Teacher and Principal Evaluation Policy
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Effectiveness in Louisiana from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: Louisiana requires student growth to count for 50 percent of a principal's evaluation rating.
Link to Teacher Effectiveness/Instructional Leadership: Louisiana state policy does not explicitly link principal evaluations and teacher effectiveness/instructional leadership.
Improvement Plans: Louisiana requires that an intensive assistance plan be developed when a principal has received a rating of ineffective or has consistently demonstrated ineffective performance, as determined by the evaluator, prior to receiving such a rating.
Surveys: Louisiana state policy does not mention surveys for the purposes of principal evaluation.
Title 28 Part CXLVII Bulletin 130 Performance Expectations and Indicators for Educational Leaders, Bulletin 125: http://www.doa.la.gov/Pages/osr/lac/LAC-28.aspx
Make an explicit link between principal evaluation and teacher effectiveness/instructional leadership.
Because the time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on both teachers and students, Louisiana should evaluate its principals—to some degree—on teacher effectiveness and instructional leadership.
Require or explicitly allow surveys.
Louisiana should require—or at the very least, explicitly allow—survey data to be included in a principal's evaluation rating. These data could be derived from school climate, teacher, student, or school community surveys and are necessary to provide data about a principal's overall leadership of the school community.
Louisiana asserted that it does link principal evaluations with teacher effectiveness. Principals must set goals (SLTs) based on the school's performance score (SPS) and letter grade. One goal must be set based on overall SPS. A second goal must be connected to a particular component for improvement (e.g., graduation rate).
7G: Principal Effectiveness
Research demonstrates that there is a clear link between school leadership and school outcomes. Principals foster school improvement by shaping school goals, policies and practices, and social and organizational structures. Principals vary significantly in their effectiveness, and research suggests that high-quality principals positively affect student achievement, in-school discipline, parents' perceptions of schools, and school climates. Further, principals affect teacher retention and recruitment; effective principals are more adept at retaining effective teachers and removing ineffective teachers. The time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on teachers and students. Because principals are an essential component of creating successful schools, their effectiveness should be regularly evaluated by trained evaluators on systems that include objective measures. Such systems will help to ensure that all principals receive the feedback and support necessary to improve their practice and, ultimately, student and school outcomes.