Author: Kenneth Forbis Jordan
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340

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Author: Indiana University, Center for Evaluation and Education Policy
Publisher:
ISBN:
Category :
Languages : en
Pages : 18

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The 2013 session of the 118th Indiana General Assembly adjourned sine die (with no appointed date for resumption) on Saturday, April 27, 2013. The legislature considered over 2,200 bills during the session, many of which addressed education policy and school governance, or were child-related legislation. This report is a summary of 12 key PK-12 education bills that were enacted into law by the legislature. Many other bills were passed by the legislature on a number of public policy topics including PK-12 education, higher education, and child welfare and advocacy. The acts of legislation included in this report were selected by the Center for Evaluation and Education Policy (CEEP) at Indiana University for their significance and potential long-term impact on the PK-12 education delivery system in Indiana. A unique feature of this legislative summary is the inclusion of commentary and perspectives from statewide education and advocacy associations on the new laws. Representatives from many associations were invited to share their views concerning the pros and cons of the new laws because of their knowledge and expertise of topics covered by the legislation. These education leaders were generally invited to comment on each new law highlighted in this publication. However, of those who responded, many were selective in which laws they chose to share remarks. The summary also includes the perspectives of Dr. Russ Skiba, Equity Project Director, and Terry Spradlin, Director for Education Policy at CEEP. The following education bills contain summaries and commentaries in this report: (1) School Resource Officers and School Safety [Senate Bill 001 (PL172)], (commentary by Todd Bess, Frank Bush, and Russ Skiba); (2) Absenteeism; School Improvement Plans [Senate Bill 338 (PL246)], (commentary by Frank Bush and Terry Spradlin); (3) School Policies on Gang Activities [Senate Bill 352 (PL190)], (commentary by Todd Bess and Frank Bush); (4) Family Friendly School Designation [Senate Bill 422 (PL127)], (commentary by Todd Bess and Gail Zeheralis); (5) Local Government Finance [Senate Bill 517 (PL257)], (commentary by Denny Costerison); (6) State Biennial Budget [House Bill 1001 (PL205)], (commentary by Frank Bush, Denny Costerison, Sally Sloan, Vic Smith, and Gail Zeheralis); (7) Nonpublic School Scholarships [House Bill 1003 (PL211)], (commentary by Todd Bess, Frank Bush, Paul DiPerna, Vic Smith, Sally Sloan, and Gail Zeheralis); (8) Education (Remediation) [House Bill 1005 (PL268)], (commentary by Todd Bess and Frank Bush); (9) Sale of Public School Building [House Bill 1012 (PL17)], (commentary by Frank Bush and Gail Zeheralis); (10) School Administrators [House Bill 1357 (PL167)], (commentary by Frank Bush and Sally Sloan); (11) Antibullying [House Bill 1423 (PL285)], (commentary by Todd Bess, Frank Bush, and Russ Skiba); and (12) Various Education Matters [House Bill 1427 (PL286)], (commentary by Todd Bess, Frank Bush, Sally Sloan, and Vic Smith).

Author: Indiana University. School of Education
Publisher:
ISBN:
Category : Disserations, Academic
Languages : en
Pages : 1094

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Author: Roger T. Beitler
Publisher:
ISBN:
Category :
Languages : en
Pages : 616

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 830

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Author: Indiana University. School of Education
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 292

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Author: Sandi Cole
Publisher:
ISBN:
Category :
Languages : en
Pages : 18

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In 2011, the Indiana General Assembly passed a broad and ambitious reform package that significantly altered how teachers and principals are evaluated. Senate Enrolled Act 001 (SEA 1) requires: (1) annual evaluation for all certificated employees; (2) objective measures of student achievement and growth; (3) rigorous measures of effectiveness; (4) annual designation of each certificated employee in four rating categories; (5) explanation of the evaluator's recommendation for improvement and the time in which improvement is expected; and (6) a provision that a teacher who negatively affects student achievement and growth cannot receive a rating of "effective" or "highly effective." Nearly all school corporations in Indiana are either implementing a new evaluation system for teachers and principals or are in the midst of developing their evaluation systems. From those school corporations that are currently implementing a system, much is being learned about the impact of the new system, as well as areas that will require refinement or change in the coming years. Initial findings include that the role of the principal must change in order to ensure the time and skills necessary to provide quality feedback to teachers, and that there is a great need for professional growth on assessment literacy. Evaluator training and re-training is critical; the development of assessments and student growth measures for the non-ISTEP+/ECA teachers has been a challenge; and transparency and collaboration in the development and implementation of evaluation systems is imperative. This brief is the second in a two-part series on the new era of teacher evaluation in Indiana. The first brief, "Overhauling Indiana Teacher Evaluation Systems: Examining Planning and Implementation Issues of School Districts. Education Policy Brief, Volume 10, Number 4, Summer 2012," discusses the results of a survey of attitudes and beliefs of school corporation superintendents, the features of quality evaluation plans, and the essential elements of a planning process that ensures equitable, effective, and efficient plans for evaluating educators. The objectives of this second brief are: (1) to provide information and discussion on the implications of the Indiana legislation on teacher and administrator preparation programs; (2) to provide information and discussion on the implications for educational policy and the procedural challenges that the state, superintendents, and boards should formally address to limit the possibilities for legal challenges, and to ensure high-quality plans; and (3) to provide information and discussion on the implications for professional development as it relates to teacher and evaluator training and the use of teacher evaluation data to determine the focus of professional development. This brief includes the following Policy Perspective Letters: (1) Implementing Indiana's Teacher Evaluation System (Brenda Pike); (2) A New Era of Accountability is Forthcoming for Educator Preparation (Bradley V. Balch and Steve Gruenert); and (3) School Boards and Public Education Accountability (Frank A. Bush). Also included is a Policy Perspective: "Implementing Indiana's Teacher Evaluation System (Brenda Pike). A list of Web Resources is provided. [For "Overhauling Indiana Teacher Evaluation Systems: Examining Planning and Implementation Issues of School Districts. Education Policy Brief, Volume 10, Number 4, Summer 2012," see ED535616.].

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1116

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Author: Cassandra M. Cole
Publisher:
ISBN:
Category :
Languages : en
Pages : 16

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As one part of a broad reform package, the 2011 Indiana General Assembly passed Senate Enrolled Act 001 (Public Law 90), a bill that significantly changed the way Indiana teachers will be evaluated and compensated. An earlier Center for Evaluation & Education Policy (CEEP) policy brief, "Revamping the Teacher Evaluation Process" (Whiteman, Shi, & Plucker, 2011), provides an extensive review of this law and the various evaluation models available to school districts to use. School districts throughout Indiana worked extensively during the 2011-12 school year, with guidance from the Indiana Department of Education, to put together evaluation plans that align with the legislation. This brief is the first of a two-part series that will explore how Senate Enrolled Act 001 is being operationalized across Indiana school districts. In February 2012, a survey was sent to Indiana superintendents to gauge their attitudes and beliefs about the legislation. The findings, which are discussed in this brief, found that superintendents (a) agreed that the evaluation process in Indiana needed to change, (b) believed that student achievement and growth can be measured, (c) agreed that evaluations should be linked to student learning, (d) were less sure that teacher evaluations should be linked to compensation, (e) believed that evaluations should inform professional development, and (f) were concerned about the implementation of the new system/models and needed professional development. This brief also discusses the features of quality evaluation plans and introduces essential elements of a planning process that ensures equitable, effective, and efficient plans for evaluating educators. The second brief, which will be released in fall 2012, will present challenges and implications of Public Law 90 for professional development, policy, and teacher education programs. (Contains 8 tables and 8 web resources.).

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 320

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