Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
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 noted that principal evaluation is based on student performance, and 50 percent of teacher evaluation is also linked to student performance. A minimum of two student learning targets, must be identified for each administrator. For principals, the state provides recommended targets to use in assessing the quality and attainment of both student learning targets, which are based on a review of "similar" schools. The state annually publishes the methodology for defining "similar" schools. At least one learning target must be based on overall school performance improvement in the current school year, as measured by the school performance score. And at least one learning target must be based on growth in a component (e.g., ELA or math improvement) of school performance score. Principals at schools with special populations (e.g., alternative schools) or those who do not have grades with standardized testing and available value-added data (e.g., K-2 schools) may define learning targets based on state guidance.
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.