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About The Board
The Indiana Professional Standards Board is established to govern teacher training and licensing programs. Notwithstanding any other law, the board and the board’s staff have sole authority and responsibility for making recommendations concerning and otherwise governing teacher training and teacher licensing matters. Public Law 46-1992
With these words the state legislature in 1992 created and empowered the Indiana Professional Standards Board. The Board’s mandate encompasses all components of the education profession. The Board consists of nineteen members, eighteen of whom are appointed by the Governor, and the nineteenth is the State Superintendent of Public Instruction, who serves ex officio. Thirteen of the eighteen appointed members are required to hold an Indiana teacher’s license and must be actively employed by a school corporation. These members represent specific subjects, positions, and grade levels. These include: a superintendent, two principals, a director of special education, an early childhood teacher, an elementary education teacher, a middle/junior high school teacher, a special education teacher, a vocational education teacher, a student services representative, an English/language arts teacher, a mathematics teacher, and a science teacher. Three members must represent Indiana teacher preparation units within Indiana public and private institutions of higher education. There are two public members, one a school board’s representative, a second a business representative.
Fulfilling the Mission
In its first year, the Board decided to undertake two tasks. It moved to maintain and support the program areas of the state Department of Education, which had been placed under the Board’s jurisdiction. It determined its mission and vision, which would serve as guides to long term goals and specific decisions. The Board determined that before it could adequately determine its mission and vision statements, it first had to understand the current research, trends, and issues in pre-kindergarten through grade twelve (P-12) education. Accordingly, the Board undertook a year of study during which its members both read extensively and heard from many national and state leaders in the preparation of education professionals and the fields of P-12 education. After this year of research, the Board wrote and adopted its Mission and Vision Statements.
The first portion of the Board’s Mission Statement reads " . . . to establish and maintain rigorous, achievable standards for educators beginning with pre-service and continuing throughout their professional careers." Initially, the Board assessed the current systems and practices in these areas and found that Indiana had strong programs in the preparation and induction of education professionals. However, the Board also believed, based on its research and dialogue with education leaders, that new goals and standards could elevate to even higher levels the quality of education professionals in the state. This belief was put into action in August of 1994, when the Board voted to adopt performance-based standards for the preparation and licensure of education professionals.
The Board believes that performance-based standards will bring three advantageous results. First, these performance standards will reflect the growing national consensus on the knowledge, skills and dispositions needed to provide a high quality of instruction.. Second, these standards will provide a linkage to Indiana’s goals for students in P-12 education, and last, these standards will focus on demonstrated ability to impart knowledge rather than considering only if an education professional has knowledge.
A Unified System of Quality Assurance: Standards Supporting the Redesign
The new performance-based licensing system will encompass the same three phases as the current model (preparation, induction and continued practice). The differences between the new and current models center on how education professionals are prepared and how candidates for licensure are assessed. The focus will be on achieving standards and the actual demonstration of understanding and application. Just as the goal for P-12 education is making learning a lifelong process for students, so the goal for teacher preparation is to make knowledge and skills related to teaching a career long process. Key to the reform of teacher preparation and licensure is a unified system of standards and assessments throughout the career of the education professional.
An important foundation for Indiana’s new system is the work done by professional organizations at the national level in setting standards for all phases which are interrelated and consistent. These groups include:
The National Council for Accreditation of Teacher Education (NCATE). NCATE provides a mechanism for voluntary peer regulation of the professional education. NCATE is designed to establish and uphold professional standards of exc

In 1192 the state of Indiana set up a board that was to teach and license teachers throughout the state, this board was to decide how they were going to do just this, they used the first year to decide what needed to be done then in 1994 they decided that teacher’s would be tested on their license would be based on a performance review. Now they have decided that it just would not be a one time thing that these teachers would be tested throughout their teaching career. This way they would stay current on all things.

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