Publication Date


Document Type


First Advisor

Summers, Kelly H.

Second Advisor

Rienstra-Kiracofe, Christine

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations (LEPF)


This study examines the impact of the Performance Evaluation Reform Act (PERA) and Senate Bill 7 (SB7) on evaluative practices utilized with tenured educators within Illinois. Given the sense of urgency brought to bear on teacher quality from laws such as No Child Left Behind (NCLB) and Race To The Top (RTTT), revisions to the law that include streamlined processes, uniform evidence gathering and interpretation, and student growth measures are mainstays of legislation like PERA and SB7. Akin to many states, Illinois schools are working to institutionalize these concepts into everyday practices.

In reviewing the changes made to the Illinois teacher performance evaluation process, from 1986 to present, the changes brought on by PERA and SB7 can be understood by reviewing judicial rulings on tenured teacher dismissals under Article 24A of the Illinois School Code. Relevant judicial cases would then shed light on trends and issues related to the role of evaluative evidence and procedural compliance under PERA and SB7. These trends and issues would subsequently provide guidance on how educational leaders might avoid or overcome these emerging challenges as they implement PERA and SB7.

PERA and SB7 have, and will continue to, impact evaluative processes in Illinois. These new laws would need to withstand the scrutiny and interpretation of the judicial process, and public school administrators would benefit from the analysis of relevant rulings.


151 pages




Northern Illinois University

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