Teacher Effectiveness Ratings - Every teacher is unique, and the classroom is a complex place. Indiana schools use multiple sources of information to paint a fair, accurate, and comprehensive picture of a teacher’s performance. All teachers in Indiana are evaluated on two major components: 1. Professional Practice – Assessment of instructional knowledge and skills that influence student learning, as measured by competencies set forth in the Indiana Teacher Effectiveness Rubric. All teachers will be evaluated in the domains of Planning, Instruction, Leadership, and Core Professionalism. 2. Student Learning – Teachers contribution to student academic progress, assessed through multiple measures of student academic achievement and growth, including Indiana Growth Model data as well as progress towards specific Student Learning Objectives using state-, corporation-, or school-wide assessments. Teachers ‘ scores are translated into a ratings ranging from Ineffective to Highly Effective. The ratings for their graduates are sent to teacher preparation programs the following academic year.
State Principal Survey - Indiana Code (IC) 20-28-11.5-9* requires principals at each charter school (including virtual schools) and school corporation to "complete a survey that provides information regarding the principal's assessment of the quality of instruction by each particular teacher preparation program located in Indiana for teachers employed at the school who initially received their teaching license in Indiana in the previous two (2) years.” The Indiana Department of Education collects the data and shares a summary of all responses with teacher preparation programs each September 1.
Teacher Survey - The Indiana Department of Education also collects teacher feedback from those receiving initial license within the previous three (3) years addressing their perceptions of how well their educator preparation programs prepared them in the areas of knowledge, pedagogy, and professional dispositions. The Indiana Department of Education collects the data and shares a summary of all responses with teacher preparation programs each September 1.
Survey of Graduates – The School of Education sends out an electronic survey each June to their graduates who graduated the previous year to obtain feedback on their perception of how well their programs prepared them for their educational role. These surveys are sent to elementary, secondary, counseling education and educational leadership graduates.
Graduation Rates – Rates are reported for cohorts of School of Education students four to six years after starting their 4-year programs.
Title II Reports - In October 1998, Congress enacted Title II of the Higher Education Act. Title II includes accountability measures in the form of reporting requirements for institutions and states on teacher preparation and licensing. Section 207 of Title II requires the annual preparation and submission of three reports: one from institutions to states, a second from states to the U.S. Secretary of Education, and a third from the Secretary to Congress and the public. The annual report must describe the (1) criteria for admission into the program; (2) number of students in the program (disaggregated by race, ethnicity, and gender); (3) average number of hours of supervised clinical experience required for those in the program; (4) number of full-time equivalent faculty and students in the supervised clinical experience; and (5) total number of students who have been certified or licensed as teachers (disaggregated by subject and area of certification). *