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 an aggregated staff performance evaluation, which is reported as teacher effectiveness. Teacher effectiveness is based on annual performance evaluations. each school corporation develops a plan for annual performance evaluations for each certificated employee. A plan must include the following components:
- Performance evaluations for all certificated employees, conducted at least annually.
- Objective measures of student achievement and growth to significantly inform the evaluation. the objective measures must include:
- student assessment results from statewide assessments for certificated employees whose responsibilities include instruction in subjects measured in statewide assessments;
- methods for assessing student growth for certificated employees who do not teach in areas measured by statewide assessments; and
- student assessment results from locally developed assessments and other test measures for certificated employees whose responsibilities may or may not include instruction in subjects and areas measured by statewide assessments.
- Rigorous measures of effectiveness, including observations and other performance indicators.
- An annual designation of each certificated employee in one of the following rating categories:
- highly effective.
- effective
- improvement necessary.
- ineffective
- An explanation of the evaluator's recommendations for improvement, and the time in which improvement is expected.
- A provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective.
The charts show data collected on teachers with one year of experience, two years of experience, and three years of experience. The data provided by the Indiana Department of Education indicate that a majority of our candidates are rated effective and/or highly effective.
The Indiana Department of Education (IDOE) does not provide direct data on the impact of P-12 learning and learning to higher learning institutions in the state.
However, the IDOE has identified three measures of impact on learning: Principal Survey data, Teacher Survey data, and Teacher Effectiveness data. The IDOE is required to collect and report information from each educator preparation program (EPP) annually.
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 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 |
|---|
| 2022 | 93% |
| 2021 | 95% |
| 2020 | 94% |
PDF 2022 Principal Satisfaction Report
PDF 2021 Principal Satisfaction Report
PDF 2020 Principal Satisfaction Report
Teacher Effectiveness Measured Through Principal Surveys
The Indiana Department of Education does not provide data on the impact of P-12 learning and learning to higher learning institutions in the state. However, 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 an aggregated staff performance evaluation, which is reported as teacher effectiveness. Teacher effectiveness is based on annual performance evaluations.
According to state legislation, a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective. Since 96% of completers are effective or highly effective, the evidence would suggest that completers are having a positive impact on P-12 student growth.
Additional data for this measure is currently under development, and we are working with the Department of Education.
| Report Year | Total Evaluated | Effective | Highly Effective |
|---|
| 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 |
| 2021 | | | |
| 1 Yr Experience | 30 | 24 | 5 |
| 2 Yr Experience | 39 | 25 | 13 |
| 3 Yr Experience | 34 | 21 | 13 |
| Total 1-3 Yrs Experience | 103 | 70 | 31 |
| 2020 | | | |
| 1 Yr Experience | 38 | 24 | 14 |
| 2 Yr Experience | 25 | 13 | 12 |
| 3 Yr Experience | 42 | 23 | 19 |
| Total 1-3 Yrs Experience | 105 | 60 | 45 |
PDF 2022 Teacher Effectiveness ReportPDF 2021 Teacher Effectiveness ReportPDF 2020 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.
Advanced Licensure Programs
Since the Indiana Department of Education does not provide polling results from employers' satisfaction of employers for advanced programs, the School of Education piloted its own survey in Fall 2018. The survey is based on the Professional Standards for Educational Leaders and follows the same format as the satisfaction of employers for initial progress conducted by the state of Indiana. The survey asks employers if the EPP did an outstanding job of preparing candidates in shared vision, ethical guidelines, culturally-responsive practices, rigorous curriculum, and the academic success of P-12 students. The response rate of the Leadership Employer Satisfaction Survey ranged from agree to strongly agree. Some areas indicated possible strengths of the EPP, but further data are needed. Four employers were sent Qualtrics links to the survey, and two participants responded to the survey. The response rate from that survey was low. As a measurement still currently under development, the School of Education has discussed how to expand the number of respondents for the survey the Leadership Employer Survey at Educational Leadership Advisory Board meetings. It is anticipated that we can include results of the survey from the 2021-2022 academic year.
Educational Leadership Satisfaction Survey
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. These Memorandum of Understanding describe 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 of our initial and advanced licensure programs are designed so that at the completion of the program, students will be eligible (along with completion of necessary licensure exams) for state licensure based on their selected program. Based on state licensure data, the graphs below indicate the pass rates of students from our initial and licensure programs.
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 Initial Licensure Candidates | |
|---|
| 2019-2020 | 62% |
|---|
| 2020-2021 | 77% |
|---|
| 2021-2022 | 87% |
|---|
Advanced Licensure Programs
Over the past two years, 100% of students from our advanced licensure program Educational Leadership) have passed the state licensure examinations.
There were 100 completers in the 2021-2022 year who completed programs or coursework that led them to be licensure eligible. Out of those completers, 95% were endorsed with the Indiana Department of Education for licensure in their content area.
Click Here for Current Tuition and Fee Costs
2022 Title II Reports
Click here for the Title II Traditional Report and Title II Alternative Report.
