Louisiana Administrative Code

A. The RSD shall manage the finances to provide the best educational opportunity to all students and in the manner most likely to bring the school to an acceptable level of performance. B. The RSD must identify and explain financial priorities for schools that have been placed in…

A. Applicable Law and Policy 1. The Recovery School District is established in R.S. 17:1990 as an intermediate education unit within the Department of Education and functions as a unit within a state agency, except as otherwise provided in R.S. 17:1990 . State agencies are subjec…

A. BESE is the entity that makes the allocations of state, local, and federal funds to the RSD. If different funding amounts are allocated to different students, the funding shall follow the student. B. The RSD direct-operated and charter-operated schools shall budget on a fiscal…

A. The purpose of this policy bulletin is to set forth the role, responsibilities, and functions of the Recovery School District (RSD). Notes La. Admin. Code tit. 28 , § CXLV-101 Promulgated by the Board of Elementary and Secondary Education, LR 37:310 (January 2011). AUTHORITY N…

A. The state superintendent shall appoint the RSD superintendent with prior approval of BESE. B. The RSD superintendent shall possess the same qualifications as provided for a school system superintendent in BESE Bulletin 746-Louisiana Standards for Certification of School Person…

A. RSD shall be subject to the policies contained in BESE Bulletin 741-Louisiana Handbook for School Administrators [Public Schools], unless otherwise provided in this bulletin . Bulletin 741 collects BESE policies that govern the operation of public elementary, middle, and secon…

A. Education leaders ensure the success of all students by collaborating with families and stakeholders who represent various community interests and needs and mobilizing community resources that improve teaching and learning. The indicators in expectation 4 are designed to descr…

A. Education leaders ensure the success of all students by being professional and acting with integrity. The indicators in expectation 5 are designed to describe the degree to which educational leaders believe in, value, and are committed to: 1. the common good over personal inte…

A. Education leaders ensure the success of all students by managing organizational systems and resources for a safe, high-performing learning environment. The indicators in expectation 6 are designed to describe the degree to which educational leaders believe in, value, and are c…

A. Art Education: National Association of Schools of Art and Design (NASAD) Standards for Art Teacher Preparation. B. Dance Education: National Association of Schools of Dance (NASD) Standards for Dance Teacher Preparation. C. English Learners Education: Teachers of English to Sp…

A. Utilizing the academic standards for mathematics for the certification grade band and adjacent grade bands, the teacher candidate, at minimum, demonstrates the following competencies to plan for instruction, teach, assess, and monitor student learning: 1. provides exact, expli…

A. The teacher candidate builds and applies knowledge within grade coherence and vertical alignment of mathematical topics and relationships within and across mathematical domains to identify key mathematical ideas and implement mathematically sound lesson sequences and units of …

A. Early Interventionist Birth-Five Years: Council for Exceptional Children (CEC) Initial Special Education Early Childhood Specialty Set. B. Deaf or Hard of Hearing K-12: CEC Initial Special Education Deaf and Hard of Hearing Specialty Set. C. Visual Impairments/Blind K-12: CEC …

A. Science Education: National Science Teachers Association (NSTA) Standards for Science Teacher Preparation. B. Social Studies Education: National Council for the Social Studies (NCSS) Standards for the Initial Preparation of Social Studies Teachers. Notes La. Admin. Code tit. 2…

A. Agriculture Education: American Association for Agriculture (AAAE) National Standards for Teacher Education in Agriculture. B. Business and Marketing Education: National Association for Business Teacher Education Association (NABTE) Business Teacher Education Standards. C. Com…

A. LDOE has adopted the Louisiana Leader Rubric through a partnership with National Institute for Excellence in Teaching (NIET) to directly support improvements in school leadership as defined by performance expectations outlined in this Chapter. The rubric supports school leader…

A. Education leaders consistently and effectively reflect on their leadership practice resulting in strategic action plans that lead to significant increase in student achievement and teacher proficiency. Leaders self-reflect to determine areas of growth and set rigorous goals ro…

A. The teacher candidate applies knowledge of the theoretical and evidence-based foundations of reading and writing processes and specific disciplinary literacy expectations as described in academic standards to select or design and implement an integrated and comprehensive curri…

A. Education Leaders ensure the achievement and success of all students by monitoring and continuously improving teaching and learning. The indicators in expectation 2 are designed to describe the degree to which educational leaders believe in, value, and are committed to: 1. lea…

A. The English language arts and literacy teacher preparation competencies identify essential knowledge and skills for teacher candidates seeking certification in birth to kindergarten, pre-kindergarten-third grade, elementary grades 1-5, elementary grades 1-5 integrated to merge…

A. The teacher candidate applies knowledge of the relationships among speaking and listening, language, reading, and writing to use writing and speaking and listening experiences in conjunction with language and reading instruction to enhance student reading and writing developme…

A. The mathematics teacher preparation competencies identify essential knowledge and skills for teacher candidates seeking certification in birth to kindergarten, pre-kindergarten-third grade, elementary grades 1-5, elementary grades 1-5 integrated to merged, mathematics grades 4…

A. Education leaders ensure the achievement of all students by guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student. The indicators in expectation 1 are designed to describe the degree to…

A. Competencies establish clear and comprehensive standards for teachers and educational leaders in the state of Louisiana and outline expectations required for effective teaching and leadership is K-12 education. The framework for teacher preparation programs, certification proc…

A. The teacher candidate demonstrates, at an effective level, the Louisiana components of effective teaching as defined in LAC 28:CXLVII (Bulletin 130) and the Louisiana educator rubric or local personnel evaluation, as applicable. B. The teacher candidate demonstrates mastery of…

A. The competencies identify the fundamental knowledge and skills developed and assessed in teacher candidates who are pursuing certification that includes eligibility to teach special education in Louisiana. Notes La. Admin. Code tit. 28 , § CXLVI-305 Promulgated by the Board of…

A. The teacher candidate uses positive motivational and instructional interventions to teach students with exceptionalities how to adapt to different environments. B. The teacher candidate sets expectations for personal and social behavior of students with exceptionalities in var…

A. The teacher candidate makes the general curricula accessible to students with exceptionalities by implementing instruction that is inclusive of appropriate accommodations and modifications to the general curricula as outlined in an IEP. B. The teacher candidate develops and im…

A. The Louisiana competencies for initial teacher certification define what a teacher candidate must know and be able to do in order to be eligible for certification upon completion of a BESE-approved teacher preparation program. The competencies represent the knowledge and skill…

A. The teacher candidate monitors progress of students with exceptionalities towards attainment of IEP goals and objectives. 1. The teacher candidate uses knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for student…

A. The teacher candidate is able to read and understand the language, craft, topics, themes, and ideas of complex texts and explain how one is able to read and understand the texts. 1. The teacher candidate reads a wide variety of complex texts appropriate for instruction of age …

A. The early childhood teacher preparation competencies identify essential knowledge and skills for teacher candidates seeking early childhood ancillary certification and certification in birth to kindergarten. Notes La. Admin. Code tit. 28 , § CXLVI-329 Promulgated by the Board …

A. The teacher candidate designs instructional learning outcomes written in terms of what children will learn rather than do and includes indicators from applicable Louisiana birth to five early learning and development standards (ELDS) domains, and are appropriate for diverse le…

A. The teacher candidate plans and implements age- and ability-appropriate instruction for students with exceptionalities that supports progress in the general curricula. 1. The teacher candidate incorporates goals and strategies from multiple IEPs in lesson plans. 2. The teacher…

A. LEAs must utilize an observation tool to conduct a qualitative assessment of educator performance that will comprise 50 percent of the composite evaluation score for all evaluations. B. LEA observation tools shall adhere to the following minimum requirements. 1. The tool for t…

A. Each LEA must develop a uniform system for the annual evaluation of certified and other professional personnel in accordance with the provisions of this Part. B. The guidelines approved by BESE to form a basis for local teacher evaluation programs include regulations in this P…

A. Observation and Conferencing Components for Teachers. The annual teacher evaluation shall include an observation conducted according to each step of the process outlined in this Section and shall adhere to the following minimum requirements. 1. Each announced observation shall…

A. LEAs shall establish and maintain an accountability relationships register to clearly define who shall be the evaluator or evaluators within the ranks of teachers and administrators. B. Evaluators of teachers shall be school principals, assistant principals, or the evaluatee's…

A. LEAs shall provide professional learning to all teachers and administrators, based upon their individual areas of refinement, as measured by the evaluation process. Professional learning opportunities provided by LEAs shall meet the following criteria. 1. Professional learning…

A. In order that consistency in terminology be maintained on a statewide basis, the department has established a list of terms and definitions. Careful consideration of each should be given during the training and implementation of personnel evaluation programs. The definitions b…

A. Student learning targets and, where available, a value-added model shall be used to measure student growth for the purposes of teacher and administrator evaluations according to guidelines provided by LDOE. B. For teachers and administrators, progress towards predetermined stu…

A. Each local school board has the responsibility of providing a program for the evaluation of certified and other professional personnel employed within the system. Programs should be appropriate and should meet the needs of the school district. B. Local personnel evaluation pla…

A. The purposes for which personnel evaluation will be used in Louisiana are as follows: 1. to support performance management systems that ensure qualified and effective personnel are employed in instructional and administrative positions; 2. to enhance the quality of instruction…

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 c…

A. Third Party Entity is defined as an entity that employs a teacher who provides instruction in a public school but is not employed by the public school governing authority. B. When the employer is a BESE-approved third party entity, the evaluation shall be completed by the empl…

A. The local personnel evaluation plan shall contain a copy of the job descriptions currently in use in the LEA. The LEA shall establish a competency-based job description for every category of teacher and administrator pursuant to its evaluation plan. At a minimum, job descripti…

A. An intensive assistance plan shall be developed by evaluators and evaluatees when an evaluatee has received an overall rating of Ineffective or has consistently demonstrated Ineffective performance, as determined by the evaluator, prior to receiving such a rating. B. An intens…