Tenure: Indiana
Retaining Effective Teachers Policy
Analysis of Indiana's policies
Link to Evidence of Effectiveness: Indiana requires a probationary teacher to receive evaluation ratings of either effective or highly effective for three years over a five-year period in order to become a professional teacher, thus earning nonprobationary status. Further, a professional teacher in Indiana reverts to probationary status after receiving an ineffective evaluation rating.
Basis for Tenure: Indiana's evaluation policy no longer requires that student growth be factored into a teacher's score; therefore, there is no assurance that classroom effectiveness will be considered.
Recommendations for Indiana
Ensure that tenure decisions are based on evidence of effectiveness.
Indiana should make cumulative evidence of effectiveness, rather than number of years in the classroom, the basis for awarding teachers the leap in professional standing that tenure represents.
State response to our analysis
Indiana recognized the factual accuracy of this analysis; however, this analysis was updated subsequent to the state's review.
Updated: March 2021
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How we graded
9B: Tenure
- Evidence of Effectiveness: The state should require:
- That tenure decisions be based on cumulative evidence of teacher effectiveness in the classroom, as measured by objective evidence of student growth.
- Full credit: The state will earn full credit if it bases tenure requirements on a process that evaluates cumulative evidence of effectiveness, and if the state's evaluation system requires the inclusion of student growth.
- Three-quarter credit: The state will earn three-quarters of a point if it bases tenure requirements on evidence of effectiveness, as measured by student growth, but does not use cumulative evidence of effectiveness.
- One-quarter credit: The state will earn one-quarter of a point if an evaluation process exists for granting teachers tenure, but the process does not require evidence of student growth.
Research rationale
Tenure should be a significant and consequential milestone in a teacher's career. The decision to give teachers tenure (or permanent status) is usually made automatically, with little thought, deliberation or consideration of actual performance.[1] State policy should reflect the fact that initial certification is temporary and probationary, and that tenure is intended to be a significant reward for teachers who have consistently shown effectiveness and commitment.[2] Tenure and advanced certification are not rights implied by the conferring of an initial teaching certificate. No other profession, including higher education, offers practitioners tenure after only a few years of working in the field.[3]
States should also ensure that evidence of effectiveness is the preponderant (but not the only) criterion for making tenure decisions.[4] Most states confer tenure at a point that is too early for the collection of sufficient and adequate data that reflect teacher performance. Ideally, states would accumulate such data for four to five years. This robust data set would prevent effective teachers from being unfairly denied tenure based on too little data and ineffective teachers from being granted tenure.
[1] For evidence on the potential benefits of eliminating automatic tenure, articulating a process for granting tenure, and using evidence of effectiveness as criteria for tenure see: Loeb, S., Miller, L. C., & Wyckoff, J. (2015). Performance screens for school improvement: The case of teacher tenure reform in New York City. Educational Researcher, 44(4), 199-212. Retrieved from http://cepa.stanford.edu/sites/default/files/Performance%20Screens.pdf
[2] Gordon, R. J., Kane, T. J., & Staiger, D. (2006). Identifying effective teachers using performance on the job. Washington, DC: Brookings Institution. Retrieved from https://www.brookings.edu/research/identifying-effective-teachers-using-performance-on-the-job/; Goldhaber and Hansen conclude that if districts ensured that the bottom performing 25 percent of all teachers up for tenure each year did not earn it, approximately 13 percent more than current levels, student achievement could be significantly improved. By routinely denying tenure to the bottom 25 percent of eligible teachers, the impact on student achievement would be equivalent to reducing class size across-the-board by 5 students a class. See: Goldhaber, D., & Hansen, M. (2010). Assessing the potential of using value-added estimates of teacher job performance for making tenure decisions (Working Paper 31). National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/uploadedpdf/1001369_assessing_the_potential.pdf
[3] For evidence on the potential of eliminating automatic tenure, articulating a process for granting tenure, and using evidence of effectiveness as criteria for tenure, see: Goldhaber, D., & Hansen, M. (2010). Assessing the potential of using value-added estimates of teacher job performance for making tenure decisions (Working Paper 31). National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/uploadedpdf/1001369_assessing_the_potential.pdf
[4] For additional evidence, see: Gordon, R. J., Kane, T. J., & Staiger, D. (2006). Identifying effective teachers using performance on the job. Washington, DC: Brookings Institution. Retrieved from https://www.brookings.edu/research/identifying-effective-teachers-using-performance-on-the-job/