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Regular Session, 2012
SENATE BILL NO. 650
BY SENATOR NEVERS
TEACHERS. Provides relative to teacher tenure and for evaluation of teachers utilizing
multiple indicators and data sources. (gov sig)
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 (8), 3886(A), 3902(B)(3) and (5), and 3997(D)(1)(a) and (2), and3
to repeal R.S. 17:3883(A)(7), 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 (8), 3886(A), 3902(B)(3) and (5), and 3997(D)(1)(a) and (2) are hereby amended and14
reenacted to read as follows:15
§10.1. School and district accountability system; purpose; responsibilities of state16
board17 SB NO. 650
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* * *1
B. The State Board of Elementary and Secondary Education, hereafter2
referred to as the "state board", shall provide for a statewide system of accountability3
for schools and school districts based on multiple indicators of student growth and4
achievement from multiple data sources and minimum standards for the approval5
of schools pursuant to R.S. 17:10. Beginning with the 2011-20122 2012-2013 school6
year, such system shall be based, in part, on multiple indicators of student growth7
in student and achievement using a value-added assessment model as determined by8
the state board. The program shall include, at a minimum, clear and appropriate9
standards for schools and school districts, indicators for the assessment of schools10
and school districts, student achievement baselines, student growth targets, and11
appropriate minimum levels of student achievement for each public school and12
school district, rewards and corrective actions, specific intervals for assessment and13
reassessment of schools and school districts, a review process for evaluating growth14
targets, and technical assistance.15
C. The state board shall develop and adopt a policy to invalidate student16
achievement growth data using a value-added assessment model for any school year17
in which there is a natural disaster or any other unexpected event that results in the18
temporary closure of schools.19
* * *20
§441. Definitions21
As used in this Subpart, the word "teacher" means unless otherwise clearly22
indicated, the following terms mean:23
(1) "Teacher" means:24
(1)(a) Any employee of any parish or city school board who holds a teacher's25
certificate and whose legal employment requires such teacher's certificate;26
(2)(b) Any school lunch supervisor employed by a parish or city school27
board who holds a special parish school lunch supervisor's certificate issued by the28
department of education of the state of Louisiana and whose employment requires29 SB NO. 650
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such certificate.1
(2) "Beginning teacher" means a teacher who is in his first year of2
employment with a local public school board.3
(3) "Emerging teacher" means a teacher who is in his second or third4
year of employment with a local public school board.5
(4) "Provisional teacher" means a teacher who is his fourth year of6
employment with a local public school board and who did not acquire regular7
and permanent status at the end of his second year as an emerging teacher.8
§442. Probation and tenure of parish or city school teachers Teachers; dismissal;9
tenure10
Each teacher shall serve a probationary term of three years to be reckoned11
from the date of his first appointment in the parish or city in which the teacher is12
serving his probation. During the probationary term the parish or city school board,13
as the case may be, may dismiss or discharge any probationary teacher upon the14
written recommendation of the parish or city superintendent of schools, as the case15
may be, accompanied by valid reasons therefor.16
Any teacher found unsatisfactory by the parish or city school board, as the17
case may be, at the expiration of the said probationary term, shall be notified in18
writing by the board that he has been discharged or dismissed; in the absence of such19
notification, such probationary teacher shall automatically become a regular and20
permanent teacher in the employ of the school board of the parish or city, as the case21
may be, in which he has successfully served his three year probationary term; all22
teachers in the employ of any parish or city school board as of July 31, 1946 who23
hold proper certificates and who have served satisfactorily as teachers in that parish24
or city for more than three consecutive years, are declared to be regular and25
permanent teachers in the employ of the school board of that parish or city.26
A. A teacher who has acquired tenure before July 1, 2012, retains tenure27
and shall not be dismissed, discharged, demoted, or otherwise disciplined except28
in accordance with the provisions of R.S. 17:443.29 SB NO. 650
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B. Effective beginning on July 1, 2012, the following shall apply:1
(1)(a) Each teacher shall serve one year as a beginning teacher and two2
years as an emerging teacher prior to becoming a regular and permanent3
teacher in the employ of the local public school board.4
(b) The employing local public school board may dismiss or discharge5
any beginning or emerging teacher upon the written recommendation of the6
local school superintendent, accompanied by valid reasons therefor.7
(2) A teacher found unsatisfactory by the local public school board prior8
to the end of his second year as an emerging teacher shall be notified in writing9
by the school board that he has been dismissed or discharged.10
(3) An emerging teacher who has not been found unsatisfactory by the11
school board and who has attained at least the mid-range of effectiveness in all12
areas evaluated by the board prior to the end of his third year of employment13
with the board shall automatically become a regular and permanent teacher in14
the employ of the school board and shall not be dismissed, discharged, demoted,15
or otherwise disciplined except in accordance with the provisions of R.S. 17:443.16
(4) An emerging teacher who has not attained at least the mid-range of17
effectiveness in all areas evaluated by the board prior to the end of his third18
year of employment with the board may be dismissed or discharged in19
accordance with the provisions of Subparagraph (1)(b) of this Subsection or20
retained by the school board and employed for one year as a provisional21
teacher.22
(5) A provisional teacher who has attained at least the mid-range of23
effectiveness in all areas evaluated by the board prior to the end of his fourth24
year of employment with the board shall automatically become a regular and25
permanent teacher in the employ of the school board and shall not be dismissed,26
discharged, demoted, or otherwise disciplined except in accordance with the27
provisions of R.S. 17:443.28
(6) A provisional teacher who has not attained at least the mid-range of29 SB NO. 650
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effectiveness in all areas evaluated by the board prior to the end of his fourth1
year of employment with the board shall be dismissed or discharged in2
accordance with the provisions of Subparagraph (1)(b) of this Subsection.3
* * *4
§3881. Purpose5
A. It is the purpose of this Part to establish periodic evaluations of6
performance and effectiveness, based in part on multiple indicators of student7
growth in student and achievement using a value-added assessment model multiple8
data sources as determined by the board, and continuous professional development9
as integral aspects of professional careers in education.10
* * *11
§3882. Definitions12
For the purposes of this Part, the following definitions shall apply:13
* * *14
(2) "Components Principles of effective teaching" means the elements of15
teaching performance defined by the board, in formal, recognized collaboration with16
educators and other stakeholders involved in education, to be critical to providing17
effective classroom instruction. As used in the evaluation programs, the term18
includes any elements of the components principles being rated.19
* * *20
(5) "Local board" means a city, parish, or other local public school board,21
including but not limited to the governing board of a charter school.22
* * *23
§3883. State Board of Elementary and Secondary Education; powers and duties24
A. The board shall:25
(1) Establish the components principles of effective teaching, including26
measures of effectiveness, which shall be periodically reviewed and revised as27
necessary. The principles of effective teaching shall, at a minimum, include the28
following standards and indicators:29 SB NO. 650
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(a) Curriculum, Planning, and Assessment standard: Promotes the1
learning and growth of all students by providing high quality and coherent2
instruction, designing and administering authentic and meaningful student3
assessments, analyzing student performance and growth data, using this data4
to improve instruction, providing students with constructive feedback on an5
on-going basis, and continuously refining learning objectives.6
(i) Curriculum and Planning indicator: Knows the subject matter well,7
has a good grasp of child development and how students learn, and designs8
effective and rigorous standards-based units of instruction consisting of9
well-structured lessons with measurable outcomes.10
(ii) Assessment indicator: Uses a variety of informal and formal methods11
of assessment to measure student learning, growth, and understanding, develops12
differentiated and enhanced learning experiences, and improves future13
instruction.14
(iii) Analysis indicator: Analyzes data from assessments, draws15
conclusions, and shares them appropriately.16
(b) Teaching All Students standard: Promotes the learning and growth17
of all students through instructional practices that establish high expectations,18
create a safe and effective classroom environment, and demonstrate cultural19
proficiency.20
(i) Instruction indicator: Uses instructional practices that reflect high21
expectations regarding content and quality of effort and work, engage all22
students, and are personalized to accommodate diverse learning styles, needs,23
interests, and levels of readiness.24
(ii) Learning Environment indicator: Creates and maintains a safe and25
collaborative learning environment that values diversity and motivates students26
to take academic risks, challenge themselves, and claim ownership of their27
learning.28
(iii) Cultural Proficiency indicator: Actively creates and maintains an29 SB NO. 650
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environment in which students' diverse backgrounds, identities, strengths, and1
challenges are respected.2
(iv) Expectations indicator: Plans and implements lessons that set clear3
and high expectations and make knowledge accessible for all students.4
(c) Family and Community Engagement standard: Promotes the5
learning and growth of all students through effective partnerships with families,6
care givers, community members, and organizations.7
(i) Engagement indicator: Welcomes and encourages every family to8
become active participants in the classroom and school community.9
(ii) Collaboration indicator: Collaborates with families to create and10
implement strategies for supporting student learning and development both at11
home and at school.12
(iii) Communication indicator: Engages in regular, two-way, and13
culturally proficient communication with families regarding student learning14
and performance.15
(d) Professional Culture standard: Promotes the learning and growth of16
all students through ethical, culturally proficient, skilled, and collaborative17
practice.18
(i) Reflection indicator: Demonstrates the capacity to reflect on and19
improve the educator's own practice, using informal means as well as meetings20
with teams and work groups to gather information, analyze data, examine21
issues, set meaningful goals, and develop new approaches in order to improve22
teaching and learning.23
(ii) Professional Growth indicator: Actively pursues professional24
development and learning opportunities to improve quality of practice or build25
the expertise and experience to assume different instructional and leadership26
roles.27
(iii) Collaboration indicator: Collaborates effectively with colleagues on28
a wide range of tasks.29 SB NO. 650
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(iv) Decision-making indicator: Becomes involved in school-wide1
decision-making, and takes an active role in school improvement planning.2
(v) Shared Responsibility indicator: Shares responsibility for the3
performance of all students within the school.4
(vi) Professional Responsibilities indicator: Is ethical and reliable, and5
meets routine responsibilities consistently.6
* * *7
(6)(a) Require the state superintendent of education to appoint and convene8
an Educator a Teacher Effectiveness and Evaluation Advisory Committee to make9
recommendations to the board regarding the development of a value-added10
assessment model, the identification of measures of student growth for grades and11
subjects for which value-added data is not available and for personnel for whom12
value-added data is not available, the principles of effective teaching and a teacher13
and administrator evaluation program based upon multiple indicators and data14
sources, and the adoption of standards of effectiveness. The membership of the15
advisory committee shall be approved by the board, and at least fifty percent of the16
membership shall be comprised of practicing classroom educators. The advisory17
committee shall include but not be limited to at least two parents of public school18
students and the following groups or organizations as follows:19
(i) One member Four members appointed by the Associated Professional20
Educators of Louisiana.21
(ii) One member Eight members appointed by the Louisiana Association of22
Educators.23
(iii) One member Eight members appointed by the Louisiana Federation of24
Teachers.25
(iv) One member Three members appointed by the Louisiana Association26
of School Superintendents.27
(v) One member Five members appointed by the Louisiana Association of28
Principals.29 SB NO. 650
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(vi) One member Two members appointed by the Louisiana Association of1
Public Charter Schools.2
(vii) Two members One member of the Senate Committee on Education,3
appointed by the chairman thereof.4
(viii) Two members One member of the House Committee on Education,5
appointed by the chairman thereof.6
(ix) One member appointed by each member of the State Board of7
Elementary and Secondary Education The dean of the college of education from8
each public four-year postsecondary institution and one faculty member from9
each such college of education appointed by the dean thereof shall serve as ex10
officio members.11
(b) The members of the committee shall serve without compensation.12
(c) The initial meeting of the committee shall be held not later than13
September 30, 2010 August 30, 2012.14
(d) The committee shall submit its initial recommendations to the board and15
the Senate and House committees on education by not later than April 30, 2012.16
* * *17
(8) (7) Beginning in 2013 and thereafter, submit a written report to the Senate18
Committee on Education and the House Committee on Education, not later than19
March first of each year, and at such other times as requested by the committees,20
regarding the implementation, results, and effectiveness of the value-added21
assessment model teacher and administrator evaluation program as provided in22
this Part.23
* * *24
§3886. Teaching credentials; regular certification, permanent certification; effect of25
evaluation26
A. If a teacher's evaluation demonstrates that he has met the standard for27
effectiveness as determined by the board , using value-added data, for three years28
during the initial certification or renewal process, a certificate shall be issued or29 SB NO. 650
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renewed unless the board receives evidence from the local board, through an appeal,1
that justifies discontinuation. Similarly, if a teacher's evaluation demonstrates that2
he has not met the standard for effectiveness as determined by the board, using either3
value-added data or other components of the evaluation, for three years during the4
initial certification or renewal process, the board shall not issue or renew a certificate5
unless evidence of effectiveness is received from the local board, through an appeal,6
that justifies the issuance of a certificate.7
* * *8
§3902. Evaluation program; process9
* * *10
B. The elements of evaluation and standards for effectiveness shall be defined11
by the board pursuant to rules and regulations promulgated for such purpose. Such12
rules and regulations shall require that, at a minimum, local evaluation plans contain13
the following elements:14
* * *15
(3) Observation and conferencing. The evaluator or evaluators of each16
teacher or administrator shall conduct a pre-observation conference during which the17
teacher or administrator shall provide the evaluator or evaluators with relevant18
information. A teacher shall provide information concerning the planning of the19
lesson to be observed as well as any other information the teacher considers20
pertinent. The observation shall occur at a time and place established in advance,21
shall be of sufficient duration to provide meaningful data which, in the case of a22
teacher, shall be not less than the duration of one complete lesson. In the case of a23
teacher, the observation shall be conducted using the components principles of24
effective teaching, as well as any additional local board criteria included in the job25
description. In the case of an administrator, the observation may consist of the26
collection of prescribed performance documentation and shall be conducted using27
applicable components principles of effective teaching, elements prescribed by28
board rule, and any additional local board criteria included in the job description. A29 SB NO. 650
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post-observation conference shall be conducted to discuss commendation and1
recommendations.2
* * *3
(5) Measure Multiple measures of effectiveness. By the beginning of the4
2012-2013 school year, fifty percent of such evaluations shall be based on evidence5
multiple indicators of student growth in student and achievement using a value-6
added assessment model multiple indicators and data sources as determined by the7
board for grade levels and subjects for which value-added data is available. For grade8
levels and subjects for which value-added data is not available and for personnel for9
whom value-added data is not available, the board shall establish measures of student10
growth. The model shall take into account important student factors, including but11
not limited to special education, eligibility for free or reduced price meals, student12
attendance, and student discipline. The state board shall develop and adopt a policy13
to invalidate such student growth data for any teacher for any school year in which14
there is a natural disaster or any other unexpected event that results in the temporary15
closure of the school.16
* * *17
§3997. Charter school employees18
* * *19
D.(1)(a) Each governing authority of a charter school annually shall evaluate20
every teacher and administrator employed at the school using the value-added21
assessment model and measures of student growth multiple indicators of student22
growth and achievement using multiple indicators and data sources as23
determined by the State Board of Elementary and Secondary Education pursuant to24
R.S. 17:3902(B)(5).25
* * *26
(2) By the beginning of the 2012-2013 school year, fifty percent of each27
teacher and administrator evaluation conducted pursuant to Paragraph (1) of this28
Subsection shall be based on evidence of growth in student achievement using the29 SB NO. 650
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value-added assessment model as determined by the state board for grade levels and1
subjects for which value-added data is available. For grade levels and subjects for2
which value-added data is not available, the state board shall establish measures of3
student growth. The model evaluation plan shall take into account important student4
factors, including but not limited to special education, eligibility for free or reduced5
price meals, student attendance, and student discipline. The state board shall develop6
and adopt a policy to invalidate such student growth data for any teacher for any7
school year in which there is a natural disaster or any other unexpected event that8
results in the temporary closure of the school.9
* * *10
Section 2. R.S. 17:3883(A)(7) is hereby repealed.11
Section 3. Any and all funds and sources of funding that have been designated or12
utilized by the State Board of Elementary and Secondary Education or the state Department13
of Education to develop, implement, and administer teacher and administrator evaluation14
programs prior to the effective date of this Act shall continue to be used to implement the15
provisions of this Act.16
Section 4. This Act shall become effective upon signature by the governor or on July17
1, 2012, whichever date occurs first. If vetoed by the governor and subsequently approved18
by the legislature, this Act shall become effective on the day following such approval.19
The original instrument and the following digest, which constitutes no part
of the legislative instrument, were prepared by Jeanne C. Johnston.
DIGEST
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 the 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: SB NO. 650
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1. "Beginning teacher" means a teacher who is in his first year of employme nt 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 3-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 the tenure provisions in present law.
3. Provides for the following with respect to tenure, effective July 1, 2012:
(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 employe e of the
employing school board and shall not be dismissed, discharged, demoted, or
otherwise disciplined except in accordance with the tenure provisions in
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 the tenure SB NO. 650
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provisions in 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 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 these provisions 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: Promotes the learning and growth
of all students by providing high quality and coherent instruction, designing and
administering authentic and meaningful student assessments, analyzing student
performance and growth data, using this data to improve instruction, providing
students with constructive feedback on an on-going basis, and continuously refining
learning objectives.
(a)Curriculum and Planning indicator: Knows the subject matter well, has a
good grasp of child development and how students learn, and designs
effective and rigorous standards-based units of instruction consisting of
well-structured lessons with measurable outcomes.
(b)Assessment indicator: Uses a variety of informal and formal methods of
assessment to measure student learning, growth, and understanding, develops
differentiated and enhanced learning experiences, and improves future
instruction.
(c)Analysis indicator: Analyzes data from assessments, draws conclusions, and
shares them appropriately.
2. Teaching All Students standard: Promotes the learning and growth of all students
through instructional practices that establish high expectations, create a safe and
effective classroom environment, and demonstrate cultural proficiency.
(a)Instruction indicator: Uses instructional practices that reflect high
expectations regarding content and quality of effort and work, engage all
students, and are personalized to accommodate diverse learning styles, needs,
interests, and levels of readiness.
(b)Learning Environment indicator: Creates and maintains a safe and
collaborative learning environment that values diversity and motivates
students to take academic risks, challenge themselves, and claim ownership
of their learning.
(c)Cultural Proficiency indicator: Actively creates and maintains an
environment in which students' diverse backgrounds, identities, strengths, SB NO. 650
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and challenges are respected.
(d)Expectations indicator: Plans and implements lessons that set clear and high
expectations and make knowledge accessible for all students.
3. Family and Community Engagement standard: Promotes the learning and growth of
all students through effective partnerships with families, care givers, community
members, and organizations.
(a)Engagement indicator: Welcomes and encourages every family to become
active participants in the classroom and school community.
(b)Collaboration indicator: Collaborates with families to create and implement
strategies for supporting student learning and development both at home and
at school.
(c)Communication indicator: Engages in regular, two-way, and culturally
proficient communication with families regarding student learning and
performance.
4. Professional Culture standard: Promotes the learning and growth of all students
through ethical, culturally proficient, skilled, and collaborative practice.
(a)Reflection indicator: Demonstrates the capacity to reflect on and improve the
educator's own practice, using informal means as well as meetings with
teams and work groups to gather information, analyze data, examine issues,
set meaningful goals, and develop new approaches in order to improve
teaching and learning.
(b)Professional Growth indicator: Actively pursues professional development
and learning opportunities to improve quality of practice or build the
expertise and experience to assume different instructional and leadership
roles.
(c)Collaboration indicator: Collaborates effectively with colleagues on a wide
range of tasks.
(d)Decision-making indicator: Becomes involved in school-wide
decision-making, and takes an active role in school improvement planning.
(e)Shared Responsibility indicator: Shares responsibility for the performance
of all students within the school.
(f)Professional Responsibilities indicator: Is ethical and reliable, and meets
routine responsibilities consistently.
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 based upon multiple indicators and data sources and the
adoption of standards of effectiveness. Provides that the advisory committee include at least
to public school parents and the following groups or organizations as follows: SB NO. 650
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1. Four members appointed by the Associated Professional Educators of Louisiana.
2.Eight members appointed by the Louisiana Association of Educators.
3. Eight members appointed by the Louisiana Federation of Teachers.
4. Three members appointed by the Louisiana Association of School Superintendents.
5. Five members appointed by the Louisiana Association of Principals.
6. Two members appointed by the Louisiana Association of Public Charter Schools.
7. One member of the Senate Committee on Education, appointed by the chairman
thereof.
8. One member of the House Committee on Education, appointed by the chairman
thereof.
9. The dean of the college of education from each public four-year postsecondary
institution and one faculty member from each such college of education appointed
by the dean thereof who shall serve as ex officio members.
Provides that members of the committee shall serve without compensation.
Provides that the initial meeting of the committee shall be held not later than August 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 implementation, results, and
effectiveness of the value-added assessment model.
Proposed law deletes the reference to the value-added assessment model and requires that
the report be made relative to the teacher and administrator evaluation program as provided
in proposed law.
Present law makes a teacher's effectiveness using value-added data as a factor in determining
whether a teacher meets the requirements for initial teacher certification or certificate
renewal.
Proposed law deletes the requirement that use of value-added data be a factor in determining
teacher effectiveness for certification purposes.
Present law requires that by the beginning of the 2012-2013 school year, that 50% of a
teacher or administrator's annual evaluation be based on growth in student achievement
using a 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. SB NO. 650
SLS 12RS-963 ORIGINAL
Page 17 of 17
Coding: Words which are struck through are deletions from existing law;
words in boldface type and underscored are additions.
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 any and all funds and sources of funding that have been
designated or utilized by BESE or DOE to develop, implement, and administer 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 the governor or on July 1, 2012, whichever date occurs first. If
vetoed by the governor and subsequently approved by the legislature, proposed law shall
become effective on the day following such approval.
(Amends R.S. 17:10.1(B) and (C), 441, 442, 3881(A), 3882(2) and (5), 3883(A)(1), (6) and
(8), 3886(A), 3902(B)(3) and (5), and 3997(D)(1)(a) and (2); repeals R.S. 17:3883(A)(7))