The state should ensure that teachers receive feedback about their performance and should require professional development to be based on needs identified through teacher evaluations.
Louisiana's evaluation system provides clear performance expectations and significant regular information on such performance to all teachers. In addition, a postobservation conference between teachers and evaluators is required to discuss "commendation and areas of improvement." Local districts must provide teachers with multiple opportunities for feedback throughout the academic year.
Louisiana requires local boards to provide targeted professional development to beginning and continuing teachers to "address deficiencies identified in the evaluation process." In addition, teachers will be given a professional growth plan "designed to assist each teacher and administrator in meeting the standards for effectiveness, effectively addressing the social, developmental, and emotional needs of students and maintaining a classroom environment that is conducive to learning." These plans are developed collaboratively between the teacher and the evaluator. Teachers rated ineffective are put on intensive assistance plans.
Louisiana Revised Code 17:3902; 17:3881; 17:3885 Bulletin 130, http://bese.louisiana.gov/documents-resources/policies-bulletins
As a result of Louisiana’s strong professional development policies, no recommendations are provided.
Louisiana recognized the factual accuracy of this analysis.
development should be connected to needs identified through teacher
The goal of teacher evaluation systems should be not just to identify highly effective teachers and those who underperform but to help all teachers improve. Even highly effective teachers may have areas where they can continue to grow and develop their knowledge and skills. Rigorous evaluations should provide actionable feedback on teachers' strengths and weaknesses that can form the basis of professional development activities. Too often professional development is random rather than targeted to the identified needs of individual teachers. Failure to make the connection between evaluations and professional development squanders the likelihood that professional development will be meaningful.
Many states are only explicit about tying professional development plans to evaluation results if the evaluation results are bad. Good evaluations with meaningful feedback should be useful to all teachers, and if done right should help design professional development plans for all teachers—not just those who receive poor ratings.
Professional Development: Supporting Research
For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see T. Kane, E. Taylor, J. Tyler, and A. Wooten, "Evaluating Teacher Effectiveness." Education Next, Volume 11, No. 3, Summer 2011; E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers," NBER Working Paper No. 16877, March 2011.
Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective. For evidence see M. Garet, A. Wayne, F. Stancavage, J. Taylor, M. Eaton, K. Walters, M. Song, S. Brown, S. Hurlburt, P. Zhu, S. Sepanik, F. Doolittle, and E. Warner, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Department of Education, Institute of Education Sciences, May 2011, NCEE 2011-4024.
For additional evidence regarding best practices for professional development, see K. Neville and C. Robinson, "The Delivery, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training" The Finance Project, 2003.