present, ensure that school personnel (including, but not limited to, a school social worker, a school psychologist, a school nurse, a school guidance counselor, or any other mental health professional) should be present during any questioning by law enforcement officers on school grounds. Please note, these requirements do not limit the authority of a law enforcement officer to make an arrest on school grounds. In addition, these requirements do not apply to circumstances that would cause a reasonable person to believe that urgent and immediate action is necessary to do any of the following:
      1. Prevent bodily harm or injury to the student or any other person.
      2. Apprehend an armed or fleeing suspect.
      3. Prevent the destruction of evidence.
      4. Address an emergency or other dangerous situation.
6. Crisis Action Policy

   In the event of a crisis in the Laboratory Schools, the Crisis Action Policy steps will be taken depending on the type of crisis faced. The priority of the Laboratory Schools will be the safety and well-being of all students and employees. Please refer to the Crisis Action Policy for more detailed information. Copies of the policy are available in the main office of each building.

Procedures for Making an Application for Research in the Laboratory Schools at Illinois State University.

1. Researcher receives a Laboratory School Research Project Application form from Metcalf, University High School, or the College of Education Research Office and an IRB Use of Human Subjects form from the Institutional Review Board Office.
2. Researcher completes and returns the Laboratory School Research Project Application to the building Principal of Metcalf or University High School. Pending approval from the IRB, all projects are approved on a one-year basis.
3. The Building Research Committee reviews the research application to determine whether or not the researcher(s) should be granted access to Laboratory School populations, works with the researcher on revisions, if necessary, and makes recommendations for scheduling the research.
4. Researcher then returns the completed IRB form to the IRB office.
5. The University IRB makes final approval of human subject research.
6. The University IRB contacts the researcher and the appropriate building Principal regarding its decision.
7. Research may begin after final notification by the building Principal or designee if IRB approves.
8. The Building Research Committee forwards the application and the abstract to the Laboratory Schools Superintendent's Office and the College Research Office.
9. Researcher must submit final report to the building Principal and schedule a meeting to decide the best method for sharing the results of the research with Laboratory School faculty.

The ISU Laboratory Schools use a shared governance model to assist in an array of decision-making opportunities. A shared governance model includes administration, school leadership teams, faculty associates, and professional staff as active voices in making decisions that are good for the collective. In certain occasions, when appropriate, students are welcomed as an active member of the shared decision- making process through sharing opinions and giving recommendations. Also included in these decisions, when appropriate, are parents and parent committees through various means of communication with Lab School Administrators.

Shared governance is the rationale for the committee structure within both schools and at the Lab Schools levels.

This section includes a list of existing Laboratory School Committees as of the date of issuance of the Handbook. These Committees are subject to change.

1. University Committees
   1. Academic Senate
   2. College Council
   3. Council for Teacher Education
   4. Diversity Education
   5. Elections
   6. Research
2. Laboratory School Committees
   1. Admissions Review
   2. District Improvement Team/Climate Survey Development
   3. Diversity
   4. Faculty Associate Handbook Review
   5. Faculty Associate Mentoring and Induction
   6. Salary Study
   7. School Calendar Development
   8. Shared Governance
   9. Staff Awards
   10. Student Information Systems
   11. Time Study
3. U-High Essential Structures
   1. Leadership Team
   2. Subcommittees of Leadership Team
      1. Clinical Experiences
      2. Diversity
      3. School Development
      4. Shared Governance
      5. Student Assistance Program
      6. Technology
      7. Co-curricular
   3. Department Chairs
4. Metcalf Committees
   1. Metcalf Leadership Team
   2. Diversity
   3. MTSS
   4. Technology
   5. The Village
5. Supporting Organizations
   1. Metcalf PTO
   2. U-High Boosters
   3. U-High Alumni Association
   4. Citizens Advisory Counci

ISU employees have access to a variety of University services, some of which are listed below. To learn more about these services, follow the links provided. The list below represents those services available on the date of issuance of the Handbook. These services are subject to change.

Professional Services

• Conferencing Unit
• Environmental Health and Safety
• Facilities Management
• Faculty Technology Support Services
• Illinois State Foundation
• Libraries
• Mail Service
• Media Relations/News Service
• Parking Services
• Printing Services
• Speech and Hearing Clinic
• University Vehicle Services
• University Police
  • Non-Emergency Number: (309) 438-8631
  • For Emergencies: DIAL 9-1-1

Recreation, Leisure and Cultural Activities

• Wellness Program
• Campus Recreation and Fitness Center
• University Golf Course
• Bowling and Billiards
• Athletic Events
• Braden Auditorium
• Kemp Recital Hall
• Ewing Manor
• Illinois Shakespeare Festival
• Galleries
• Theaters

Role of the Faculty Associate Defined

• HILIA Faculty Laboratory Schools: Faculty that service those students within the Laboratory Schools, as determined by the district IEP team.
• HILIA Faculty Home District: Faculty that service those students within the home district, as determined by the district IEP team.
• Facilitators: Teachers of the deaf and hard and of hearing and teachers of students with visual impairments who provide direct and/or consultative services and serve as a liaison between HILIA home district services and the HILIA Board.
• Itinerant: Teachers of the deaf and hard of hearing and teachers of students with visual impairments who provide direct and/or consultative services.
• HILIA Faculty Laboratory Schools and Home District: Faculty that service those students within their home school district and those students within the Laboratory Schools.

Calendar

The school calendar followed is dependent upon the role you have for that school year.

• HILIA Faculty Laboratory Schools: Follow the Laboratory Schools calendar.
• HILIA Faculty Home District: Follow the home district school calendar as agreed by the Faculty Associate and HILIA Program Coordinator.
• HILIA Faculty Laboratory Schools and Home District: Follow the Laboratory Schools calendar; exceptions may be warranted and need to be agreed upon by the Faculty Associate and HILIA Program Coordinator.

Instructional Minutes within HILIA Programming Exceptions

• Students who qualify for services, as determined by the district IEP team, are subject to programming changes based upon individual need. Due to the unique nature of the services that we provide teaching assignments may vary within a calendar year.
• Regardless of the appointment upon hire, the teaching assignment may change depending upon the needs of the home schools, districts, and students served. If a change in assignment is necessary, it will typically take place at the beginning of a school year. Although unlikely, there is the potential teaching assignments could change throughout the course of the school year.
• In collaboration with HR, HILIA continues to be in the process of defining instructional minutes, plan time, etc. These conversations will include outlining a “workload” for HILIA Faculty Associates I accordance with ISBE (p. 92).

Additional Opportunities

In the event support personnel cannot be found for HILIA student participation in extracurricular activities, the HILIA Program Coordinator may seek assistance from HILIA Faculty Associates to provide necessary support. Faculty Associates are not under obligation to assume this responsibility but will be compensated for time worked.

Induction Stage Exceptions and Additions

• Orientations/workshops
  • HILIA Faculty Laboratory Schools- Participates in the annual Laboratory Schools orientation/workshop the week before school starts.
  • HILIA Faculty Home District - Collaboration with the HILIA Program Coordinator will determine necessary orientation/workshop requirements the week before school starts.
  • HILIA Faculty Laboratory Schools and Home District - Collaboration with the HILIA Program Coordinator will determine necessary orientation/workshop requirements the week before school starts; this may be inclusive of the Laboratory Schools orientation/workshop and/or home school district programming.
• Committee/Co-Curricular Activities
  • HILIA Faculty Laboratory Schools- 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
  • HILIA Faculty Home District- During the first year of employment participation in building/district committees is not a requirement; and the number of co-curricular activities that a new faculty associate sponsors will be limited to no more than one.
  • HILIA Faculty Laboratory Schools and Home District- Based upon teaching assignment, collaboration with the HILIA Program Coordinator will determine necessary participation in building/district committees as well as co-curricular sponsorship.
• Induction Program: All HILIA Faculty Associates are expected to take part in the Mentoring and Induction Program. The role of the HILIA Faculty Associate will outline the structure of the Mentoring and Induction Program. To support the development of new HILIA Faculty Associates, collaboration meetings with the HILIA Program Coordinator and HILIA colleague(s) within your department will take place.

Dismissal/Removal of Laboratory School Continued Service

Dismissal of HILIA Faculty Associates may occur if enrollment within the program decreases. The decision to dismiss HILIA Faculty due to enrollment will be made after other options have been considered such as acquiring a caseload of students in the Laboratory Schools and/or a caseload of students in the home district.

Additional Pay

Additional pay for HILIA Faculty Associates will be defined when further conversations occur with the department and HR regarding “workload”.

Faculty associates at Metcalf are expected to participate in the Outdoor Education Program as part of their teacher duties. Faculty Associates are a paid a stipend of $675.00 for those assigned to the seventh and eighth grade program of three overnight stays, or/or $450 for those assigned to the fifth and sixth grade program of two overnight stays. The stipend will be administered through the Additional Pay process and paid on the employee’s next monthly check following completion of the Outdoor Ed Program. The actual payment date will be based on the dates of the Outdoor Ed Program and the payroll cut off dates. Prior approval is required from the building principal for any faculty associate requesting an exemption from all or part of their Outdoor Ed Program assignment. If an exemption is granted and the faculty associate is not present for the entire Outdoor Ed stay, the stipend will be prorated accordingly.

• If the employee is an individual with a disability and needs a reasonable accommodation under the Americans with Disabilities Act (ADA) or other state or federal law, they may request an accommodation by contacting the Assistant Director, Employee Accommodations in the Office of Equal Opportunity and Access at (309) 438-3383.
• Faculty Associates will transport students to the Outdoor Education sites by way of university vehicles or rental trucks. If there is a need to arrange for personal transportation to and from the site, Faculty Associates may be reimbursed for travel with pre-approval by the building principal. Travel may be reimbursed for University-related work activities, such as sponsoring a school activity or teaching a class. Travel reimbursement is not provided for employees who are traveling to take a class, e.g. working toward a degree.