1. Table of Contents
Title 28
EDUCATION
Part CXLVII. Bulletin 130—Regulations for the Evaluation
and Assessment of School Personnel
Chapter 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]..........................................2
Chapter 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................................................................................................................8
Chapter 7. Reporting and Monitoring.............................................................................................................9
§701. Annual Summary Reporting Format.................................................................................................9
Chapter 9. Appendices....................................................................................................................................9
§901. Appendix A. Louisiana Teacher Competencies and Performance Standards ..................................9
§903. Appendix B.....................................................................................................................................10
§905. Definitions.......................................................................................................................................10

2. EDUCATION
Title 28
EDUCATION
Part CXLVII. Bulletin 130—Regulations for the Evaluation
and Assessment of School Personnel
Chapter 1.Overview eliminated the LDE's 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 Performance
educational agencies (LEAs) in Louisiana developed Expectations and Indicators for Education Leaders to replace
accountability plans to fulfill the requirements as set forth by the Standards for School Principals in Louisiana, 1998 as
the 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 of
the 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 Evaluation
evaluations and represent 50 percent of their final rating. In [Formerly §105]
addition, Act 54 of 2010 requires that all teachers and
administrators receive annual evaluations. In passing these A. The purposes for which personnel evaluation will be
Acts, 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 that
and 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 and
Teaching and were entitled “Toward Strengthening and administration in public schools;
Standardizing Local School Districts’ Teacher Evaluation
Programs.” The guidelines were approved by the Louisiana 3. to provide procedures that are necessary to retain
Board of Elementary and Secondary Education (BESE) in effective teachers and administrators and to strengthen the
September 1992. These guidelines, along with the formal learning environment; and
requirements of the local accountability legislation, form the 4. to foster continuous improvement of teaching and
basis 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 Louisiana's 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 of
components 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 Evaluation
resulting Louisiana Components of Effective Teaching, a Programs [Formerly §109]
descriptive framework of effective teacher behavior, was
intended to be a uniform element that served as evaluation A. Each local school board has the responsibility of
and assessment criteria in the local teacher evaluation providing a program for the evaluation of certified and other
programs. 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 amended
and reenacted several statues related to Local Personnel B. Local Personnel Evaluation Plans defined by the
Evaluation. 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 job
38 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 the
While local school districts are expected to maintain the teacher or administrator shall be evaluated.
elements of the local personnel evaluation programs
currently in place and set forth in this document, Act 38
Louisiana Administrative Code May 2012 2

3. 2. Professional Growth Planning Process. The LEA growth in student learning shall incorporate a school-wide
shall 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 a
Such plans must be designed to assist each teacher or
qualitative measure of teacher and administrator
administrator 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 other
well as the strategies that the teacher or administrator intends
informal, unannounced observation or site visit. This portion
to 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 and
or 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 growth
least one other informal, unannounced observation of
in student learning and the qualitative assessment of
instructional practice per academic year. Each teacher
performance shall result in a composite score used to
observation must last at least one complete lesson. For each
distinguish levels of overall effectiveness for teachers and
formal observation, evaluators shall conduct a pre-
administrators.
observation conference with their evaluatee during which the
teacher 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. Additional
evidence, such as data from periodic visits to the school and/ §303. Measures of Growth in Student
or classroom as well as written materials or artifacts, may be LearningValue-Added Model
used 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 administrator
provide 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 and
practice, and consider opportunities for improvement subjects that participate in state-wide standardized tests and
throughout the academic year, and shall provide intensive for which appropriate prior testing data is available. The
assistance plans to teachers and administrators, according to value-added model shall not be applied for the purposes of
the 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 model
procedures for resolving conflict and/or grievances relating approved by the board for linking academic gains of students
to evaluation results in a fair, efficient, effective, and to teachers in grades and subjects for which appropriate data
professional manner. are available.
AUTHORITY NOTE: Promulgated in accordance with R.S.
D. The value-added model shall take into account the
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. following student-level variables:
HISTORICAL NOTE: Promulgated by the Board of 1. prior achievement data that are available (up to
Elementary 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 administrators
shall 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 shall
be based upon a qualitative assessment of teacher or 7. limited English proficiency; and
administrator performance. 8. prior discipline history.
1. For teachers, the 50 percent of the evaluation based E. Classroom composition variables shall also be
upon growth in student learning shall measure the growth of included in the model.
their students according to a pre-determined assessment
method, using the value-added model, where available, and F. Additional specifications relating to the value-added
alternate measures of student growth according to state model shall be adopted by the board, in accordance with
guidelines, 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. EDUCATION
AUTHORITY NOTE: Promulgated in accordance with R.S. §307. Observation Tools
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. A. LEAs shall utilize an observation tool to conduct a
HISTORICAL NOTE: Promulgated by the Board of qualitative assessment of teacher and administrator
Elementary 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 following
as 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 the
and subjects (NTGS), for which there is little or no value- competencies and performance standards contained within
added data available, progress towards pre-determined the Louisiana Components of Effective Teaching, which shall
student learning targets, as measured by state-approved henceforth be called the Louisiana Teacher Competencies
common assessments, where available, shall govern the and Performance Standards. The tool for administrator
student growth component of the evaluation. Student evaluation shall align to the competencies and performance
learning targets shall include goals which express an standards contained within the Performance Expectations
expectation of growth in student achievement over a given and Indicators for Education Leaders, which shall
period of time, as well as common measures for assessing henceforth be called the Louisiana Leader Competencies
attainment 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 and
targets as well as the attainment of targets shall be evaluated Performance Standards and the Louisiana Leader
using 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 educators
developed collaboratively between evaluatees in NTGS and administering the evaluation system and appropriate third
their evaluators at the beginning of the academic term and parties to determine the need for modifications and their
assessed 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 the
use 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 and
as 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 score
beginning of each academic year, the department shall between 1.0 and 5.0, where a score of 3.0 indicates that the
publish a list of state-approved common assessments to be evaluatee is meeting expectations. Total scores on
used 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 model
upon 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 and
classrooms 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 and
relating 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 use
assessments to be used to build to bodies of evidence for competencies and performance standards other than those
student learning where the value-added model is not provided in the Louisiana Teacher Competencies and
available; 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 specific
17:6(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 and
Elementary and Secondary Education, LR 38:1216 (May 2012).
Louisiana Administrative Code May 2012 4

5. b. an explanation of how the LEA will ensure the Effectiveness Rating Composite Score Range
reliability and validity of the alternate observation tool Effective: Accomplished 3.4 - 4.0
intended to measure the modified competencies and Highly Effective 4.1 - 5.0
performance 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 component
alternate observation tools to ensure their compliance with
of the evaluation shall receive an overall final rating of
the 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 than
August 1. §311. Evaluators
5. LEAs which do not submit proposals to use A. LEAs shall establish and maintain an accountability
alternate observation tools prior to June 1 and shall use the relationships register to clearly define who shall be the
department’s model observation tools for the following evaluator or evaluators within the ranks of teachers and
academic 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 supervisory
approval in subsequent years, unless the alternate level designee.
observation tools is revised, the Louisiana Teacher/Leader 1. Other designees, such as instructional coaches and
Competencies and Performance Standards are revised, or master/mentor teachers may conduct observations to help
revisions 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 observers
17:6(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 LEA
Elementary 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 the
composite 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 between
1.0 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 leader
other student growth data in non-tested grades and subject
observational rubric.
areas, the student growth score shall be calculated as a
weighted average of the value-added score and NTGS score, 3. Evaluators on record must renew certification to
based 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 of
qualitative 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 and
administrators shall be the average of the two sub-scores and A. LEAs shall provide professional development to all
shall 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 by
Effective (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. EDUCATION
administrators, based on the results of the evaluation assistance is prescribed and again after follow-up comments
process, as well as data gathered through informal are completed.);
observations or site visits, and LEAs shall utilize
6. the timeline for achieving the objective and
differentiated resources and levels of support accordingly.
procedures for monitoring the evaluatee's 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 multiple
performance, additional supports, and/or progress-
opportunities for the evaluatee to obtain support and
monitoring.
feedback on performance (The intensive assistance plans
4. Professional development shall include shall be designed in such a manner as to provide the
measureable objectives to evaluate its effectiveness, based evaluatee with more than one resource to improve.); and
on improved teacher or administrator practice and growth in
8. the action that will be taken if improvement is not
student learning.
demonstrated.
B. Failure by the LEA to provide regular professional
F. Completed intensive assistance plans and appropriate
development 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 evaluatee's
17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. single official file at the central office. The evaluatee shall
17:3901-3904, 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 of
evaluators 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 demonstrated
Ineffective performance, as determined by the evaluator, §317. Due Process and Grievance Procedures
prior to receiving such a rating. [Formerly §333]
B. An intensive assistance plan shall be developed with A. The LEA shall establish grievance procedures to
the 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 final
one calendar year of the initiation of the intensive assistance evaluation rating is determined and shall be entitled to any
plan. 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 written
formal evaluation conducted immediately upon completion response to the evaluation, to become a permanent
of 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 meeting
LEA shall initiate termination proceedings within six months between the evaluatee and the evaluator shall be held after
following 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 the
collaboratively by the evaluator and the evaluatee and must superintendent or his/her designee, if the conflict in question
contain 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 the
performance 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 any
according 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, if
be 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 evaluator's and evaluatee's 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. HISTORICAL NOTE: Promulgated by the Board of shall request such person’s evaluation results as part of the
Elementary and Secondary Education, LR 36:2252 (October 2010), application process, regardless of whether that person is
amended 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 the
all staff involved in the evaluation process (i.e., district level
applicant deems applicable.
administrators and supervisors, principals and assistant
principals, and other observers, and classroom teachers). It is E. The state superintendent of education shall make
recommended 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 the
and 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 student
governing the evaluation process for teachers and
growth data, as specified in R.S. 17:3902(B)(5).
administrators, along with the associated procedures for
intensive 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 Teacher
Competencies 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 in
student learning, as adopted by the board; and §323. Job Descriptions
[Formerly §339]
6. an understanding of the process for calculating a
composite score to determine final effectiveness ratings for A. The Local Personnel Evaluation Plan shall contain a
teachers 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 its
17:391.10, R.S. 17:3871-3873, R.S. 17:3881-3884, and R.S.
evaluation plan. The chart that follows identifies a minimum
1309-3904.
HISTORICAL NOTE: Promulgated by the Board of listing of the categories and titles of personnel for which job
Elementary 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 Superintendent
documentation shall be retained by the LEA, 3. Director
4. Supervisor
B. All such files shall be confidential and shall not 5. Coordinator
constitute 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 minimal
person except: n education attainment of a bachelor's 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
list
for all personnel matters, including employment application, 10. Any employee who holds a major management
and for any hearing, which relates to personnel matters, position, but who is not required to have a college
which includes the authorized representative of any school degree or certification
or school system, public or private, to which the employee 1. Teachers of Regular and Sp. Ed. students
has 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 any
court 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, the
result of which is being challenged.
D. Any local board considering an employment
application for a person evaluated pursuant to this bulletin
7 Louisiana Administrative Code May 2012

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 bachelor's 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, or
knowledge, 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 to
represents the full scope of the teacher’s or administrator’s impact student learning, districts may request invalidation of
responsibilities; 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 for
personnel prior to employment. If said job description is invalidation of evaluation results shall be made prior to the
modified based on the district’s annual review, it must be state’s release of annual value-added results and no later than
distributed 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 the
minimum requirements as stated in Bulletin 746—Louisiana A. A statement of assurance shall be signed by the
Standards for State Certification of School Personnel (The superintendent and a representative of the governing body of
qualifications shall be established for the position, rather the LEA. The statement of assurance includes a statement
than 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. The
responsibility for growth in student learning (refer to * department requests that the LEA submit the statement of
below); 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. AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Board of
17:6(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 of
Elementary 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 demonstrates
report of the most recent academic year to the department by knowledge of content, instructional strategies, and resources.
July 15th. Information included in the reporting format
reflects data deemed necessary in presenting annual reports 1. Performance Standard A. The teacher aligns unit
to the department, as well as to the LEAs. The reporting of and lesson plans with the established curriculum to meet
such 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 designs
evaluation 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 objective
department 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 formative
teacher; 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 provides
ineffectively; instruction to maximize student achievement and meet
3. the number of certified and other professional individual learning needs of all students
personnel, by categories, who resigned because of 1. Performance Standard A. The teacher presents
ineffective evaluations or for other reasons related to job accurate and developmentally-appropriate content linked to
performance; real-life examples, prior knowledge, and other disciplines.
4. the number of certified and other professional 2. Performance Standard B. The teacher uses a variety
personnel, 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 learning
allotment (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 delivers
the reporting period (Distinguish between the number of lessons that are appropriately structured and paced and
evaluations performed for personnel in position 0-3 years as includes learning activities that meet the needs of all
opposed 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 a
who improved (from ineffective to effective) as a result of well-managed, student-centered classroom environment that
the evaluation process (Report the data by distinguishing promotes and reinforces student achievement, academic
between 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 learning
ineffective 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 that
ineffective performance or disagreement with evaluation promotes high academic expectations and stimulates
results; positive, inclusive, and respectful interactions.
9. the number of court cases held because of 3. Performance Standard C. The teacher creates
ineffective job performance (the number reinstated and basic opportunities for students, families, and others to support
reasons for reinstatement of personnel); and accomplishment of learning goals.
10. the number of evaluatees who received intensive D. Competency IV. Professionalism. The teacher
assistance. contributes to achieving the school's mission, engages in
AUTHORITY NOTE: Promulgated in accordance with R.S. self-reflection and growth opportunities, and creates and
17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. sustains partnerships with families, colleagues and
17:3901-3904, R.S. 17:3997, R.S. 17:10.1. communities.
9 Louisiana Administrative Code May 2012

10. EDUCATION
1. Performance Standard A. The teacher engages in achievement that is aligned with the school’s vision, mission
self-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 of
and communicates effectively with families, colleagues, and the school-wide strategies on student learning by analyzing
the community to promote students' academic achievement data from student results and adult implementation
and to accomplish the school's mission. indicators.
AUTHORITY NOTE: Promulgated in accordance with R.S. D. Competency IV. Resource Management. The leader
17:6(A)(10), R.S. 17:391.10, R.S. 17:3881-3886, and R.S. aligns resources and human capital to maximize student
17:3901-3904, R.S. 17:3997, R.S. 17:10.1. learning to achieve state, district and school-wide goals.
HISTORICAL NOTE: Promulgated by the Board of
Elementary 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. Educational
leaders ensure the success of all students by complying with 2. Performance Standard B. Allocates financial
legal 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 staying
personal 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 all
stakeholders. 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 in
leaders collaborate with stakeholders and continuously education in order to improve leadership practices.
improve teaching and learning practices to ensure
achievement 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 of
in 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. Definitions
environment that develops and nurtures teacher
collaboration. 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. Careful
leaders ensure the achievement of all students by guiding all
consideration of each should be given during the training
stakeholders in the development and implementation of a
and implementation of personnel evaluation programs. The
shared vision, a strong organizational mission, school-wide
definitions below must be adopted by all LEA’s. If additional
goals, and research-based strategies that are focused on high
terms are necessary in establishing a clear and concise
expectations of learning and supported by an analysis of
understanding of evaluation procedures, they must be
data.
included in the LEA Local Personnel Evaluation Plan.
1. Performance Standard A. Engages stakeholders in
Accountability—shared responsibility for actions
determining and implementing a shared vision, mission, and
relating to the education of children.
goals that are focused on improved student learning and are
specific, 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, and
implements a school improvement plan to increase student
supervisors.
Louisiana Administrative Code May 2012 10

11. Beginning Teacher—any teacher in their first three years other LEA-level supervisor charged with evaluating
of the profession. administrators.
Board—State Board of Elementary and Secondary Formal Observation—an announced observation of a
Education. 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-observation
positions 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 an
education established pursuant to and in accordance with the
administrator’s evaluator, that is preceded by a pre-visit
provisions of the Louisiana Charter School Law to provide a
conference and followed by a post-visit conference in which
learning 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 and
achievement of professional growth plan objectives and to
objective resolution of complaint by an evaluatee that the
provide 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 implemented
where 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. This
teaching performance defined by the board in formal, plan includes the specific steps the teacher or administrator
recognized collaboration with educators and other shall take to improve; the assistance, support, and resources
stakeholders involved in education, to be critical to to be provided by the LEA; an expected timeline for
providing effective classroom instruction, henceforth achieving the objectives and the procedure for monitoring
referred to as the Louisiana Teacher Competencies and progress, including observations and conferences; and the
Performance Standards. action to be taken if improvement is not demonstrated.
Competencies—skills, knowledge, and abilities required Job Description—a competency-based summary of the
to 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, that
which 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 local
notice 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 other
assigned 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 and
accomplish 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 be
exception 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, noting
annually, by considering judgments concerning the
occurrences, and documenting evidence of performance.
professional accomplishments and competencies of a
certified employee, as well as other professional personnel, Performance Expectations—the elements of effective
based on a broad knowledge of the area of performance leadership approved by the board that shall be included as
involved, 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 Leader
pre-established for the position. Competencies and Performance Standards.
Evaluatee—teacher or administrator undergoing Performance Standards—the behaviors and actions
evaluation upon which performance is evaluated.
Evaluator—one who evaluates; the school principal or Post-Observation Conference—a discussion between
assistant principal or respective supervisory level designees the evaluatee and evaluator for the purpose of reviewing an
charged with evaluating teachers or the superintendent or observation and sharing commendations, insights, and
recommendations for improvement.
11 Louisiana Administrative Code May 2012

12. EDUCATION
Pre-Observation Conference—a discussion between the composite score required for teacher or administrator
evaluatee 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 an
lesson to be observed and to clarify questions that may occur
expectation of growth in student achievement over a given
after 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 requires
includes specific goal(s), objective(s), action plans,
professional certification issued under the rules of the board.
timelines, opportunities for reflection, and evaluation
criteria. 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 concerning
professional accomplishments and competencies as a Value-Added—the use of prior achievement history and
certified employee or other professional person based upon appropriate demographic variables to estimate typical
personal knowledge of the area of performance involved, the achievement outcomes through a statistical model for
characteristics of the given situation, and the specific students in specific content domains based on a longitudinal
standards for performance pre-established for the position; to data set derived from students who take state-mandated tests
be submitted by the evaluatee to the appropriate evaluator in Louisiana for the purpose of comparing typical and actual
for 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 final
Louisiana Administrative Code May 2012 12