Beginning Teacher Induction Performance Assessment Program (BTIPAP)

Fact Sheet 2000

 

IPSB Chronology of Activities:

 

• 1992 ? the Indiana Legislature established the Indiana Professional Standards Board (IPSB) to govern teacher training and licensing programs.
• 1994 ? the IPSB identified 33 limitations and 24 strengths of the existing model of preparation and licensure?the strengths appeared to be related to convenience rather than what is best for teachers and students.  Conversely, the new performance-based model revealed 24 concerns and 32 strengths.  It was recognized that the new model aligned with emerging state and national initiatives.  Following this analysis, the IPSB made the decision to move to the performance-based system.
• 1994 ? the IPSB adopted the Interstate New Teacher Assessment and Support Consortium (INTASC) model standards that identify what beginning teachers should know and be able to do to provide the best quality of education for their students.
• 1994-1995 ? the IPSB piloted two advisory groups to draft Indiana Standards for Teachers in one content area (mathematics) and developmental area, (early adolescence).
• 1994 ? Indiana joined forces with INTASC and 11 other states to develop content specific performance assessments of beginning teachers for licensure.
• 1995 ? the IPSB disseminated a Position Paper, Proposed Redesign of the Standards for Preparation and Licensure for Indiana Teachers, for discussion and response from the public.
• 1996-1998 ? the IPSB developed 16 additional content and developmental standards with major input from the field.
• 1996-2000 ? the IPSB began field-testing the portfolio assessments and building a cadre of leadership to support the assessment program.
• 1997 ? focus groups garnered public comment on the newly drafted standards for educators.
• 1997 ? the IPSB adopted the Performance-based Assessment System, a structure for continuing the development and implementation of the system, and a projected timeline.
• 1998-1999 ? the IPSB adopted 15 content and 4 developmental standards written by Indiana educators.
• 1998 ? the IPSB entered into a Memorandum of Agreement with Connecticut to pilot portfolio assessments for beginning teachers.
• 1998 ? the IPSB contracted with the Region 8 Education Service Center to set up demonstration sites in three regions of the state with an additional region in 1999.
• 1998-1999 ? the IPSB submitted a budget request to the legislature adding $1.3 million in 1999-2000 and $3.2 million in 2000-2001 to implement the new assessment system.  The State Budget Agency approved the request for transmittal but the Indiana Legislature did not approve the budget.
• 1999 ? the IPSB adopted the Licensure Framework.
• 1999 ? the IPSB adopted a transition timeline statement of intent.
• 1999-2000 ? the IPSB disseminated for comment and adopted Standards for Mentors and Guidelines for Mentor Training Programs.  The Board approved establishing a process for the certification of mentors.  The goal is to have certified mentors for beginning teachers after a transition period leading to setting a standard for portfolio assessments.

 

BTIPAP Accomplishments:

 

   Program Participation:

• 145 beginning teachers and mentors have participated in the field-testing of the new induction program.
• 53 beginning teacher portfolios in mathematics, English/language arts, and science; and seven limited portfolios in social studies, elementary education, and special education have been submitted since the piloting stage and through the field testing of the induction program.
• Over 100 higher education faculty members from both schools of education and the liberal arts college have attended content specific information sessions regarding the beginning teacher portfolios.
• 144 scorers have participated in training to score beginning teacher portfolios in six content areas.  Currently, there are 71 scorers approaching proficiency.
• 14 scorers are trained and are serving as content-specific support seminar leaders.
• 13 scorers have initiated training to become members of the Mentor Faculty Trainers.  These educators will consult and/or lead state-approved mentor training programs.

 

   Program Design:

• Indiana portfolio handbooks for the six core disciplines are near completion.
• Support seminars have been designed for mathematics, English/language arts, and science.  Seminar plans for social studies, elementary education, and special education will be completed by November 2000.
• Stakeholders in the six core disciplines have studied and agreed upon the alignment of the Indiana Standards for Teachers, the Indiana Student Academic Standards, and the portfolio assessment. 
• A delivery system for the induction program has been tested in 4 of 9 regions of the state.

 

   Program Impact:

• 51 administrators and central office personnel attended workshops, New Teacher Portfolios: What They Are and What They Are Not.
• 259 participants attended workshops, Unpacking the Standards, which examined the linkage between teaching and student standards per mathematics, English/language arts, and science and were led by the Teachers-in-Residence.
• 60 stakeholders served on Local Advisory Groups in each of four regions of the state.
• To date, at least 43,500 Indiana P-12 students have been impacted in the developmental stage of the induction program.