Teacher and Principal Evaluation Policy
The state should require objective measures of student growth to be included in a teacher's evaluation score. This goal is reorganized for 2019.
Impact of Student Growth: Indiana requires objective measures of student achievement and growth to "significantly inform" teacher evaluations. Measures must include state assessment results for teachers of subjects measured by such assessments, or methods for assessing student growth for teachers of subjects not measured by state assessments. Where a mandatory state assessment exists, districts must use it as a measure of student learning. If that state assessment provides individual growth data, it must be used as that teacher's primary measure of student learning.
Indiana requires that teachers meet student growth goals or be rated at least effective for the student growth portion of their evaluation to earn an overall rating of effective. Specifically, Indiana requires its districts' teacher evaluation systems to include a provision that a teacher who negatively affects student achievement and growth cannot earn a rating of highly effective or effective.
State's Role in Evaluation System: Indiana districts develop evaluation systems based on criteria set forth by the state.
Indiana Code 20-28-11.5-4 511 IAC 10-6-4
Due to Indiana's strong policies in this area, no recommendations are provided.
Indiana was helpful in providing NCTQ with facts that enhanced this analysis. Indiana also noted that the state's teacher evaluation structure presents an exemplar model that helps ensure evaluation ratings are indicative of a teacher's ability to improve student academic outcomes. According to the state, accreditation legal standard 12 requires each public school corporation to provide the Indiana Department of Education (IDOE) a copy of its entire staff performance evaluation plan for all certificated employees, including superintendents and principals, on an annual basis. Furthermore, Indiana stated that it requires the most reliable available assessment must be utilized as the heaviest weighted objective measure in the final summative evaluation. Additionally, the state indicated that objective measures of student achievement and growth must include state assessment results for teachers of subjects measured by such assessments, or methods for assessing student growth for teachers of subjects not measured by state assessments. Where a mandatory state assessment exists, districts must use it as a measure of student learning. If that state assessment provides individual growth data, it must be used as that teacher's primary measure of student learning.
7A: Measures of Student Growth
Many factors should be considered in formally evaluating a teacher; however, nothing is more important than effectiveness in the classroom. Value-added models are an important tool for measuring student achievement and school effectiveness. These models have the ability to measure individual students' learning gains, controlling for students' previous knowledge and background characteristics. While some research suggests value-added models are subject to bias and statistical limitations, rich data and strong controls can eliminate error and bias. In the area of teacher quality, examining student growth offers a fairer and potentially more meaningful way to evaluate a teacher's effectiveness than other methods schools use.
Unfortunately, districts have used many evaluation instruments, including some mandated by states, which are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom. Teacher evaluation instruments should include factors that combine both human judgment and objective measures of student learning.