Retaining Effective Teachers Policy
The state should require that tenure decisions are based on evidence of teacher effectiveness. This goal was reorganized in 2017.
Link to Evidence of Effectiveness: Illinois requires teachers to earn four consecutive overall evaluation ratings consisting of at least proficient in the last term (school year) and at least proficient in either the second or third term, in order to receive nonprobationary status. If at the end of four years, the teacher does not qualify for nonprobationary status, then he or she is dismissed. Teachers in Illinois may also qualify for accelerated contractual continued service with three consecutive terms in which the teacher receives overall evaluation ratings of excellent.
Basis for Tenure: Illinois's teacher evaluation ratings include objective measures of student growth; therefore, classroom effectiveness is considered when making tenure decisions.
Illinois Compiled Statutes 105:5/24-11; 105:5/34-84
Ensure that evidence of effectiveness is the determinative factor in tenure decisions.
Illinois should make cumulative evidence of effectiveness, rather than number of years in the classroom, the most significant factor when awarding teachers the leap in professional standing that tenure represents.
Illinois recognized the factual accuracy of this analysis.
Tenure should be a significant and consequential milestone in a teacher's career. The decision to give teachers tenure (or permanent status) is usually made automatically, with little thought, deliberation or consideration of actual performance. State policy should reflect the fact that initial certification is temporary and probationary, and that tenure is intended to be a significant reward for teachers who have consistently shown effectiveness and commitment. Tenure and advanced certification are not rights implied by the conferring of an initial teaching certificate. No other profession, including higher education, offers practitioners tenure after only a few years of working in the field.
States should also ensure that evidence of effectiveness is the preponderant (but not the only) criterion for making tenure decisions. Most states confer tenure at a point that is too early for the collection of sufficient and adequate data that reflect teacher performance. Ideally, states would accumulate such data for four to five years. This robust data set would prevent effective teachers from being unfairly denied tenure based on too little data and ineffective teachers from being granted tenure.