Current through Register Vol. 50, No. 9, September 20, 2024
A.
Evaluation Process. The evaluation cycle shall consist of communicating the job
description; developing the professional growth plan; setting student learning
targets; observation, conferencing, and data collection; and communicating the
final effectiveness calculation.
1. A copy of
the job description developed in accordance with
§303 of this Chapter shall be
distributed to each teacher and administrator prior to beginning employment in
the position with the school system and prior to the beginning of the school
year each time the job description is revised.
2. Each evaluator and evaluatee shall meet to
discuss the student learning targets set in accordance with
§305 of this Chapter. Student learning
targets not discussed in a meeting between the evaluator and evaluatee shall
not be used in the evaluation.
a. - b.
Repealed.
3. Observation
and conferencing shall be conducted in accordance with
§309 of this Chapter, with
opportunities for reflection, professional learning, and informal data
collection available throughout the evaluation cycle.
4. Each teacher and administrator shall
develop a professional growth plan collaboratively with the evaluator(s) based
on an area of refinement identified through the first observation of the
evaluation cycle. Each plan will serve as a differentiated coaching plan based
on the area of refinement to assist the educator in demonstrating effectiveness
and will include professional learning objectives as well as the strategies and
means of support that the teacher or administrator intends to use to attain
each objective.
5. At the end of
the evaluation cycle, the final evaluation score will be calculated by the
evaluator(s), with effectiveness determined according to Subsection B of this
Section. A copy of the evaluation results must be provided to the evaluatee
within 15 days of the final effectiveness determination.
B. Calculating Evaluation Scores. Fifty
percent of the evaluation shall be composed of applicable measure(s) of growth
in student learning. The remaining 50 percent shall be based upon a qualitative
assessment of teacher or administrator skills, knowledge, and professionalism.
The combination of the applicable measure of growth in student learning and the
qualitative assessment of performance shall result in a composite score used to
distinguish levels of overall effectiveness for teachers and administrators.
1. Student Growth Score. Value-added data, if
available, shall comprise 35 percent of the evaluation score, with 15 percent
of the score based on student learning target attainment. If value-added data
are not available, attainment of student learning targets will comprise 50
percent of the evaluation score.
2.
Qualitative Assessment Score for Teachers. Data collected by evaluators during
the evaluation cycle will be averaged by domain and weighted along with the
teacher self-assessment rating to calculate the 50 percent of the evaluation
based upon qualitative assessment.
a. The
teacher observation rating will be calculated by averaging the domain score
from each observation, with the Planning domain weighted at 15 percent,
Environment domain weighted at 5 percent, Instruction domain weighted at 75
percent, and Professionalism domain weighted at 5 percent.
b. The teacher self-assessment rating from
each observation will be averaged.
c. The teacher observation rating will
constitute 90 percent of the qualitative assessment score; the remaining 10
percent will be the teacher self-assessment rating.
3. Qualitative Assessment Score for
Principals. Artifacts and data collected by evaluators during the evaluation
cycle will be weighted to comprise the qualitative assessment score, with
administrator middle-of-year conference weighted at 25 percent, end-of-year
summative conference weighted at 50 percent, administrator self-assessment
rating weighted at 10 percent, and principal survey rating weighted at 15
percent. A principal with more than three years of experience in the role and a
rating above 3.50 in the previous school year may be exempted from the
middle-of the year conference, weighting the end-of-year summative conference
at 75 percent.
4. Qualitative
Assessment score for Counselors and Non-Principal School Leaders. Artifacts and
data collected by evaluators during the evaluation cycle will be weighted to
comprise the qualitative assessment score, with middle-of-year conference
weighted at 30 percent, end-of-year summative conference weighted at 60
percent, and self-assessment rating weighted at 10 percent.
5. The composite score shall be the average
of the student growth score and the qualitative assessment score. Each score
shall be represented as a decimal rounded to the hundredths place.
C. Determining the Effectiveness
Rating. The effectiveness rating shall be determined according to the composite
score ranges as follows.
1. A composite score
from 1.00 to 1.49 will constitute a rating of Ineffective.
2. A composite score from 1.50 to 2.49 will
constitute a rating of Emerging.
3.
A composite score from 2.50 to 3.49 will constitute a rating of
Proficient.
4. A composite score
from 3.50 to 4.49 will constitute a rating of Highly Effective.
5. A composite score from 4.50 to 5.00 will
constitute a rating of Exemplary.
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.
17:3901-3904,
R.S.
17:3997, and
R.S.
17:10.1.
