Completers are individuals who successfully graduated, satisfied all program requirements at least six months prior, and are employed in positions for which they were prepared. The EPP utilizes three sources to analyze completer effectiveness and impact on student learning: Principal Survey data, Teacher Effectiveness ratings ILEARN scores from completer classrooms.
The Indiana Department of Education (IDOE) is required to collect and report annual data related to Educator Preparation Programs (EPPs). Prior to July 1, 2025, this reporting included principal-submitted teacher effectiveness data on EPP completers. However, House Enrolled Act 1002 (2025) amended Indiana Code 20-28-11.5-9, removing the requirement that school corporations submit staff evaluation data to the state. As a result, the IDOE no longer reports teacher effectiveness ratings to EPPs. The data currently posted represent the final year of availability and does not include the current reporting cycle.
Although educator effectiveness ratings are no longer available, the IDOE continues to provide two perception-based measures related to EPP preparation through the Principal Survey and the Teacher Survey. These surveys do not directly measure teacher impact on student learning; rather, they capture principals’ and completers’ perceptions of how well the EPP prepared candidates for their professional responsibilities.
Visit the_Indiana Department of Education_website for additional information.
Measuring Teacher Performance through Principal Surveys
The Principal Survey is a state-collected principal survey that provides data on the quality of their teachers completing an Indiana program within the previous two years. Principals were asked how well the teacher’s EPP prepared them across three performance themes: (a) knowledge preparation of teacher, (b) performance preparation of teacher, and (c) dispositional preparation of teacher. Over the last four years, close to 100% of principals are satisfied and highly satisfied with the quality of teachers produced by IU South Bend. This would suggest that completers are having a positive impact on P-12 students since principals are considering them well trained for the field.
Principal Overall Satisfaction with IUSB’s Completers
| Report Year | Principal Survey Satisfaction Rate |
|---|
| 2025 | 93% |
| 2024 | 98% |
| 2023 | 93% |
PDF 2025 Principal Satisfaction Report
PDF 2024 Principal Satisfaction Report
PDF 2023 Principal Satisfaction Report
Teacher Effectiveness Measured Through Principal Surveys
As noted above, recent legislative changes eliminated the state requirement for reporting teacher effectiveness ratings to EPPs. The data previously provided by the IDOE represent the final year of available effectiveness ratings and do not include the current reporting cycle.
Prior to this change, aggregated staff performance evaluations were reported to EPPs as teacher effectiveness ratings. Under state guidelines, teachers who negatively affected student achievement and growth could not be rated as effective or highly effective. In the final year of reporting, 96% of completers were rated effective or highly effective, suggesting that program graduates were positively contributing to P–12 student growth. The EPP continues to monitor state developments and collaborate with the IDOE as additional measures related to completer effectiveness are considered.
| Report Year | Total Evaluated | Effective | Highly Effective |
|---|
| 2024 | | | |
| 1 Yr Experience | <10 | <10 | <10 |
| 2 Yr Experience | <10 | <10 | <10 |
| 3 Yr Experience | <10 | <10 | <10 |
| Total 1-3 Yrs Experience | 14 | 8 | 5 |
| 2023 | | | |
| 1 Yr Experience | 20 | 12 | 8 |
| 2 Yr Experience | 33 | 18 | 14 |
| 3 Yr Experience | 80 | 32 | 48 |
| Total 1-3 Yrs Experience | 133 | 62 | 70 |
| 2022 | | | |
| 1 Yr Experience | 21 | 13 | 8 |
| 2 Yr Experience | 32 | 17 | 14 |
| 3 Yr Experience | 38 | 15 | 23 |
| Total 1-3 Yrs Experience | 91 | 45 | 45 |
PDF 2024 Teacher Effectiveness Report
PDF 2023 Teacher Effectiveness Report
PDF 2022 Teacher Effectiveness Report
Initial Licensure Programs
The Indiana Department of Education (IDOE) is required to collect and report information from each educator preparation program (EPP) annually. One data source of this matrix is a state-collected principal survey of the quality of their teachers completing an Indiana program. Principals were asked how well their EPP prepared them across three performance themes: (a) knowledge preparation of teacher, (b) performance preparation of teacher, and (c) dispositional preparation of teacher.
The data show that the majority of principals are satisfied or highly satisfied with the training teachers received from Indiana University South Bend.
PDF 2025 Principal Satisfaction Report
PDF 2024 Principal Satisfaction Report
PDF 2023 Principal Satisfaction Report
Advanced Licensure Programs
The Advanced Licensure Programs are currently undergoing a comprehensive redesign and have not admitted new candidates during the past four years. A new cohort is expected to begin under the revised structure. The redesign process has included input from key stakeholders and select district partners, to ensure alignment with current district needs, state policy changes, and Professional Standards. Feedback has informed revisions to coursework, field experiences, and program expectations. As the new cohort launches, the program will continue to gather feedback to support ongoing evaluation and continuous improvement.
Stakeholder Involvement
The School of Education at Indiana University South Bend has developed a number of partnerships with regional school districts. Memorandum of Understandings explain the relationship between the School of Education and the school districts. In prior years, the Memoranda of Understanding formalized the following partnerships:
Bremen Public Schools
- To provide currently licensed teachers in Bremen additional knowledge, tools, and skills for working with linguistically diverse students in their classrooms.
- To provide graduate-level coursework designated by the state as appropriate for individuals seeking the ENL-TOR designation
- To provide graduate-level coursework that can be used by candidates seeking Indiana licensure through IU South Bend for ENL
Elkhart Community Schools
- To positively impact student learning for ECS students through professional development for building administrators aligned with current research, and responsive to individual and corporation needs.
- To improve school and corporation data results through professional development offerings that include data collection, analysis, interpretation, and response strategies.
- To improve building climates and student/faculty opportunities for suppo1t as related to building-level administration.
- For the IUSB-SOE to collect data on how school-university partnerships positively impact K- 12 student learning and therefore increase the application of research-base practices in the teacher and principal preparation pro grains.
Elkhart Community Schools
- Create a responsive and collaborative framework for delivering coursework leading to initial licensure for teaching special education/mild intervention in the state of Indiana for individuals identified and employed by ECS.
- To positively impact student learning for ECS students through professional development and licensing coursework that is aligned with current research and responsive to individual and corporation needs.
- To improve school and corporation data results through professional development offerings that include data collection, analysis, interpretation, and response strategies.
- To improve building climates and student/faculty opportunities for support as related to instruction.
- For the IUSB-SOE to collect data on how school-university partnerships positively impact K-12 student learning and therefore increase the application of research-based practices in the teacher and principal preparation programs.
Grants that the School of Education have received are playing a significant role in helping to expand and diversify the number of individuals interested in becoming teachers in Indiana schools. Below are two examples of these initiatives.
- The South Bend Community School Corporation, in partnership with Indiana University South Bend School of Education and the College of Arts and Sciences, established the PLUS: Preparing Teacher-Leaders for Underperforming Schools, a Teacher Quality Partnership (TQP) Grant to establish an effective Teaching Residency program that meets the TQP Absolute Priority by: (1) creating a model program for individuals without teaching experience; (2) ensuring that participants are able to receive a Master’s degree and full teaching certification or licensing within 18 months; and (3) providing participants with a living stipend or salary for 12 months in exchange for an agreement to serve in a high-need school in SBCSC for not less than three years.
- The School of Education has also received an APR (Attract, Prepare, Retain) grant from the State of Indiana. In connection with seven local public schools, a program entitled Titan Cadet Teaching Corps (TC)2was designed to increase the number of opportunities for high school students to enter educator preparation programs with transferable postsecondary credits. This also will hopefully increase underrepresented populations among candidates enrolling in educator preparation programs. The program also includes non-academic programming to help the Titan Cadets prepare for their college search, understand and access financial aid, and to build a general sense of belongingness and camaraderie amongst participants. In addition, faculty liaisons from both the K-12 partner schools and IU South Bend will collaborate during the academic year to provide programming and track data on participants’ progress and involvement.
All EPP Traditional and Alternate Route licensure programs are designed to ensure that, upon successful completion, candidates are eligible for state licensure in their selected area, contingent upon passing the required licensure examinations.
Due to the lower number of test takers in the Alternate Route programs, pass rate data for Traditional and Alternate Route candidates are combined for reporting purposes. The graphs below display Praxis examination pass rates for candidates across our initial licensure programs, based on state licensure data.
Our students are passing state licensure exams and obtaining licenses from Indiana. Below are the pass rates from our initial licensure programs.
| Pass Rates of Traditional and Alternate Route Initial Licensure Candidates | |
|---|
| 2024-2025 | 82% |
|---|
| 2023-2024 | 92% |
|---|
| 2022-2023 | 85% |
|---|
Advanced Licensure Programs
Since 2022, 100% of students from the advanced licensure program (MSED Educational Leadership) have passed the state licensure examinations.
The EPP uses Indiana Department of Education (IDOE) Title II Report data as evidence of completers’ ability to be hired in education positions for which they were prepared. The Title II report includes key indicators such as Praxis pass rates and program completion data, all of which reflect candidates’ successful fulfillment of state licensure requirements. Because passing required licensure examinations and meeting academic standards are conditions for certification and employment in Indiana public schools, these data provide objective evidence that program completers meet the qualifications necessary to secure positions in their field of preparation.
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2023 Title II Reports
Click here for the Title II 2023 Traditional report and Title II Alternative
2024 Title II Reports
Click here for the Title II 2024 Traditional report and Title II Alternative
2025 Title II Reports
Click here for the Title II 2024 Traditional report and Title II Alternative
