Last modified: Thursday, January 31, 2013
IU center partners with Joyce Foundation for state teacher evaluation conference
FOR IMMEDIATE RELEASE
Jan. 31, 2013
BLOOMINGTON, Ind. -- The Indiana Teacher Appraisal and Support System, which is a part of the Center on Education and Lifelong Learning at Indiana University Bloomington, is partnering with the Joyce Foundation to sponsor a statewide conference on teacher evaluation April 25 and 26 at the Hilton Indianapolis North hotel.
This conference, titled "Beyond Compliance: Embracing Teacher Appraisal," will help school administrators, teachers, policy makers and professional learning consultants identify key decision points in the creation of a system that assesses and supports effective teaching.
The focus will be on teacher appraisal systems that are fair to teachers; ensure the opportunity for all students to benefit; optimize instructional excellence and academic achievement; provide teachers with high-quality feedback and reflection; increase the chances of consistent and comprehensive implementation; and are practical and manageable.
The conference features nationally known speakers, including James Popham, professor emeritus, UCLA Graduate School of Education and Information Studies, as well as break-out sessions with presentations representing many Indiana school districts. Registration information can be found on the conference Web page.
A 2011 state law requires Indiana schools to conduct annual evaluations of all teachers, incorporating test scores, observations of teaching and other measures of effectiveness. Teachers must be rated each year as highly effective, effective, improvement necessary or ineffective.
The Center on Education and Lifelong Learning is part of the Indiana Institute on Disability and Community at Indiana University Bloomington. Both receive support from the Office of the Vice Provost for Research, which is dedicated to supporting ongoing faculty research and creative activity, developing new multidisciplinary initiatives and maximizing the potential of faculty to accomplish path-breaking work.