Strengthening the Teacher Feedback Process for a Strong Workforce

5 minute read

It is no secret that our state is grappling with a teacher shortage. Years of underinvestment and program cuts are coming home to roost and directly impacting students. All students need and deserve highly skilled and qualified teachers, so it is essential that the state support and implement a comprehensive, coordinated, and ambitious plan to strengthen and diversify the educator pipeline.

In February, Governor Pritzker proposed a budget that includes increased funding to combat the teacher shortage by investing more in scholarships and college affordability. In addition, ISBE has been investing state and federal stimulus dollars in mentoring and induction, career pathways into teaching, and support for district equity work. And, the General Assembly has pushed the state to build a stronger, more integrated pipeline into early childhood. 

These investments build on work that has been growing over the past few years, and the good news is that headed into the pandemic, enrollment in teacher and principal preparation had swelled considerably and diversity had improved. At a recent board meeting, ISBE reported that enrollment in teacher preparation was up 23% since last year alone (on top of increases prior to that), and that the number of completers was up 17%. As for diversity, the percentage of teacher candidates of color increased by 12 percentage points from 2009-2019. That would be better news if the starting numbers weren’t so terribly low, but the growth has been steady over time and is beginning to add up -- that’s worth noting.

While many elements contribute to a stronger, more diverse pipeline, an integral component is the support and feedback teachers receive.  Anyone who has taught knows that it is indeed rocket science.  Figuring out how to impart knowledge and skills to classrooms of students with sometimes wide-ranging readiness, learning styles, and need requires significant expertise. And, that’s before you layer in the challenges of trying to teach in hybrid or remote settings and addressing the growing mental health and academic impact of sustained classroom disruption. To be a teacher is to continually adapt, learn, and improve. Never has that been more necessary or true. Accordingly, we must continue to prioritize meaningful feedback for educators. Passed in 2010 the Performance Evaluation Reform Act (PERA) called for evaluations that go beyond simple checklist reviews.

In Illinois, evaluations are jointly negotiated at the local level and based on standards of effective teaching, with evaluators trained and prequalified to conduct observations and provide helpful feedback to strengthen professional development. Research indicates that teachers and principals support these more substantive evaluations and that, when done well, such evaluations lead to better discussions about instruction and classroom practice. With the amount of instructional change in motion, never has the need for feedback been stronger.

As we enter the tenth year of PERA, it is appropriate to take stock of where we are, strengthening key elements, and working to address pain points. SR744 directs stakeholders to do just that, charging the Performance Evaluation Advisory Committee (PEAC) to do an evaluative study and make recommendations for next steps. We applaud Senator Kimberly Lightford for championing this review and recognize how timely it is. 

Educators need substantive feedback to grow and develop. This has been particularly true during and as we emerge from COVID-19, with educators reporting that they need and want feedback and coaching as they grapple with circumstances that call for entirely new practices and skills. Now more than ever, we need systems in place to support educators in the classroom. Rather than lowering qualifications and expectations or dismantling supports that enable educators to be successful, the time has come to invest more in building our pipeline, strengthening new teacher mentoring and induction, expanding planning time during this ongoing period of flux and recovery, and reducing unnecessary requirements and trainings for our current educators, so they have more time to make meaningful connections with students, focus on instruction and develop their craft.

At Advance Illinois, we will continue to develop and advocate for a set of evidence-based strategies that address the entire educator pipeline from recruitment to preparation to placement and retention.

Lynda Parker is Assistant Principal for Student Services at Oak Park River Forest High School, District 200