HLS 12RS-2302 ORIGINAL
Page 1 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
Regular Session, 2012
HOUSE BILL NO. 1172
BY REPRESENTATIVE ALFRED WILLIAMS
TEACHERS: Provides relative to teacher tenure and for evaluation of teachers using
multiple indicators and data sources
AN ACT1
To amend and reenact R.S. 17:10.1(B) and (C), 441, 442, 3881(A), 3882(2) and (5),2
3883(A)(1), (6), and (7), 3886(A), 3902(B)(3) and (5), and 3997(D)(1)(a) and (2) and3
to repeal R.S. 17:3883(A)(8), relative to elementary and secondary education; to4
provide with respect to the state's school and district accountability system; to5
provide with respect to teachers; to provide with respect to teacher tenure; to provide6
with respect to the dismissal, discharge, demotion, and discipline of teachers; to7
provide relative to the principles of effective teaching; to provide for a teacher8
evaluation advisory committee; to provide with respect to the evaluation of teachers9
and administrators; to provide relative to teacher certification; to provide relative to10
funding; to provide for effectiveness; and to provide for related matters.11
Be it enacted by the Legislature of Louisiana:12
Section 1. R.S. 17:10.1(B) and (C), 441, 442, 3881(A), 3882(2) and (5), 3883(A)(1),13
(6), and (7), 3886(A), 3902(B)(3) and (5), and 3997(D)(1)(a) and (2) are hereby amended14
and reenacted to read as follows: 15
§10.1. School and district accountability system; purpose; responsibilities of state16
board17
* * *18
B. The State Board of Elementary and Secondary Education, hereafter19
referred to as the "state board", shall provide for a statewide system of accountability20 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 2 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
for schools and school districts based on multiple indicators of student growth and1
achievement from multiple data sources and minimum standards for the approval of2
schools pursuant to R.S. 17:10. Beginning with the 2011-2012 2012-2013 school3
year, such system shall be based, in part, on multiple indicators of student growth in4
student and achievement using a value-added assessment model as determined by the5
state board. The program shall include, at a minimum, clear and appropriate6
standards for schools and school districts, indicators for the assessment of schools7
and school districts, student achievement baselines, student growth targets, and8
appropriate minimum levels of student achievement for each public school and9
school district, rewards and corrective actions, specific intervals for assessment and10
reassessment of schools and school districts, a review process for evaluating growth11
targets, and technical assistance.12
C. The state board shall develop and adopt a policy to invalidate student13
achievement growth data using a value-added assessment model for any school year14
in which there is a natural disaster or any other unexpected event that results in the15
temporary closure of schools.16
* * *17
§441. Definitions18
As used in this Subpart, the word "teacher" means unless otherwise clearly19
indicated, the following terms mean:20
(1) "Beginning teacher" means a teacher who is in his first year of21
employment with a local public school board.22
(2) "Teacher" means:23
(1)(a) Any employee of any parish or city school board who holds a teacher's24
certificate and whose legal employment requires such teacher's certificate;25
(2)(b) Any school lunch supervisor employed by a parish or city school26
board who holds a special parish school lunch supervisor's certificate issued by the27
department of education of the state of Louisiana and whose employment requires28
such certificate.29 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 3 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(3) "Emerging teacher" means a teacher who is in his second or third year1
of employment with a local public school board.2
(4) "Provisional teacher" means a teacher who is his fourth year of3
employment with a local public school board and who did not acquire regular and4
permanent status at the end of his second year as an emerging teacher.5
§442. Probation and tenure of parish or city school teachers Teachers; dismissal;6
tenure7
Each teacher shall serve a probationary term of three years to be reckoned8
from the date of his first appointment in the parish or city in which the teacher is9
serving his probation. During the probationary term the parish or city school board,10
as the case may be, may dismiss or discharge any probationary teacher upon the11
written recommendation of the parish or city superintendent of schools, as the case12
may be, accompanied by valid reasons therefor.13
Any teacher found unsatisfactory by the parish or city school board, as the14
case may be, at the expiration of the said probationary term, shall be notified in15
writing by the board that he has been discharged or dismissed; in the absence of such16
notification, such probationary teacher shall automatically become a regular and17
permanent teacher in the employ of the school board of the parish or city, as the case18
may be, in which he has successfully served his three year probationary term; all19
teachers in the employ of any parish or city school board as of July 31, 1946 who20
hold proper certificates and who have served satisfactorily as teachers in that parish21
or city for more than three consecutive years, are declared to be regular and22
permanent teachers in the employ of the school board of that parish or city.23
A. A teacher who has acquired tenure before July 1, 2012, retains tenure and24
shall not be dismissed, discharged, demoted, or otherwise disciplined except in25
accordance with the provisions of R.S. 17:443.26
B. Effective beginning on July 1, 2012, the following shall apply:27 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 4 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(1)(a) Each teacher shall serve one year as a beginning teacher and two years1
as an emerging teacher prior to becoming a regular and permanent teacher in the2
employ of the local public school board.3
(b) The employing local public school board may dismiss or discharge any4
beginning or emerging teacher upon the written recommendation of the local school5
superintendent, accompanied by valid reasons therefor.6
(2) A teacher found unsatisfactory by the local public school board prior to7
the end of his second year as an emerging teacher shall be notified in writing by the8
school board that he has been dismissed or discharged.9
(3) An emerging teacher who has not been found unsatisfactory by the10
school board and who has attained at least the mid-range of effectiveness in all areas11
evaluated by the board prior to the end of his third year of employment with the12
board shall automatically become a regular and permanent teacher in the employ of13
the school board and shall not be dismissed, discharged, demoted, or otherwise14
disciplined except in accordance with the provisions of R.S. 17:443.15
(4) An emerging teacher who has not attained at least the mid-range of16
effectiveness in all areas evaluated by the board prior to the end of his third year of17
employment with the board may be dismissed or discharged in accordance with the18
provisions of Subparagraph (1)(b) of this Subsection or retained by the school board19
and employed for one year as a provisional teacher.20
(5) A provisional teacher who has attained at least the mid-range of21
effectiveness in all areas evaluated by the board prior to the end of his fourth year22
of employment with the board shall automatically become a regular and permanent23
teacher in the employ of the school board and shall not be dismissed, discharged,24
demoted, or otherwise disciplined except in accordance with the provisions of R.S.25
17:443.26
(6) A provisional teacher who has not attained at least the mid-range of27
effectiveness in all areas evaluated by the board prior to the end of his fourth year28 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 5 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
of employment with the board shall be dismissed or discharged in accordance with1
the provisions of Subparagraph (1)(b) of this Subsection.2
* * *3
§3881. Purpose4
A. It is the purpose of this Part to establish periodic evaluations of5
performance and effectiveness, based in part on multiple indicators of student growth6
in student and achievement using a value-added assessment model multiple data7
sources as determined by the board, and continuous professional development as8
integral aspects of professional careers in education.9
* * *10
§3882. Definitions11
For the purposes of this Part, the following definitions shall apply:12
* * *13
(2) "Components Principles of effective teaching" means the elements of14
teaching performance defined by the board, in formal, recognized collaboration with15
educators and other stakeholders involved in education, to be critical to providing16
effective classroom instruction. As used in the evaluation programs, the term17
includes any elements of the components principles being rated.18
* * *19
(5) "Local board" means a city, parish, or other local public school board,20
including but not limited to the governing board of a charter school.21
* * *22
§3883. State Board of Elementary and Secondary Education; powers and duties23
A. The board shall:24
(1) Establish the components principles of effective teaching, including25
measures of effectiveness, which shall be periodically reviewed and revised as26
necessary. The principles of effective teaching shall, at a minimum, include the27
following standards and indicators:28 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 6 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(a) Curriculum, planning, and assessment standard: promotes the learning1
and growth of all students by providing high quality and coherent instruction,2
designing and administering authentic and meaningful student assessments,3
analyzing student performance and growth data, using this data to improve4
instruction, providing students with constructive feedback on an ongoing basis, and5
continuously refining learning objectives:6
(i) Curriculum and planning indicator: knows the subject matter well, has7
a good grasp of child development and how students learn, and designs effective and8
rigorous standards-based units of instruction consisting of well-structured lessons9
with measurable outcomes.10
(ii) Assessment indicator: uses a variety of informal and formal methods of11
assessment to measure student learning, growth, and understanding, develops12
differentiated and enhanced learning experiences, and improves future instruction.13
(iii) Analysis indicator: analyzes data from assessments, draws conclusions,14
and shares them appropriately.15
(b) Teaching all students standard: promotes the learning and growth of all16
students through instructional practices that establish high expectations, create a safe17
and effective classroom environment, and demonstrate cultural proficiency:18
(i) Instruction indicator: uses instructional practices that reflect high19
expectations regarding content and quality of effort and work, engage all students,20
and are personalized to accommodate diverse learning styles, needs, interests, and21
levels of readiness.22
(ii) Learning environment indicator: creates and maintains a safe and23
collaborative learning environment that values diversity and motivates students to24
take academic risks, challenge themselves, and claim ownership of their learning.25
(iii) Cultural proficiency indicator: actively creates and maintains an26
environment in which students' diverse backgrounds, identities, strengths, and27
challenges are respected.28 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 7 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(iv) Expectations indicator: plans and implements lessons that set clear and1
high expectations and make knowledge accessible for all students.2
(c) Family and community engagement standard: promotes the learning and3
growth of all students through effective partnerships with families, caregivers,4
community members, and organizations:5
(i) Engagement indicator: welcomes and encourages every family to become6
active participants in the classroom and school community.7
(ii) Collaboration indicator: collaborates with families to create and8
implement strategies for supporting student learning and development both at home9
and at school.10
(iii) Communication indicator: engages in regular, two-way, and culturally11
proficient communication with families regarding student learning and performance.12
(d) Professional culture standard: promotes the learning and growth of all13
students through ethical, culturally proficient, skilled, and collaborative practice:14
(i) Reflection indicator: demonstrates the capacity to reflect on and improve15
the educator's own practice, using informal means as well as meetings with teams16
and work groups to gather information, analyze data, examine issues, set meaningful17
goals, and develop new approaches in order to improve teaching and learning.18
(ii) Professional growth indicator: actively pursues professional19
development and learning opportunities to improve quality of practice or build the20
expertise and experience to assume different instructional and leadership roles.21
(iii) Collaboration indicator: collaborates effectively with colleagues on a22
wide range of tasks.23
(iv) Decisionmaking indicator: becomes involved in school-wide24
decisionmaking, and takes an active role in school improvement planning.25
(v) Shared responsibility indicator: shares responsibility for the performance26
of all students within the school.27 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 8 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(vi) Professional responsibilities indicator: is ethical and reliable, and meets1
routine responsibilities consistently.2
* * *3
(6)(a) Require the state superintendent of education to appoint and convene4
an Educator a Teacher Effectiveness and Evaluation Advisory Committee to make5
recommendations to the board regarding the development of a value-added6
assessment model, the identification of measures of student growth for grades and7
subjects for which value-added data is not available and for personnel for whom8
value-added data is not available, the principles of effective teaching and a teacher9
and administrator evaluation program based upon multiple indicators and data10
sources, and the adoption of standards of effectiveness. The membership of the11
advisory committee shall be approved by the board, and at least fifty percent of the12
membership shall be comprised of practicing classroom educators. The advisory13
committee shall include but not be limited to at least two parents of public school14
students and the following groups or organizations as follows:15
(i) One member Four members appointed by the Associated Professional16
Educators of Louisiana.17
(ii) One member Eight members appointed by the Louisiana Association of18
Educators.19
(iii) One member Eight members appointed by the Louisiana Federation of20
Teachers.21
(iv) One member Three members appointed by the Louisiana Association of22
School Superintendents.23
(v) One member Five members appointed by the Louisiana Association of24
Principals.25
(vi) One member Two members appointed by the Louisiana Association of26
Public Charter Schools.27
(vii) Two members One member of the Senate Committee on Education,28
appointed by the chairman thereof.29 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 9 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(viii) Two members One member of the House Committee on Education,1
appointed by the chairman thereof.2
(ix) One member appointed by each member of the State Board of3
Elementary and Secondary Education The dean of the college of education from each4
public four-year postsecondary institution and one faculty member from each such5
college of education appointed by the dean thereof shall serve as ex officio members.6
(b) The members of the committee shall serve without compensation.7
(c) The initial meeting of the committee shall be held not later than8
September 30, 2010 August 30, 2012.9
(d) The committee shall submit its initial recommendations to the board and10
the Senate and House committees on education by not later than April 30, 2012.11
(7) Submit a written report to the Senate Committee on Education and the12
House Committee on Education not later than sixty days prior to the 2011 and the13
2012 regular sessions of the legislature regarding the status of the development of14
the value-added assessment model as specified in R.S. 17:3902(B)(5) and the15
methodology used in such development. The committees may meet separately or16
jointly and may disapprove the assessment model so presented upon majority vote17
of each committee, if the committees determine that the methodology is arbitrary or18
not evidence-based.19
(8) Beginning in 2013 and thereafter, submit a written report to the Senate20
Committee on Education and the House Committee on Education, not later than21
March first of each year, and at such other times as requested by the committees,22
regarding the implementation, results, and effectiveness of the value-added23
assessment model teacher and administrator evaluation program as provided in this24
Part.25
* * *26 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 10 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
§3886. Teaching credentials; regular certification, permanent certification; effect of1
evaluation2
A. If a teacher's evaluation demonstrates that he has met the standard for3
effectiveness as determined by the board , using value-added data, for three years4
during the initial certification or renewal process, a certificate shall be issued or5
renewed unless the board receives evidence from the local board, through an appeal,6
that justifies discontinuation. Similarly, if a teacher's evaluation demonstrates that7
he has not met the standard for effectiveness as determined by the board, using either8
value-added data or other components of the evaluation, for three years during the9
initial certification or renewal process, the board shall not issue or renew a certificate10
unless evidence of effectiveness is received from the local board, through an appeal,11
that justifies the issuance of a certificate.12
* * *13
§3902. Evaluation program; process14
* * *15
B. The elements of evaluation and standards for effectiveness shall be16
defined by the board pursuant to rules and regulations promulgated for such purpose.17
Such rules and regulations shall require that, at a minimum, local evaluation plans18
contain the following elements:19
* * *20
(3) Observation and conferencing. The evaluator or evaluators of each21
teacher or administrator shall conduct a pre-observation conference during which the22
teacher or administrator shall provide the evaluator or evaluators with relevant23
information. A teacher shall provide information concerning the planning of the24
lesson to be observed as well as any other information the teacher considers25
pertinent. The observation shall occur at a time and place established in advance,26
shall be of sufficient duration to provide meaningful data which, in the case of a27
teacher, shall be not less than the duration of one complete lesson. In the case of a28
teacher, the observation shall be conducted using the components principles of29 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 11 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
effective teaching, as well as any additional local board criteria included in the job1
description. In the case of an administrator, the observation may consist of the2
collection of prescribed performance documentation and shall be conducted using3
applicable components principles of effective teaching, elements prescribed by board4
rule, and any additional local board criteria included in the job description. A post-5
observation conference shall be conducted to discuss commendation and6
recommendations.7
* * *8
(5) Measure Multiple measures of effectiveness. By the beginning of the9
2012-2013 school year, fifty percent of such evaluations shall be based on evidence10
multiple indicators of student growth in student and achievement using a value-11
added assessment model multiple indicators and data sources as determined by the12
board for grade levels and subjects for which value-added data is available. For grade13
levels and subjects for which value-added data is not available and for personnel for14
whom value-added data is not available, the board shall establish measures of student15
growth. The model shall take into account important student factors, including but16
not limited to special education, eligibility for free or reduced price meals, student17
attendance, and student discipline. The state board shall develop and adopt a policy18
to invalidate such student growth data for any teacher for any school year in which19
there is a natural disaster or any other unexpected event that results in the temporary20
closure of the school.21
* * *22
§3997. Charter school employees23
* * *24
D.(1)(a) Each governing authority of a charter school annually shall evaluate25
every teacher and administrator employed at the school using the value-added26
assessment model and measures of student growth multiple indicators of student27
growth and achievement using multiple indicators and data sources as determined28 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 12 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
by the State Board of Elementary and Secondary Education pursuant to R.S.1
17:3902(B)(5).2
* * *3
(2) By the beginning of the 2012-2013 school year, fifty percent of each4
teacher and administrator evaluation conducted pursuant to Paragraph (1) of this5
Subsection shall be based on evidence of growth in student achievement using the6
value-added assessment model as determined by the state board for grade levels and7
subjects for which value-added data is available. For grade levels and subjects for8
which value-added data is not available, the state board shall establish measures of9
student growth. The model evaluation plan shall take into account important student10
factors, including but not limited to special education, eligibility for free or reduced11
price meals, student attendance, and student discipline. The state board shall develop12
and adopt a policy to invalidate such student growth data for any teacher for any13
school year in which there is a natural disaster or any other unexpected event that14
results in the temporary closure of the school.15
* * *16
Section 2. R.S. 17:3883(A)(8) is hereby repealed in its entirety.17
Section 3. Any and all funds and sources of funding that have been designated or18
utilized by the State Board of Elementary and Secondary Education or the state Department19
of Education to develop, implement, and administer teacher and administrator evaluation20
programs prior to the effective date of this Act shall continue to be used to implement the21
provisions of this Act.22
Section 4. This Act shall become effective upon signature by the governor or on July23
1, 2012, whichever date occurs first. If vetoed by the governor and subsequently approved24
by the legislature, this Act shall become effective on the day following such approval.25 HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 13 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
DIGEST
The digest printed below was prepared by House Legislative Services. It constitutes no part
of the legislative instrument. The keyword, one-liner, abstract, and digest do not constitute
part of the law or proof or indicia of legislative intent. [R.S. 1:13(B) and 24:177(E)]
Alfred Williams HB No. 1172
Abstract: Provides relative to teacher tenure and the dismissal, discharge, demotion, and
discipline of teachers. Provides relative to teacher evaluations, including the
principles of effective teaching, a teacher evaluation advisory committee, and teacher
certification.
Present law requires BESE to provide for a statewide school and district accountability
system based on student achievement and minimum standards for the approval of schools.
Further provides that such system be based in part on growth in student achievement using
a value-added assessment model.
Proposed law deletes present law requirement for use of a value-added assessment model
and provides instead that the school and district accountability system be based upon
multiple indicators of student growth and achievement from multiple data sources.
Present law defines "teacher" as any employee of a local school board who holds a teacher's
certificate and whose legal employment requires a teacher's certificate.
Proposed law retains present law and provides for related definitions of "teacher" as follows:
(1)"Beginning teacher" means a teacher who is in his first year of employment with a
local public school board.
(2)"Emerging teacher" means a teacher who is in his second or third year of
employment with a local public school board.
(3) "Provisional teacher" means a teacher who is his fourth year of employment with
a local public school board and who did not acquire regular and permanent status at
the end of his second year as an emerging teacher.
Present law provides for a three-year probationary term for teachers. A teacher may be
dismissed or discharged by the employing school board upon the written recommendation
of the local school superintendent at any time during the probationary period. At the end of
the probationary period, any teacher found unsatisfactory by the school board shall be
notified in writing that he has been dismissed or discharged; absent such notification, the
teacher becomes a regular and permanent employee of the school board (tenure) and may
only be removed from office in accordance with the due process provisions established in
present law.
Proposed law provides with respect to tenure as follows:
(1)Eliminates the three-year probationary period for the acquisition of tenure.
(2)Provides that a teacher who has acquired tenure before July 1, 2012, retains tenure
and shall not be dismissed, discharged, demoted, or otherwise disciplined except in
accordance with present law.
(3)Provides that effective July 1, 2012: HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 14 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(a)Each teacher shall serve one year as a beginning teacher and two years as an
emerging teacher.
(b)The employing school board may dismiss or discharge a beginning or
emerging teacher upon the written recommendation of the local school
superintendent.
(c)A teacher found unsatisfactory by the local school board prior to the
expiration of his second year as an emerging teacher shall be notified in
writing that he has been dismissed or discharged.
(d)An emerging teacher who has not been found unsatisfactory by the local
school board and has attained at least the mid-range of effectiveness in all
areas evaluated by the board prior to the end of his third year of employment
shall automatically become a regular and permanent employee of the
employing school board and shall not be dismissed, discharged, demoted, or
otherwise disciplined except in accordance with present law.
(e)An emerging teacher who has not attained at least the mid-range of
effectiveness in all areas evaluated by the board prior to the end of his third
year of employment may be dismissed or discharged or retained by the
employing school board and employed for one year as a provisional teacher.
(f)A provisional teacher who has attained at least the mid-range of effectiveness
in all areas evaluated by the board prior to the end of his fourth year of
employment shall automatically become a regular and permanent employee
of the employing school board and shall not be dismissed, discharged,
demoted, or otherwise disciplined except in accordance with present law.
(g)A provisional teacher who has not attained at least the mid-range of
effectiveness in all areas evaluated by the board prior to the end of his fourth
year of employment shall be dismissed or discharged.
Present law requires that public school teachers and administrators be evaluated annually in
accordance with the rules and procedures established by the State Board of Elementary and
Secondary Education (BESE) and that such evaluations be based, in part, upon growth in
student achievement using a value-added assessment model.
Proposed law deletes the requirement for use of a value-added assessment model and instead
provides that such system be based on multiple indicators of student growth and
achievement using multiple data sources as determined by BESE.
Present law includes in BESE's powers and duties with respect to the evaluation of public
school teachers and administrators the responsibility to establish the components of effective
teaching.
Proposed law retains present law but provides for the "principles" of effective teaching
instead of the "components" of effective teaching and provides that the principles of
effective teaching shall include, at a minimum, the following standards and indicators:
(1)Curriculum, planning, and assessment standard.
(a)Curriculum and planning indicator.
(b)Assessment indicator.
(c)Analysis indicator. HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 15 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
(2)Teaching all students standard.
(a)Instruction indicator.
(b)Learning environment indicator.
(c)Cultural proficiency indicator.
(d)Expectations indicator.
(3)Family and community engagement standard.
(a)Engagement indicator.
(b)Collaboration indicator.
(c)Communication indicator.
(4)Professional culture standard.
(a)Reflection indicator.
(b)Professional growth indicator.
(c)Collaboration indicator.
(d)Decisionmaking indicator.
(e)Shared responsibility indicator.
(f)Professional responsibilities indicator.
Present law requires the state superintendent of education to appoint and convene an
Educator Evaluation Advisory Committee to make recommendations regarding the
development of a value-added assessment model and identify measures of student growth
for grades and subjects for which value-added data is not available. Provides for the
composition of the committee and for reporting dates.
Proposed law instead requires the state superintendent of education to appoint and convene
a Teacher Effectiveness and Evaluation Advisory Committee to make recommendations
regarding the development of the principles of effective teaching and a teacher and
administrator evaluation program. Provides that the advisory committee include at least to
public school parents and other members from specified groups and organizations. Provides
that members shall serve without compensation and the initial meeting of the committee
shall be held not later than Aug. 30, 2012.
Present law requires BESE to submit a written report to the Senate and House committees
on education by March first of each year regarding the value-added assessment model and
makes a teacher's effectiveness using value-added data a factor in determining whether a
teacher meets the requirements for initial teacher certification or certificate renewal.
Proposed law deletes references to the value-added assessment model and the requirement
that use of value-added data be a factor in determining teacher effectiveness for certification
purposes. Requires that the report be made relative to the teacher and administrator
evaluation program as provided in proposed law.
Present law requires that by the beginning of the 2012-2013 school year, 50% of a teacher
or administrator's annual evaluation be based on growth in student achievement using a HLS 12RS-2302 ORIGINAL
HB NO. 1172
Page 16 of 16
CODING: Words in struck through type are deletions from existing law; words underscored
are additions.
value-added assessment model for grades and subjects for which value-added data is
available. Requires BESE to establish measures of student growth for grades and subjects
for which value-added data is not available.
Proposed law deletes the requirement for use of value-added data to measure teacher
effectiveness and instead provides for multiple measures of effectiveness based on multiple
indicators of student growth and achievement using multiple data sources.
Present law provides that teachers and administrators employed by charter schools be
annually evaluated using the value-added assessment model developed by BESE. Further
provides that by the beginning of the 2012-2013 school year, 50% of each teacher and
administrator's annual evaluation be based upon growth in student achievement using the
value-added assessment model.
Proposed law deletes the requirement for use of a value-added assessment model and instead
provides that such employees be evaluated by using multiple indicators of student growth
and achievement using multiple data sources as determined by BESE.
Proposed law provides that all funding designated or utilized by BESE or the state Dept. of
Education for the teacher and administrator evaluation programs prior to the effective date
of proposed law shall continue to be used to implement the provisions of proposed law.
Effective upon signature by governor or on July 1, 2012, whichever date occurs first.
(Amends R.S. 17:10.1(B) and (C), 441, 442, 3881(A), 3882(2) and (5), 3883(A)(1), (6), and
(7), 3886(A), 3902(B)(3) and (5), and 3997(D)(1)(a) and (2); Repeals R.S. 17:3883(A)(8))