The Illinois New Millennium Initiative (NMI) unites an innovative, energized group of early-career teachers, diverse
in experience, but committed to making a difference for Illinois students. We teach in a variety of schools
throughout the state and entered the profession through a myriad of pathways. We share common principles,
fortified through our diverse perspectives, which motivate us to advocate for a new vision for transforming
education in our districts, statewide in Illinois and nationally.

Link to full report >

Our Vision for the Future of Teaching and Learning

Student learning in Illinois hinges on the effectiveness of teachers. No other school-based factor plays a greater role in affecting student learning. The State Assembly of Illinois underscored this connection when it passed the Performance Evaluation Reform Act (PERA) in January 2010, modifying the nature and frequency of evaluations for Illinois teachers. Yet much remains to be done to shape evaluations of teaching effectiveness in the state into mechanisms for enhancing teaching quality—and effective teachers must contribute their perspective as policymakers craft guidelines for implementation of the new law. The implementation of PERA is an opportunity for districts and teachers to work together to advance student learning and teaching effectiveness in Illinois. The Illinois NMI recommends that districts and schools use the following criteria to guide the development of systems for measuring teaching effectiveness.

Recommendation 1: Design evaluation systems well, and offer tools to grow effectiveness.

Evaluations of teaching effectiveness need to go beyond classifying teachers as “good” or “bad.” This approach diminishes the power of evaluation to transform teaching and sows distrust in teachers about the purpose of evaluations. Systems of evaluating teaching effectiveness need to be well designed and oriented toward  constructive criticism to help every teacher grow professionally and serve students better.

Recommendation 2: Measure student learning with sophisticated assessment strategies.

Illinois state government and districts rely primarily on multiple-choice assessments like ISAT and Prairie State to
measure learning growth, but the emphasis on achieving accountability goals does not easily translate into learning goals. Current Illinois state assessments should be reliable and aligned with learning goals, and assessment results should be made available to teachers soon after the exams.

Recommendation 3: Base evaluations on multiple measures and thoughtful designs.

Over-reliance on standardized tests may build testing-taking skills in students, but it fails to build higher-order
problem-solving skills needed for college and career success or to capture teachers’ complex work with students
fully. Evaluations need thoughtful designs that build on a more nuanced understanding of teaching and learning
and incorporate multiple measures of teaching effectiveness.

Recommendation 4: Link measures of teaching effectiveness to professional development.

Evaluations are essential opportunities to promote teaching quality. Measures of teaching effectiveness should guide the professional development of all educators, not just early-career or struggling teachers.

Recommendation 5: Consider effectiveness data in decisions about tenure and staffing.

Seniority as a sole measure for staffing decisions weeds out promising teachers. Teaching effectiveness is central to student learning and should serve as a primary factor in staffing and tenure decisions.

Recommendation 6: Utilize data on school conditions in teaching effectiveness measures.

Evaluation systems need to account for conditions in schools such as class size, teacher-to-student ratio and access to materials and professional development. Districts should use these data to identify and address school conditions that negatively impact student learning and teaching effectiveness.

Recommendation 7: Use strategic compensation to reward teaching effectiveness.

Research, supported by the experience of teachers in the Illinois NMI, suggests that compensation may not work as an incentive for effective teaching. Teachers do their best work possible with students every day, regardless of the financial rewards, but effective teachers still deserve to be rewarded for high-quality teaching.

To learn more about the Illinois New Millennium Initiative, contact Alesha Daughtrey at adaughtrey@teachingquality.org.