The state should require that tenure decisions are based on evidence of teacher effectiveness.
Indiana could do more to connect tenure decisions to evidence of teacher effectiveness.
The state's recent legislation outlines new tenure policy in which a probationary teacher becomes a professional teacher, thus earning nonprobationary status, by receiving evaluation ratings of either effective or highly effective for three years, over a five-year period. Further, a professional teacher in Indiana reverts to probationary status if he or she receives an ineffective evaluation rating.
Because Indiana's teacher evaluation ratings are not centered primarily on evidence of student learning (see Goal 3-B), basing tenure decisions on these evaluation ratings ensures that classroom effectiveness is considered, but does not ensure it is the preponderant criterion.
Senate Enrolled Act No. 1 http://www.in.gov/legislative/bills/2011/PDF/SE/SE0001.1.pdf
Ensure evidence of effectiveness is the preponderant criterion in tenure decisions.
Indiana should make evidence of effectiveness, rather than the number of years in the classroom, the most significant factor when determining this leap in professional standing.
Ensure the probationary period is adequate.
Indiana should make certain its probationary period allows for a collection of sufficient data that reflect teacher performance.
Indiana recognized the factual accuracy of this analysis.