Teacher Evaluations

LAE believes that our students and teachers deserve high quality evaluation systems that provide the tools teachers need to continuously tailor instruction, enhance practice, and advance student learning.  Such systems must provide both ongoing, non-evaluative, formative feedback and regular, comprehensive, meaningful, and fair evaluations.  Such systems must be developed and implemented with teachers and their representatives, either through collective bargaining where available, or with administrators at the local level.  

ACT 54

In Louisiana, educators are evaluated base on requirements set forth in Act 54; this law requires that all educators be formally evaluated annually and requires student academic growth to count for 50% of educator evaluations with the remaining 50% based on traditional measures of effectiveness, such as observations and peer reviews. Act 54 calls on the Board of Elementary and Secondary Education to define measures of effectiveness and respective values. Go to to read more about ACT 54. If you're an LAE member, CLICK HERE for some startling facts surrounding Bulletin 130 of Act 54.


  • Nearly 95% of value-added researchers are academically protesting the misuse of VAMs.  There are many studies in which researchers have evidenced that VAMs cause unintended, perverse consequences.  Evidence shows that VAM metrics is grossly flawed, misguided and potentially harmful.In Louisiana, research shows that there is only a 46% percent chance that a teacher, who scores in the “highly effective” range of the Value Added Model the first year, will remain there the second year.

  • Research empirically demonstrates that, when VAMs are applied in practice, a teacher might have a one in four chance of being misclassified using three years of data and a one in three chance of being misclassified using one year of data.

  • It is increasingly evident that all forms of VAMs are, in the end, unreliable and therefore invalid, and unfair in that 60-70% of teachers are not even VAM-eligible.  Those who are eligible run the risk of being misclassified 25% to 33% of the time.

LAE's position:

  • The Louisiana teacher evaluation system must be constructed to make more reliable, valid, unbiased and fairer determinations about teacher quality.

  • The override provision mandating a teacher be declared ineffective if either the qualitative or the quantitative part of her/his evaluation is rated as ineffective should be removed from the teacher evaluation system.

  • The Value-Added Model must be eliminated totally from the teacher evaluation system and an alternative model of evaluation be constructed to include multiple measures of student learning and growth.

  • Student learning targets (SLTs) must be developed only between the teacher and her/his immediate supervisor.

  • The Louisiana teacher evaluation system must be revamped to allow for different education specialties, as well as different teaching styles and techniques.

  • The Louisiana teacher evaluation must reduce the amount of time principals spend evaluating teachers who achieve effective status in their first observation.

  • All alternatives to the current system of teacher evaluation should be based on using more than large-scale standardized test scores for measurement purposes and moving away from highly subjective evaluative systems.  Quantitative estimates, such as VAMs, should only aid in making better decisions from qualitative, more holistic approaches to teacher evaluation.

  • The Louisiana teacher evaluation system must ensure that all participants in an assessment are involved in its design, and have an opportunity to learn and to fully understand the system that is implemented.

  • Assessments should be informed by a full spectrum of tools, rather than a single measurement, such as test scores; and the design of the assessment system should be based on high-quality research and supported by adequate resources. (National Education Policy Center, 2010)