Back to Basics: Teacher IDPs

Individualized development plans (IDPs) play a vital role in helping school officials evaluate probationary teachers and tenured teachers exhibiting disciplinary or performance deficiencies.

The Teachers’ Tenure Act requires that all probationary teachers receive an IDP developed by an “appropriate” administrator in consultation with the teacher. Revised School Code Section 1249 also mandates that schools implement IDPs for all teachers in their first year of probation in the employing school and for any teacher (tenured or probationary) who received a “developing” or “needing support” rating on their most recent year-end performance evaluation. Even an “effective” teacher may have an IDP to address performance deficiencies, unless a collective bargaining agreement limits the administration’s authority to issue IDPs in such circumstances.

While the law does not provide a particular IDP form, Section 1249 requires that a school post on its website a description of the process used to create IDPs. The process must give the teacher a meaningful opportunity to provide input on the IDP’s development. Because the school has final discretion over the IDP’s contents, the school is not required to incorporate the teacher’s input into the finalized IDP.

An IDP must include specific performance goals to assist the teacher with improving effectiveness and must identify training that helps the teacher meet those goals. A manageable IDP typically contains three to five goals, corresponding steps to meet those goals, and a description of the teacher’s and administrator’s responsibilities. The IDP must designate a specific time during which the teacher must make progress toward the goals that may not exceed 180 days. Administrators should document the teacher’s progress toward meeting their IDP goals throughout the school year.

Section 1249 also requires a midyear progress report for teachers in their first year of probation and teachers who received a “developing” or “needing support” rating in their most recent year-end evaluation. The midyear progress report must align with the IDP.

Administrators should obtain the teacher’s signature on the IDP and midyear progress report. If the teacher refuses to sign the document, we recommend that the administrator sign and date the document and write “refused to sign” on the teacher’s signature line. The teacher should receive a copy of their IDP, and a copy should be placed in the teacher’s personnel file.

At the end of the school year, or at least by September of the following school year, administrators should meet with each probationary teacher, as well as with each tenured teacher who received a “developing” or “needing support” rating on the most recent year-end performance evaluation, to develop an IDP.

A teacher’s IDP is relevant to many other parts of the performance evaluation system, including the midyear progress report, professional development, coaching, and observations. The year-end evaluation for any teacher or administrator who has an IDP should clearly indicate whether IDP goals were met.

Because a collective bargaining agreement (CBA) is no longer prohibited from including provisions that address teacher evaluations, school officials should review the applicable CBA to ensure compliance with any terms that apply to IDPs. If the CBA is silent on teacher evaluation procedures, school officials should refer to board policy that has been updated to include RSC Section 1249’s 2024 amendments. For Thrun Policy Service subscribers, Policy 4403 (“Performance Evaluation”) addresses teacher evaluations, including IDPs and midyear progress reports.