Provides relative to parental involvement as a factor in determining the effectiveness of a teacher using the value-added assessment model. (gov sig)
Impact
If enacted, SB 654 would change the evaluation criteria for public school teachers and administrators, including those in charter schools. Currently, the law stipulates that evaluations must be based on student achievement growth data; SB 654 expands this by mandating that parental involvement be considered as an essential element. This bill represents a significant shift in education policy by formally integrating family engagement into the professional assessments of teachers, which may lead to a reevaluation of teaching strategies and community involvement in schools.
Summary
Senate Bill 654 focuses on the evaluation of teachers in Louisiana, specifically emphasizing the role of parental involvement in assessing teacher effectiveness. The bill amends the existing framework for teacher evaluations to include parental involvement as a critical factor when utilizing the value-added assessment model. This adjustment aims to provide a more comprehensive view of a teacher's performance by recognizing the impact of parental engagement on student success. By requiring local evaluations to incorporate this factor, the bill seeks to enhance the accountability of educators towards their students and their families.
Sentiment
The discussion surrounding SB 654 appears to reflect a relatively positive sentiment among proponents who argue that increased parental involvement is vital for educational success. Advocates believe that acknowledging the role of parents in teacher evaluations can foster better collaboration between schools and families, ultimately benefiting students. However, the bill may face scrutiny regarding the practicality and fairness of including parental involvement in teacher assessments, thus generating a mixed response from various stakeholders in the education sector.
Contention
Notable points of contention regarding SB 654 may center around the implications of holding teachers accountable for factors that are often beyond their control, such as parental engagement. Critics might argue that this requirement could unfairly penalize teachers whose students have less supportive home environments, thus complicating the evaluation process. Additionally, debate could emerge over the adequacy of measures in place to define and assess what constitutes 'parental involvement,' raising questions about the potential for inconsistencies in evaluations across different school districts.
Requires approval by the House and Senate education committees of the value-added teacher assessment model prior to implementation of certain evaluation program requirements
Lowers the required percentage of a teacher's evaluation that is based on growth in student achievement using a value-added assessment model and provides for weighted application of evaluation elements in the calculation of evaluation results (OR INCREASE LF EX See Note)