Table of Contents                                                                 Title 28                                ...
EDUCATION                                             Title 28                                          EDUCATION         ...
2. Professional Growth Planning Process. The LEA                  growth in student learning shall incorporate a school-wi...
EDUCATION  AUTHORITY NOTE: Promulgated in accordance with R.S.              §307.      Observation Tools17:6(A)(10), R.S. ...
b. an explanation of how the LEA will ensure the                    Effectiveness Rating         Composite Score Rangereli...
EDUCATIONadministrators, based on the results of the evaluation              assistance is prescribed and again after foll...
HISTORICAL NOTE: Promulgated by the Board of                            shall request such person’s evaluation results as ...
EDUCATION   Personnel                                                                         HISTORICAL NOTE: Promulgated...
AUTHORITY NOTE: Promulgated in accordance with R.S.                HISTORICAL NOTE: Promulgated by the Board of17:6(A)(10)...
EDUCATION     1. Performance Standard A. The teacher engages in       achievement that is aligned with the school’s vision...
Beginning Teacher—any teacher in their first three years           other LEA-level supervisor charged with evaluatingof th...
EDUCATION     Pre-Observation Conference—a discussion between the          composite score required for teacher or adminis...
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Bulletin 130 may 2012

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Bulletin 130 may 2012

  1. 1. Table of Contents Title 28 EDUCATION Part CXLVII. Bulletin 130—Regulations for the Evaluation and Assessment of School PersonnelChapter 1. Overview.......................................................................................................................................2 §101. Guidelines of the Program................................................................................................................2 §103. Purposes of Personnel Evaluation [Formerly §105]..........................................................................................................................................2 §105. Framework for LEA Personnel Evaluation Programs [Formerly §109]..........................................2Chapter 3. Personnel Evaluation....................................................................................................................3 §301. Overview of Personnel Evaluation...................................................................................................3 §303. Measures of Growth in Student LearningValue-Added Model....................................................3 §305. Measures of Growth in Student LearningNon-Tested Grades and Subjects ................................4 §307. Observation Tools.............................................................................................................................4 §309. Standards of Effectiveness................................................................................................................5 §311. Evaluators..........................................................................................................................................5 §313. Professional Development................................................................................................................5 §315. Intensive Assistance [Formerly §329]..........................................................................................................................................6 §317. Due Process and Grievance Procedures [Formerly §333]..........................................................................................................................................6 §319. Staff Development for Personnel Involved in Evaluation [Formerly §335].....................................7 §321. Evaluation Records Guidelines.........................................................................................................7 §323. Job Descriptions [Formerly §339]..........................................................................................................................................7 §325. Extenuating Circumstances...............................................................................................................8 §327. Statement of Assurance [Formerly §345]..........................................................................................................................................8 §329. Charter School Exceptions................................................................................................................8Chapter 7. Reporting and Monitoring.............................................................................................................9 §701. Annual Summary Reporting Format.................................................................................................9Chapter 9. Appendices....................................................................................................................................9 §901. Appendix A. Louisiana Teacher Competencies and Performance Standards ..................................9 §903. Appendix B.....................................................................................................................................10 §905. Definitions.......................................................................................................................................10
  2. 2. EDUCATION Title 28 EDUCATION Part CXLVII. Bulletin 130—Regulations for the Evaluation and Assessment of School Personnel Chapter 1.Overview eliminated the LDEs required monitoring of the local implementation. Monitoring of local personnel evaluation§101. Guidelines of the Program programs is to occur as requested by BESE. A. As required by R.S. 17:391.2 et seq., all local E. In August 2008, BESE approved the Performanceeducational agencies (LEAs) in Louisiana developed Expectations and Indicators for Education Leaders to replaceaccountability plans to fulfill the requirements as set forth by the Standards for School Principals in Louisiana, 1998 asthe laws. Specifically, Act 621 of 1977 established school criteria for principal evaluation.accountability programs for all certified and other AUTHORITY NOTE: Promulgated in accordance with R.S.professional personnel. Act 9 of 1977 established a statewide 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.system of evaluation for teachers and principals. Act 605 of 17:3901-3904, R.S. 17:3997, R.S. 17:10.1.1980 gave the Louisiana Department of Education (LDE) HISTORICAL NOTE: Promulgated by the Board ofthe authority to monitor the LEAs personnel evaluation Elementary and Secondary Education, LR 36:2250 (October 2010),programs. Act 54 of 2010 requires that measures of student amended LR 38:1214 (May 2012).growth be incorporated into teachers’ and administrators’ §103. Purposes of Personnel Evaluationevaluations and represent 50 percent of their final rating. In [Formerly §105]addition, Act 54 of 2010 requires that all teachers andadministrators receive annual evaluations. In passing these A. The purposes for which personnel evaluation will beActs, it was the intent of the legislature to establish within used in Louisiana are as follows:each LEA a uniform system for the evaluation of certified 1. to support performance management systems thatand other professional personnel. ensure qualified and effective personnel are employed in B. The guidelines to strengthen local teacher evaluation instructional and administrative positions;programs include the Louisiana Components of Effective 2. to enhance the quality of instruction andTeaching and were entitled “Toward Strengthening and administration in public schools;Standardizing Local School Districts’ Teacher EvaluationPrograms.” The guidelines were approved by the Louisiana 3. to provide procedures that are necessary to retainBoard of Elementary and Secondary Education (BESE) in effective teachers and administrators and to strengthen theSeptember 1992. These guidelines, along with the formal learning environment; andrequirements of the local accountability legislation, form the 4. to foster continuous improvement of teaching andbasis for the local evaluation programs. learning by providing opportunities for targeted professional C. BESE also authorized the convening of the Louisiana growth and development.Components of Effective Teaching (LCET) Panel in spring AUTHORITY NOTE: Promulgated in accordance with R.S.of 1992. The charge of the panel was to determine and to 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.define the components of effective teaching for Louisianas 17:3901-3904, R.S. 17:3997, R.S. 17:10.1.teachers. Reviewed and revised in the late 90s and 2002, the HISTORICAL NOTE: Promulgated by the Board ofcomponents are intended to reflect what actually takes place Elementary and Secondary Education, LR 36:2250 (October 2010),in the classroom of an effective teacher. The original 35 amended LR 38:1215 (May 2012).member panel was composed of a majority of teachers. The §105. Framework for LEA Personnel Evaluationresulting Louisiana Components of Effective Teaching, a Programs [Formerly §109]descriptive framework of effective teacher behavior, wasintended to be a uniform element that served as evaluation A. Each local school board has the responsibility ofand assessment criteria in the local teacher evaluation providing a program for the evaluation of certified and otherprograms. professional personnel employed within the system. Programs should be appropriate and should meet the needs D. In 1994, Act I of the Third Extraordinary Session of of the school district.the 1994 Louisiana Legislature was passed. Act I amendedand reenacted several statues related to Local Personnel B. Local Personnel Evaluation Plans defined by theEvaluation. In April 2000, Act 38 of the Extraordinary board shall include, at a minimum, the following elements.Session of the 2000 Louisiana Legislature was passed. Act 1. Job Descriptions. The LEA shall establish job38 amended, enacted, and repealed portions of the descriptions for every category of teacher and administrator.legislation regarding the local personnel evaluation process. All job descriptions shall contain the criteria for which theWhile local school districts are expected to maintain the teacher or administrator shall be evaluated.elements of the local personnel evaluation programscurrently in place and set forth in this document, Act 38Louisiana Administrative Code May 2012 2
  3. 3. 2. Professional Growth Planning Process. The LEA growth in student learning shall incorporate a school-wideshall provide guidelines for teachers and administrators to measure of growth.develop a professional growth plan with their evaluators. 2. The 50 percent of the evaluation that is based on aSuch plans must be designed to assist each teacher or qualitative measure of teacher and administratoradministrator in demonstrating effective performance, as performance shall include a minimum of one formal,defined by this bulletin. Each plan will include objectives as announced observation or site visit and at least one otherwell as the strategies that the teacher or administrator intends informal, unannounced observation or site visit. This portionto use to attain each objective. of the evaluation may include additional evaluative 3. Observation/Data Collection Process. The evaluator evidence, such as walk-through observation data andor evaluators of each teacher and administrator shall conduct evaluation of written work products.a minimum of one formal, announced observation and at B. The combination of the applicable measure of growthleast one other informal, unannounced observation of in student learning and the qualitative assessment ofinstructional practice per academic year. Each teacher performance shall result in a composite score used toobservation must last at least one complete lesson. For each distinguish levels of overall effectiveness for teachers andformal observation, evaluators shall conduct a pre- administrators.observation conference with their evaluatee during which theteacher or administrator shall provide the evaluator or AUTHORITY NOTE: Promulgated in accordance with R.S.evaluators with relevant information. For both formal and 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.informal observations, evaluators shall provide evaluatees 17:3901-3904, R.S. 17:3997, R.S. 17:10.1.with feedback following the observation, including areas for HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 38:1215 (May 2012).commendation as well as areas for improvement. Additionalevidence, such as data from periodic visits to the school and/ §303. Measures of Growth in Studentor classroom as well as written materials or artifacts, may be LearningValue-Added Modelused to inform evaluation. A. A value-added model shall be used to measure student 4. Professional Development and Support. LEAs shall growth for the purposes of teacher and administratorprovide multiple opportunities for teachers and evaluation, where available.administrators to receive feedback, reflect on individual B. The value-added model shall be applied to grades andpractice, and consider opportunities for improvement subjects that participate in state-wide standardized tests andthroughout the academic year, and shall provide intensive for which appropriate prior testing data is available. Theassistance plans to teachers and administrators, according to value-added model shall not be applied for the purposes ofthe requirements set forth in this bulletin. evaluation in any cases in which there are fewer than five 5. Grievance Process. LEAs shall include in their students with value-added results assigned to an educator.Local Personnel Evaluation Plans a description of the C. The value-added model shall be a statistical modelprocedures for resolving conflict and/or grievances relating approved by the board for linking academic gains of studentsto evaluation results in a fair, efficient, effective, and to teachers in grades and subjects for which appropriate dataprofessional manner. are available. AUTHORITY NOTE: Promulgated in accordance with R.S. D. The value-added model shall take into account the17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.17:3901-3904, R.S. 17:3997, R.S. 17:10.1. following student-level variables: HISTORICAL NOTE: Promulgated by the Board of 1. prior achievement data that are available (up toElementary and Secondary Education, LR 36:2251 (October 2010), three years);amended LR 38:1215 (May 2012). 2. gifted status; Chapter 3. Personnel Evaluation 3. section 504 status;§301. Overview of Personnel Evaluation 4. attendance; A. Personnel evaluation for teachers and administratorsshall be composed of two parts. Fifty percent of the 5. disability status;evaluation shall be composed of applicable measure(s) of 6. eligibility for free or reduced price meals;growth in student learning. The remaining 50 percent shallbe based upon a qualitative assessment of teacher or 7. limited English proficiency; andadministrator performance. 8. prior discipline history. 1. For teachers, the 50 percent of the evaluation based E. Classroom composition variables shall also beupon growth in student learning shall measure the growth of included in the model.their students according to a pre-determined assessmentmethod, using the value-added model, where available, and F. Additional specifications relating to the value-addedalternate measures of student growth according to state model shall be adopted by the board, in accordance withguidelines, where value-added data are not available. For R.S. 17:10.1(D).administrators, the 50 percent of the evaluation based upon 3 Louisiana Administrative Code May 2012
  4. 4. EDUCATION AUTHORITY NOTE: Promulgated in accordance with R.S. §307. Observation Tools17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.17:3901-3904, R.S. 17:3997, R.S. 17:10.1. A. LEAs shall utilize an observation tool to conduct a HISTORICAL NOTE: Promulgated by the Board of qualitative assessment of teacher and administratorElementary and Secondary Education, LR 38:1216 (May 2012). performance, which shall represent the 50 percent of§305. Measures of Growth in Student LearningNon- evaluations that is not based on measures of growth in Tested Grades and Subjects student learning. A. The department shall expand the value-added model, B. LEA observation tools shall adhere to the followingas new state assessments become available. minimum requirements. B. For teachers and administrators of non-tested grades 1. The tool for teacher evaluation shall align to theand subjects (NTGS), for which there is little or no value- competencies and performance standards contained withinadded data available, progress towards pre-determined the Louisiana Components of Effective Teaching, which shallstudent learning targets, as measured by state-approved henceforth be called the Louisiana Teacher Competenciescommon assessments, where available, shall govern the and Performance Standards. The tool for administratorstudent growth component of the evaluation. Student evaluation shall align to the competencies and performancelearning targets shall include goals which express an standards contained within the Performance Expectationsexpectation of growth in student achievement over a given and Indicators for Education Leaders, which shallperiod of time, as well as common measures for assessing henceforth be called the Louisiana Leader Competenciesattainment of those goals, such as an identified assessment and Performance Standards.and/or a body of evidence. The quality of student learning a. The Louisiana Teacher Competencies andtargets as well as the attainment of targets shall be evaluated Performance Standards and the Louisiana Leaderusing a standard rubric provided by the department. Competencies and Performance Standards may be reviewed C. A minimum of two student learning targets shall be as needed by the department in collaboration with educatorsdeveloped collaboratively between evaluatees in NTGS and administering the evaluation system and appropriate thirdtheir evaluators at the beginning of the academic term and parties to determine the need for modifications and theirassessed by evaluators at the end of the term. The continuing utility.department shall provide evaluative tools for evaluators to b. The board shall approve any changes made to theuse in assessing the quality of student learning targets. Louisiana Teacher Competencies and Performance 1. State-approved common assessments shall be used Standards and the Louisiana Leader Competencies andas part of the body of evidence measuring students’ Performance Standards.attainment of learning targets, where applicable. At the 2. Observation tools shall provide an overall scorebeginning of each academic year, the department shall between 1.0 and 5.0, where a score of 3.0 indicates that thepublish a list of state-approved common assessments to be evaluatee is meeting expectations. Total scores onused in identified non-tested grades and subject areas. observation tools may include tenths of points, indicated 2. Where no state-approved common assessments for with a decimal point.NTGS are available, evaluatees and evaluators shall decide C. The department shall develop and/or identify modelupon the appropriate assessment or assessments to measure observation tools according to these minimum requirements,students’ attainment of learning targets. LEAs may define which may be adopted by LEAs.consistent student learning targets across schools andclassrooms for teachers with similar assignments. D. LEAs which do not intend to use model observation tools developed or identified by the department shall submit D. The department shall provide annual updates to LEAs proposed alternate tools to the department for evaluation andrelating to: approval, LEAs shall submit proposed alternate observation 1. the expansion of state-standardized testing and the tools to the department prior to June 1.availability of value-added data, as applicable; 1. With the submission of proposed alternate 2. the expansion of state-approved common observation tools, LEAs may request a waiver to useassessments to be used to build to bodies of evidence for competencies and performance standards other than thosestudent learning where the value-added model is not provided in the Louisiana Teacher Competencies andavailable; and Performance Standards and the Louisiana Leader Competencies and Performance Standards. Such requests 3. the revision of state-approved tools to be used in shall include:evaluating student learning targets. a. a justification for how the modified competencies AUTHORITY NOTE: Promulgated in accordance with R.S. and performance standards will support specific17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. performance goals related to educator and student outcomes;17:3901-3904, R.S. 17:3997, R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board of andElementary and Secondary Education, LR 38:1216 (May 2012).Louisiana Administrative Code May 2012 4
  5. 5. b. an explanation of how the LEA will ensure the Effectiveness Rating Composite Score Rangereliability and validity of the alternate observation tool Effective: Accomplished 3.4 - 4.0intended to measure the modified competencies and Highly Effective 4.1 - 5.0performance standards. C. Any educator receiving a rating of Ineffective in either 2. The department may request revisions to proposed the student growth or the qualitative performance componentalternate observation tools to ensure their compliance with of the evaluation shall receive an overall final rating ofthe minimum requirements set forth in this bulletin. ineffective. 3. If requested, revisions to proposed alternate AUTHORITY NOTE: Promulgated in accordance with R.S.observation tools shall be submitted to the department by the 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.LEA. 17:3901-3904, R.S. 17:3997, R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board of 4. LEA- proposed alternate observation tools shall be Elementary and Secondary Education, LR 38:1217 (May 2012).either approved or denied by the department no later thanAugust 1. §311. Evaluators 5. LEAs which do not submit proposals to use A. LEAs shall establish and maintain an accountabilityalternate observation tools prior to June 1 and shall use the relationships register to clearly define who shall be thedepartment’s model observation tools for the following evaluator or evaluators within the ranks of teachers andacademic year. administrators. 6. LEAs which secure department approval for use of B. Evaluators of teachers shall be school principals,an alternate observation tools need not submit them for assistant principals, or the evaluatee’s respective supervisoryapproval in subsequent years, unless the alternate level designee.observation tools is revised, the Louisiana Teacher/Leader 1. Other designees, such as instructional coaches andCompetencies and Performance Standards are revised, or master/mentor teachers may conduct observations to helprevisions to this section are approved by the board. inform the evaluator’s assessment of teacher performance. AUTHORITY NOTE: Promulgated in accordance with R.S. These designees shall be recorded as additional observers17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. within the accountability relationships register.17:3901-3904, R.S. 17:3997, R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board of C. Evaluators of administrators shall be LEAElementary and Secondary Education, LR 38:1216 (May 2012). supervisors, Chief Academic Officers, Superintendents, or the evaluatee’s respective supervisory level designee.§309. Standards of Effectiveness D. All evaluators shall be certified to serve as evaluators, A. Teachers and administrators shall receive a final according to the minimum requirements provided by thecomposite score on annual evaluations to determine their department.effectiveness rating for that academic year. 1. The department or its contractor shall serve as the 1. The 50 percent of evaluations that is based on sole certifier of evaluators.student growth will be represented by a sub-score between1.0 and 5.0. 2. The evaluator certification process shall include an assessment to ensure inter-rater reliability and accuracy of a. If an educator has both value-added data and ratings, based on the use of the teacher or leaderother student growth data in non-tested grades and subject observational rubric.areas, the student growth score shall be calculated as aweighted average of the value-added score and NTGS score, 3. Evaluators on record must renew certification tobased on the number of students included in each score. The evaluate annually.department shall provide resources to LEAs relating to this AUTHORITY NOTE: Promulgated in accordance with R.S.calculation. 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. 2. The 50 percent of evaluations that is based on a 17:3901-3904, R.S. 17:3997, R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board ofqualitative assessment of performance will also be Elementary and Secondary Education, LR 38:1217 (May 2012).represented by a sub-score between 1.0 and 5.0. §313. Professional Development 3. The final composite score for teachers andadministrators shall be the average of the two sub-scores and A. LEAs shall provide professional development to allshall be represented as a score between 1.0 and 5.0. teachers and administrators, based upon their individual areas of improvement, as measured by the evaluation B. The composite score ranges defining Ineffective, process. Professional development opportunities provided byEffective (Emerging, Proficient, or Accomplished) and LEAs shall meet the following criteria.Highly Effective performance shall be as follows. 1. Professional development shall be job-embedded, Effectiveness Rating Composite Score Range where appropriate. Ineffective 1.0 - 1.9 Effective: Emerging 2.0 - 2.6 2. Professional development shall target identified Effective: Proficient 2.7 - 3.3 individualized areas of growth for teachers and 5 Louisiana Administrative Code May 2012
  6. 6. EDUCATIONadministrators, based on the results of the evaluation assistance is prescribed and again after follow-up commentsprocess, as well as data gathered through informal are completed.);observations or site visits, and LEAs shall utilize 6. the timeline for achieving the objective anddifferentiated resources and levels of support accordingly. procedures for monitoring the evaluatees progress (not to 3. Professional development shall include follow-up exceed one calendar year);engagement with participants, such as feedback on 7. an explanation of the provisions for multipleperformance, additional supports, and/or progress- opportunities for the evaluatee to obtain support andmonitoring. feedback on performance (The intensive assistance plans 4. Professional development shall include shall be designed in such a manner as to provide themeasureable objectives to evaluate its effectiveness, based evaluatee with more than one resource to improve.); andon improved teacher or administrator practice and growth in 8. the action that will be taken if improvement is notstudent learning. demonstrated. B. Failure by the LEA to provide regular professional F. Completed intensive assistance plans and appropriatedevelopment opportunities to teachers and administrators supporting documents, such as observations,shall not invalidate any results of the evaluation process. correspondence, and any other information pertinent to the AUTHORITY NOTE: Promulgated in accordance with R.S. intensive assistance process, shall be filed in the evaluatees17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. single official file at the central office. The evaluatee shall17:3901-3904, R.S. 17:3997, R.S. 17:10.1. receive a copy of the signed intensive assistance plan and HISTORICAL NOTE: Promulgated by the Board of any supporting documents.Elementary and Secondary Education, LR 38:1218 (May 2012).§315. Intensive Assistance AUTHORITY NOTE: Promulgated in accordance with R.S. 17:391.10, R.S. 17:3871-3873, R.S. 17:3881-3884, and R.S. [Formerly §329] 1309-3904. A. An intensive assistance plan shall be developed by HISTORICAL NOTE: Promulgated by the Board ofevaluators and evaluatees when an evaluatee has received an Elementary and Secondary Education, LR 36:2251 (October 2010), amended LR 38:1218 (May 2012).overall rating of Ineffective or has consistently demonstratedIneffective performance, as determined by the evaluator, §317. Due Process and Grievance Proceduresprior to receiving such a rating. [Formerly §333] B. An intensive assistance plan shall be developed with A. The LEA shall establish grievance procedures tothe evaluatee within 30 school days of an evaluation address the following components of due process.resulting in the initiation of the intensive assistance plan. 1. The evaluatee shall be provided with a copy of his/ C. The evaluatee shall be formally re-evaluated within her evaluation results no later than 15 days after the finalone calendar year of the initiation of the intensive assistance evaluation rating is determined and shall be entitled to anyplan. documentation related to the evaluation. D. If the evaluate is determined to be Ineffective after a 2. The evaluatee shall be entitled to provide a writtenformal evaluation conducted immediately upon completion response to the evaluation, to become a permanentof the intensive assistance plan or if the intensive assistance attachment to the evaluatee’s single official personnel file.plan is not completed in conformity with its provisions, the 3. Upon the request of the evaluatee, a meetingLEA shall initiate termination proceedings within six months between the evaluatee and the evaluator shall be held afterfollowing such unsatisfactory performance. the evaluation and prior to the end of the academic year. E. The intensive assistance plan shall be developed 4. The evaluatee shall be entitled to grieve to thecollaboratively by the evaluator and the evaluatee and must superintendent or his/her designee, if the conflict in questioncontain the following information: is not resolved between evaluatee and evaluator. The 1. what the evaluatee needs to do to strengthen his/her evaluatee shall be entitled to representation during theperformance including a statement of the objective(s) to be grievance procedure.accomplished and the expected level(s) of performance 5. Copies of the evaluation results and anyaccording to student growth and/or qualitative measures; documentation related thereto of any school employee may 2. an explanation of the assistance/support/resource to be retained by the LEA, the board, or the department and, ifbe provided or secured by the school district and/or the retained, are confidential, do not constitute a public record,school administrator; and shall not be released or shown to any person except as provided by law. 3. the date that the assistance program shall begin; B. Failure by the LEA to adhere to the requirements of 4. the date when the assistance program shall be this Section shall be a grieveable matter.completed; AUTHORITY NOTE: Promulgated in accordance with R.S. 5. the evaluators and evaluatees signatures and date 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.lines (Signatures and dates shall be affixed at the time the 17:3901-3904, R.S. 17:3997, R.S. 17:10.1.Louisiana Administrative Code May 2012 6
  7. 7. HISTORICAL NOTE: Promulgated by the Board of shall request such person’s evaluation results as part of theElementary and Secondary Education, LR 36:2252 (October 2010), application process, regardless of whether that person isamended LR 38:1218 (May 2012). already employed by that school system or not, and shall§319. Staff Development for Personnel Involved in notify the applicant that evaluation results shall be requested Evaluation [Formerly §335] as part of this mandated process. The applicant shall be given the opportunity to apply, review the information A. LEAs shall provides training on a continuing basis for received, and provide any response or information theall staff involved in the evaluation process (i.e., district level applicant deems applicable.administrators and supervisors, principals and assistantprincipals, and other observers, and classroom teachers). It is E. The state superintendent of education shall makerecommended that all training concentrate on fostering the available to the public the data specified in R.S. 17:3902(B)elements listed below: (5) as may be useful for conducting statistical analyses and evaluations of educational personnel. However, the 1. a positive, constructive attitude toward the teacher superintendent shall not reveal information pertaining to theand administrator evaluation process; evaluation report of a particular employee. 2. a knowledge of state laws and LEA policies F. Public information may include school level studentgoverning the evaluation process for teachers and growth data, as specified in R.S. 17:3902(B)(5).administrators, along with the associated procedures forintensive assistance and due process; G. Nothing in this section shall be interpreted to prevent de-identified student growth data from public view. 3. an understanding of the Louisiana TeacherCompetencies and Performance Standards AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. 4. an understanding of the Louisiana Leader 17:3901-3904, R.S. 17:3997, R.S. 17:10.1.Competencies and Performance Standards; HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 38:1219 (May 2012). 5. an understanding of the measures of growth instudent learning, as adopted by the board; and §323. Job Descriptions [Formerly §339] 6. an understanding of the process for calculating acomposite score to determine final effectiveness ratings for A. The Local Personnel Evaluation Plan shall contain ateachers and administrators and the applicable. copy of the job descriptions currently in use in the LEA. The LEA shall establish a competency-based job description for AUTHORITY NOTE: Promulgated in accordance with R.S. every category of teacher and administrator pursuant to its17:391.10, R.S. 17:3871-3873, R.S. 17:3881-3884, and R.S. evaluation plan. The chart that follows identifies a minimum1309-3904. HISTORICAL NOTE: Promulgated by the Board of listing of the categories and titles of personnel for which jobElementary and Secondary Education, LR 36:2252 (October 2010), descriptions must be developed.amended LR 38:1219 (May 2012). Personnel Position or Title§321. Evaluation Records Guidelines Category 1. Superintendent A. Copies of evaluation results and any related 2. Assistant Superintendentdocumentation shall be retained by the LEA, 3. Director 4. Supervisor B. All such files shall be confidential and shall not 5. Coordinatorconstitute a public record. 6. Principal 7. Assistant Principal C. Such files shall not be released or shown to any 8. Any employee whose position does not require Administratio certification but does require a minimalperson except: n education attainment of a bachelors degree from 1. the evaluated employee or his/her designee; an accredited institution of higher learning 9. Any employee whose position requires 2. authorized school system officers and employees certification, but whose title is not given in this listfor all personnel matters, including employment application, 10. Any employee who holds a major managementand for any hearing, which relates to personnel matters, position, but who is not required to have a collegewhich includes the authorized representative of any school degree or certificationor school system, public or private, to which the employee 1. Teachers of Regular and Sp. Ed. studentshas made application for employment; and Instructional 2. Special Projects Teachers Personnel 3. Instructional Coaches and/or Master Teachers 3. for introduction in evidence or discovery in anycourt action between the local board and a teacher when: a. the performance of the teacher is at issue; or b. the evaluation was an exhibit at a hearing, theresult of which is being challenged. D. Any local board considering an employmentapplication for a person evaluated pursuant to this bulletin 7 Louisiana Administrative Code May 2012
  8. 8. EDUCATION Personnel HISTORICAL NOTE: Promulgated by the Board of Position or Title Category Elementary and Secondary Education, LR 36:2252 (October 2010), 1. Guidance Counselors amended LR 38:1219 (May 2012). 2. Librarians 3. Therapists §325. Extenuating Circumstances 4. Any employee whose position does not require certification but does require a minimal A. For any year in which a school temporarily closes due educational attainment of a bachelors degree to natural disasters or any other unexpected events, districts Support from an accredited institution of higher learning may request invalidation of student achievement growth data Services 5. Any employee whose position requires with relation to the value-added assessment model by certification, but whose title is not given in this list submitting a letter to the State Superintendent of Education. 6. Any employee who holds a major management Requests for invalidation of evaluation results shall be made position, but who is not required to have a prior to the state’s release of annual value-added results and college degree or certification in no instance later than June 1. B. The competency-based job description shall: B. Evaluation results shall be invalidated for any teacher or administrator with 30 or more excused absences in a 1. be grounded in the state standards of performance; given academic year, due to approved extended leave, such 2. include job tasks that represent the essential as maternity leave, military leave, extended sick leave, orknowledge, skills and responsibilities of an effective teacher sabbatical leave.or administrator that lead to growth in student achievement; C. For any other extenuating circumstances that 3. be reviewed regularly to ensure that the description significantly compromise an educator’s opportunity torepresents the full scope of the teacher’s or administrator’s impact student learning, districts may request invalidation ofresponsibilities; and student achievement growth data with relation to the value- added assessment model by submitting such requests in a 4. be distributed to all certified and professional report to the State Superintendent of Education. Requests forpersonnel prior to employment. If said job description is invalidation of evaluation results shall be made prior to themodified based on the district’s annual review, it must be state’s release of annual value-added results and no later thandistributed to all certified and professional teachers and June 1.leaders prior to the beginning of the next school year. AUTHORITY NOTE: Promulgated in accordance with R.S. C. The following components shall be included in each 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.job description developed: 17:3901-3904, R.S. 17:3997, R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board of 1. position title; Elementary and Secondary Education, LR 38:1220 (May 2012). 2. overview of position; §327. Statement of Assurance [Formerly §345] 3. position qualifications shall be at least theminimum requirements as stated in Bulletin 746—Louisiana A. A statement of assurance shall be signed by theStandards for State Certification of School Personnel (The superintendent and a representative of the governing body ofqualifications shall be established for the position, rather the LEA. The statement of assurance includes a statementthan for the employee); that the LEA personnel evaluation programs shall be implemented as written. The original Statement of Assurance 4. title of the person to whom the employee reports; shall be signed and dated by the LEA superintendent and by 5. performance standards, including statement on the representative of the governing body of the LEA. Theresponsibility for growth in student learning (refer to * department requests that the LEA submit the statement ofbelow); assurance prior to the opening of each school year. 6. salary or hourly pay range; AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. 7. statement acknowledging receipt of job description; 17:3901-3904, R.S. 17:3997, R.S. 17:10.1.and HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 36:2253 (October 2010), 8. a space for the employee’s signature and date. amended LR 38:1220 (May 2012). NOTE: Job descriptions must be reviewed annually. Current §329. Charter School Exceptions signatures must be on file at the central office in the single official file to document the annual review and/or receipt of A. Charter governing authorities are subject only to job descriptions. §301, §303, §305, §307, §309, §325, §329, and §701 of this *Job descriptions for instructional personnel must include the bulletin. Louisiana Teacher Competencies and Performance Standards; job descriptions for building-level administrators B. Each charter governing authority shall terminate must include the Louisiana Leader Competencies and Performance Standards as part of the performance employment of any teacher or administrator determined not responsibilities. to meet standards of effectiveness for three consecutive AUTHORITY NOTE: Promulgated in accordance with R.S. years.17:391.10, R.S. 17:3871-3873, R.S. 17:3881-3884, and R.S.1309-3904.Louisiana Administrative Code May 2012 8
  9. 9. AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Board of17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. Elementary and Secondary Education, LR 36:2253 (October 2010),17:3901-3904, R.S. 17:3997, R.S. 17:10.1. amended LR 38:1220 (May 2012). HISTORICAL NOTE: Promulgated by the Board ofElementary and Secondary Education, LR 38:1220 (May 2012). Chapter 9.Appendices Chapter 7.Reporting and Monitoring §901. Appendix A.Louisiana Teacher Competencies and Performance Standards§701. Annual Summary Reporting Format A. Competency I. Planning. The teacher plans instruction A. Each LEA will submit an annual personnel evaluation that meets the needs of all students and demonstratesreport of the most recent academic year to the department by knowledge of content, instructional strategies, and resources.July 15th. Information included in the reporting formatreflects data deemed necessary in presenting annual reports 1. Performance Standard A. The teacher aligns unitto the department, as well as to the LEAs. The reporting of and lesson plans with the established curriculum to meetsuch information includes a variety of responses directed annual achievement goals.toward the collection of data useful to an analysis of the 2. Performance Standard B. The teacher designsevaluation process from a statewide perspective. Items that lesson plans that are appropriately sequenced with content,are reported by the LEAs on forms provided by the activities, and resources that align with the lesson objectivedepartment include, but are not limited to, the following and support individual student needs.items: 3. Performance Standard C. The teacher selects or 1. individual-level teacher evaluation results, by designs rigorous and valid summative and formativeteacher; assessments to analyze student results and guide 2. the number of certified and other professional instructional decisions.personnel, by categories, who were evaluated as performing B. Competency II. Instruction. The teacher providesineffectively; instruction to maximize student achievement and meet 3. the number of certified and other professional individual learning needs of all studentspersonnel, by categories, who resigned because of 1. Performance Standard A. The teacher presentsineffective evaluations or for other reasons related to job accurate and developmentally-appropriate content linked toperformance; real-life examples, prior knowledge, and other disciplines. 4. the number of certified and other professional 2. Performance Standard B. The teacher uses a varietypersonnel, by categories, who were terminated because of of effective instructional strategies, questioning techniques,not having improved performance within the specified time and academic feedback that lead to mastery of learningallotment (Include the reasons for termination.); objectives and develop students thinking and problem- 5. the number of evaluations, by categories, used to solving skills.evaluate certified and other professional personnel during 3. Performance Standard C. The teacher deliversthe reporting period (Distinguish between the number of lessons that are appropriately structured and paced andevaluations performed for personnel in position 0-3 years as includes learning activities that meet the needs of allopposed to personnel in position 4 or more years.); students and lead to student mastery of objectives. 6. the number of certified personnel, by categories, C. Competency III. Environment. The teacher provides awho improved (from ineffective to effective) as a result of well-managed, student-centered classroom environment thatthe evaluation process (Report the data by distinguishing promotes and reinforces student achievement, academicbetween personnel in position 0-3 years and personnel in engagement and mutual respect.position 4 or more years.); 1. Performance Standard A. The teacher implements 7. the number of formal grievances filed as a result of routines, procedures, and structures that promote learningineffective performance ratings or disagreement with and individual responsibility.evaluation results; 2. Performance Standard B. The teacher creates a 8. the number of formal hearings held because of physical, intellectual, and emotional environment thatineffective performance or disagreement with evaluation promotes high academic expectations and stimulatesresults; positive, inclusive, and respectful interactions. 9. the number of court cases held because of 3. Performance Standard C. The teacher createsineffective job performance (the number reinstated and basic opportunities for students, families, and others to supportreasons for reinstatement of personnel); and accomplishment of learning goals. 10. the number of evaluatees who received intensive D. Competency IV. Professionalism. The teacherassistance. contributes to achieving the schools mission, engages in AUTHORITY NOTE: Promulgated in accordance with R.S. self-reflection and growth opportunities, and creates and17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. sustains partnerships with families, colleagues and17:3901-3904, R.S. 17:3997, R.S. 17:10.1. communities. 9 Louisiana Administrative Code May 2012
  10. 10. EDUCATION 1. Performance Standard A. The teacher engages in achievement that is aligned with the school’s vision, missionself-reflection and growth opportunities to support high and goals; is based upon data; and incorporates research-levels of learning for all students. based strategies and action and monitoring steps. 2. Performance Standard B. The teacher collaborates 3. Performance Standard C. Monitors the impact ofand communicates effectively with families, colleagues, and the school-wide strategies on student learning by analyzingthe community to promote students academic achievement data from student results and adult implementationand to accomplish the schools mission. indicators. AUTHORITY NOTE: Promulgated in accordance with R.S. D. Competency IV. Resource Management. The leader17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. aligns resources and human capital to maximize student17:3901-3904, R.S. 17:3997, R.S. 17:10.1. learning to achieve state, district and school-wide goals. HISTORICAL NOTE: Promulgated by the Board ofElementary and Secondary Education, LR 36:2254 (October 2010), 1. Performance Standard A. Manages time,amended LR 38:1221 (May 2012). procedures, and policies to maximize instructional time as§903. Appendix B well as time for professional development opportunities that are aligned with the school’s goals. A. Competency I. Ethics and Integrity. Educationalleaders ensure the success of all students by complying with 2. Performance Standard B. Allocates financiallegal requirements and by acting with integrity, fairness, and resources, to ensure successful teaching and learning.in an ethical manner at all levels and in all situations. 3. Performance Standard C. Creates a safe, healthy 1. Performance Standard A. Demonstrates compliance environment to ensure effective teaching and learning.with all legal and ethical requirements. E. Competency V. Educational Advocacy. Educational 2. Performance Standard B. Publicly articulates a leaders ensure the success of all students by stayingpersonal philosophy. informed about research in education and by influencing interrelated systems and policies that support students’ and 3. Performance Standard C. Creates a culture of trust teachers’ needs.by interacting in an honest and respectful manner with allstakeholders. 1. Performance Standard A. Provides opportunities for multiple stakeholder perspectives to be voiced for the 4. Performance Standard D. Models respect for purpose of strengthening school programs and services.diversity. 2. Performance Standard B. Stays informed about B. Competency II. Instructional Leadership. Educational research findings, emerging trends, and initiatives inleaders collaborate with stakeholders and continuously education in order to improve leadership practices.improve teaching and learning practices to ensureachievement and success for all. 3. Performance Standard C. Acts to influence national, state, and district and school policies, practices, and 1. Performance Standard A. Establishes goals and decisions that impact student learning.expectations. 2. Performance Standard B. Plans, coordinates, and AUTHORITY NOTE: Promulgated in accordance with R.S.evaluates teaching and the curriculum. 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. 17:3901-3904, R.S. 17:3997, R.S. 17:10.1. 3. Performance Standard C. Promotes and participates HISTORICAL NOTE: Promulgated by the Board ofin teacher learning and development. Elementary and Secondary Education, LR 36:2256 (October 2010), amended LR 38:1221 (May 2012). 4. Performance Standard D. Creates a school §905. Definitionsenvironment that develops and nurtures teachercollaboration. A. In order that consistency in terminology be maintained on a statewide basis, the department has C. Competency III. Strategic Thinking. Education established a list of terms and definitions. Carefulleaders ensure the achievement of all students by guiding all consideration of each should be given during the trainingstakeholders in the development and implementation of a and implementation of personnel evaluation programs. Theshared vision, a strong organizational mission, school-wide definitions below must be adopted by all LEA’s. If additionalgoals, and research-based strategies that are focused on high terms are necessary in establishing a clear and conciseexpectations of learning and supported by an analysis of understanding of evaluation procedures, they must bedata. included in the LEA Local Personnel Evaluation Plan. 1. Performance Standard A. Engages stakeholders in Accountability—shared responsibility for actionsdetermining and implementing a shared vision, mission, and relating to the education of children.goals that are focused on improved student learning and arespecific, measurable, achievable, relevant, and timely Administrator—any person whose employment requires(SMART). professional certification under the rules of the board or who is employed in a professional capacity other than a teacher, 2. Performance Standard B. Formulates and including but not limited to directors, principals, andimplements a school improvement plan to increase student supervisors.Louisiana Administrative Code May 2012 10
  11. 11. Beginning Teacher—any teacher in their first three years other LEA-level supervisor charged with evaluatingof the profession. administrators. Board—State Board of Elementary and Secondary Formal Observation—an announced observation of aEducation. teacher in which the evaluator observes the beginning, middle, and end of a lesson, that is preceded by a pre- Certified School Personnel—those persons whose observation conference and followed by a post-observationpositions require certification. conference in which the teacher is provided feedback on his/ Charter School—an independent public school that her performance.provides a program of elementary and/or secondary Formal Site Visit—an announced site visit by aneducation established pursuant to and in accordance with the administrator’s evaluator, that is preceded by a pre-visitprovisions of the Louisiana Charter School Law to provide a conference and followed by a post-visit conference in whichlearning environment that will improve student achievement. the administrator is provided feedback on his/her Classroom Visitation—an informal visit to a classroom performance.of sufficient duration to monitor progress toward Grievance—a procedure that provides a fair andachievement of professional growth plan objectives and to objective resolution of complaint by an evaluatee that theprovide support or assistance. evaluation is inaccurate due to evaluator bias, omission, or Common assessment—a state-approved assessment to error.be used for measuring student growth in grades and subjects Intensive Assistance Plan—the plan that is implementedwhere value-added data is not available. when it is determined, through the evaluation process, that Components of Effective Teaching—the elements of personnel have not meet the standards of effectiveness. Thisteaching performance defined by the board in formal, plan includes the specific steps the teacher or administratorrecognized collaboration with educators and other shall take to improve; the assistance, support, and resourcesstakeholders involved in education, to be critical to to be provided by the LEA; an expected timeline forproviding effective classroom instruction, henceforth achieving the objectives and the procedure for monitoringreferred to as the Louisiana Teacher Competencies and progress, including observations and conferences; and thePerformance Standards. action to be taken if improvement is not demonstrated. Competencies—skills, knowledge, and abilities required Job Description—a competency-based summary of theto demonstrate a particular level of performance. position title, qualification, supervisor, supervisory responsibilities, duties, job tasks, and standard performance Criteria—demonstrable levels of performance upon criteria, including improving student achievement, thatwhich a judgment may be based. specify the level of job skill required. Space shall be Department—Louisiana Department of Education provided for signature and date. Due Process—fair and impartial treatment, including Local Board—governing authority of the localnotice and an opportunity to be heard. education agency, parish/city school or local school system. Duties—those actions normally required of a position as Local Education Agency (LEA)—city, parish, or otherassigned and/or described in the position description that are local public school system, including charter schools.necessary to enable the class, school, or school district to Non-Tested Grades and Subjects (NTGS)—grades andaccomplish its objectives. subjects for which a value-added score is not available for Educational Leader—a person who is certified to serve teachers or other certified personnel.in any school or district leadership capacity with the Objective—a devised accomplishment that can beexception of Superintendent. verified within a given time, under specifiable conditions, Evaluation—process by which a local board monitors and by evidence of achievement.continuing performance of its teachers and administrators Observation—the process of gathering facts, notingannually, by considering judgments concerning the occurrences, and documenting evidence of performance.professional accomplishments and competencies of acertified employee, as well as other professional personnel, Performance Expectations—the elements of effectivebased on a broad knowledge of the area of performance leadership approved by the board that shall be included asinvolved, the characteristics of the situation of the individual evaluation criteria for all building-level administrators,being evaluated, and the specific standards of performance henceforth referred to as the Louisiana Leaderpre-established for the position. Competencies and Performance Standards. Evaluatee—teacher or administrator undergoing Performance Standards—the behaviors and actionsevaluation upon which performance is evaluated. Evaluator—one who evaluates; the school principal or Post-Observation Conference—a discussion betweenassistant principal or respective supervisory level designees the evaluatee and evaluator for the purpose of reviewing ancharged with evaluating teachers or the superintendent or observation and sharing commendations, insights, and recommendations for improvement. 11 Louisiana Administrative Code May 2012
  12. 12. EDUCATION Pre-Observation Conference—a discussion between the composite score required for teacher or administratorevaluatee and the evaluator which occurs prior to a formal performance to be considered effective.observation; the purposes are to share information about the Student Learning Target—a goal which expresses anlesson to be observed and to clarify questions that may occur expectation of growth in student achievement over a givenafter reviewing of the lesson plan. period of time, as measured by an identified assessment and/ Professional Growth Plan—a written plan developed to or body of evidence.enhance the skills and performance of an evaluatee. The plan Teacher—any person whose employment requiresincludes specific goal(s), objective(s), action plans, professional certification issued under the rules of the board.timelines, opportunities for reflection, and evaluationcriteria. Teachers of Record—educators who are responsible for a portion of a student’s learning outcomes within a Self-Evaluation/Self-Reflection—the process of making subject/course.considered judgments of one’s own performance concerningprofessional accomplishments and competencies as a Value-Added—the use of prior achievement history andcertified employee or other professional person based upon appropriate demographic variables to estimate typicalpersonal knowledge of the area of performance involved, the achievement outcomes through a statistical model forcharacteristics of the given situation, and the specific students in specific content domains based on a longitudinalstandards for performance pre-established for the position; to data set derived from students who take state-mandated testsbe submitted by the evaluatee to the appropriate evaluator in Louisiana for the purpose of comparing typical and actualfor use in the compilation of the individual’s evaluation. achievement. Standard Certificate—a credential issued by the state to AUTHORITY NOTE: Promulgated in accordance with R.S.an individual who has met all requirements for full 17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S.certification as a teacher. 17:3901-3904, R.S. 17:3997, R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board of Standard of Effectiveness—adopted by the State Board Elementary and Secondary Education, LR 38:1222 (May 2012).of Elementary and Secondary Education as the finalLouisiana Administrative Code May 2012 12

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