Louisiana
Teaching Standards and Leadership Standards
Teaching Standards
Is working with and meeting the needs of students with disabilities addressed in state teaching standards?
Louisiana requires teachers to meet the needs of students with disabilities through standards specific to Louisiana and through national standards adopted by the state.
The Louisiana Components of Effective Teaching specify that all students must be considered in designing instruction and engaging students in learning:
Domain 1c: Setting Instructional Outcomes
Instructional outcomes should reflect important learning and must lend themselves to various forms of assessment so that all students are able to demonstrate their understanding of content. Outcomes determine the instructional activities, resources used, their suitability for diverse learners and methods of assessment. Outcomes are suitable to groups of students in the class, differentiated where necessary.
Domain 3c: Engaging Students in Learning
Learning tasks and activities are aligned with instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement of students.
The State has adopted national standards established by the National Council for Accreditation of Teacher Education (NCATE), the Teacher Education Accreditation Council (TEAC), and the Council for Accreditation of Educator Preparation (CAEP).
NCATE requires that candidates develop knowledge, skill, and dispositions to help all children learn; students with exceptionalities are included in the definition of ‘all’. NCATE specifically addresses “students with exceptionalities” in the design, implementation, and evaluation of curriculum and experiences. Candidates must be provided opportunities to participate in field experiences that include students with exceptionalities and to work with faculty who have knowledge and experiences in working with students with exceptionalities.
TEAC requires that teachers ‘act on their knowledge in a caring and professional manner that would lead to appropriate levels of achievement for all their pupils.
CAEP requires candidates to demonstrate an understanding of INTASC core standards. The updating of INTASC core standards reflects a new vision of teaching for student achievement. A key theme for the updated teaching standards is ‘Personalized Learning for Diverse Learners’. Diverse learners include students who have learning disabilities. The provider demonstrates efforts to know and address local needs for hard-to-staff schools, including school with students with disabilities.
Sources:
Louisiana Department of Education (LDOE), Standards for Approval of Teacher Education Programs (Bulletin 996) and Louisiana Standards for State Certification of School Personnel (Bulletin 746)
Louisiana Department of Education, Certification
NCATE Standards
TEAC Standards
CAEP Standards
Email communication from LDE, September 9, 2014
School Leadership Standards
Is knowledge of working with students with disabilities included in leader standards?
The Standards for Educational Leaders in Louisiana specifically addresses students with disabilities. Performance expectations related to Teaching and Learning requires educational leaders to provide and monitor the effects of differentiated teaching strategies, curricular materials, educational technologies, and other resources appropriate to address diverse student populations, including students with disabilities. (Performance Expectation 2.D.1.c)
Source: LDOE, Standards for Educational Leaders in Louisiana (Bulletin 125)
Teacher and Principal Preparation
Teacher Preparation – Program Approval/Accreditation
Required course work in teaching students with disabilities/diverse learners
By law, the Louisiana Board of Elementary and Secondary Education (BESE) must approve minimum course guidelines for undergraduate teacher education programs provided by Louisiana higher education institutions. Louisiana Standards for State Certification of School Personnel, for every grade level of teacher certification, require candidates to have taken at least 15 hours of coursework in “Knowledge of the Learner and the Learning Environment.” That coursework must “address the needs of the regular and the exceptional child” and include a focus on child/adolescent development/psychology, educational psychology, the learner with special needs, classroom organization and management, and multicultural education.
Sources:
LDOE, Standards for Approval of Teacher Education Programs (Bulletin 996) and Louisiana Standards for State Certification of School Personnel (Bulletin 746)
LDE, Certification
Clinical time in diverse settings/teaching special populations
The BESE has the authority to establish qualifications and requirements for approval of teacher education programs from which graduates may be certified. Programs are required to provide teacher candidates with practical experience in actual classroom situations during the student’s sophomore year of college. These must include field experiences in “schools of varied socioeconomic and cultural characteristics” and must include “instruction in child discipline and the prevention of disruptive behavior in schools.” It is recommended that pre-service teachers be provided a minimum of 180 hours of direct teaching experience in field-based settings prior to student teaching. In addition, candidates must spend a minimum of 270 clock hours in student teaching with at least 180 of these hours in actual teaching. Data gathered from the institutions indicate that from 400 to 600 actual clock hours are required for student teaching by the universities.
Further, Louisiana utilizes the NCATE standards in the state program approval process. NCATE Standard 3 requires “field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills and dispositions necessary to help all students learn.” Louisiana also utilizes the TEAC quality principles. Principle 1.4.2, Cross-cutting Themes, requires the program to address multicultural perspectives. CAEP Standard 2 requires that clinical partnerships and practice are designed and implemented in such a way as to allow candidates to demonstrate positive impact on all P-12 students’ learning and development.
Sources:
Louisiana Revised Statutes (L.R.S.) §17:7.1, Certification of teachers, certification of principals and superintendents, certification of school psychologists
L.R.S. §17:7.2, Approved teacher education programs
LDE, Louisiana Standards for State Certification of School Personnel (Bulletin 746) and Standards for Approval of Teacher Education Programs (Bulletin 996)
NCATE Standards
TEAC Standards
CAEP Standards
Teacher Preparation – Accountability
Quality of teacher preparation programs
From 2001-2005 Louisiana monitored how well institutions were preparing teachers to be successful by means of collecting program-specific, objective data that reflected program performance for a Teacher Preparation Accountability System adopted by the Louisiana Board of Regents (BoR). The accountability system has been undergoing revision since 2005.
From 2006-2010, Louisiana implemented a Value-Added Teacher Preparation Assessment that used value-added data that connected student achievement gains to teacher preparation programs. The state also established minimum performance standards for each category of data collected that could be used for accountability purposes and reported these data on the BoR website at the program level to inform the public about how well programs are doing.
The Louisiana Value-Added Teacher Preparation Assessment assessed the impact of new teachers from specific teacher preparation programs on student achievement. Based on this assessment, teacher preparation programs were identified as Level 1 (program completers performing above experienced teachers), Level 2 (program completers performing similarly to experienced teachers), Level 3 (program completers performing similarly to new average teachers), Level 4 (program completers performing more poorly than average new teachers) or Level 5 (program completers performing significantly more poorly than average new teachers).
In 2010 the Board of Elementary and Secondary Education (BESE) adopted a policy that required programs with Level 4 and Level 5 scores to enter into Programmatic Intervention. Based upon 2008-09 and 2009-10 value-added scores, three institutions entered into Programmatic Intervention and were required to develop plans to improve their programs in content areas and grade spans where specific weaknesses were demonstrated. Failure to address the weaknesses within time periods identified by the programs could result in loss of state approval of the programs.
In 2010-11, the BoR and BESE began using a value-added model developed by the Louisiana Department of Education (LDOE) for all teachers in Louisiana to evaluate teacher preparation programs instead of using the Louisiana Value-Added Teacher Preparation Assessment. Stakeholders have met to identify ways to integrate the LDOE’s value-added model into a teacher preparation accountability system since 2011, and it is anticipated that a revised accountability system will be recommended during spring 2015 that will include multiple indicators. The change to the new value-added model has resulted in the suspension of Programmatic Intervention until the new system is implemented.
In addition, Louisiana teacher preparation programs are jointly reviewed by the BoR and by the BESE in a program approval process that culminates in formal adoption of each approved program.
Sources:
LDOE, Louisiana Standards for State Certification of School Personnel (Bulletin 746) and Standards for Approval of Teacher Education Programs (Bulletin 996)
Louisiana Board of Regents, Teacher Preparation Accountability System
Louisiana Board of Regents – Overview of 2010-11 Results (Conversion to LDOE value-added model)
Email communication with LDOE, September 9, 2014
Principal Preparation – Program Approval/Accreditation
Require course work in leading a school/district that serves students with disabilities/diverse learners
Louisiana does not require coursework on leading a school or district that serves students with disabilities for its Educational Leader Certificates. However, a poll of Louisiana universities/colleges resulted in information about the number of courses offered in their Educational Leadership master’s degree programs that address leading a school that serves students with disabilities/diverse learners:
Louisiana University/College |
Does your Educational Leadership Program require course work in leading a school/district that serves students with disabilities/diverse learners? |
Number of Courses |
Louisiana College |
Yes |
3 |
Louisiana State University |
Yes |
Master’s program embeds learning about diverse schools in all courses |
Louisiana Tech University |
Yes |
3 |
Nicholls State University |
Yes |
3 |
Our Lady of Holy Cross College |
Yes |
3 |
Southeastern |
Yes |
3 plus internship at the master’s level. Elective courses required at the doctoral level |
University of Louisiana Lafayette |
Yes |
3 plus Internship Activity |
University of New Orleans |
Yes |
4 |
Principal Preparation – Accountability
Are programs reviewed based on outcomes of graduates’ success? Can school principals be linked back to institutions of higher education and preparation programs?
Our state policy analysis did not identify an accountability system governing school leadership preparation programs.
Teacher and Principal Certification/Licensure
Teacher Certification/Licensure – Structure
Is a specific certificate, license or endorsement related to special education required?
Louisiana does not offer a K-12 certification for special education teachers. It offers certification at the following grade levels: Birth-age 5 Early Interventionist, Significant Disabilities grades 1-12, Mild Moderate grades 1-5, Mild Moderate grades 4-8 and Mild Moderate 6-12. Candidates seeking an elementary special education license are required to pass a subject-matter test. A secondary subject-matter test in at least one subject is required for a secondary special education license. Louisiana also holds its elementary special education teachers to the same preparation and subject-matter testing requirements as general elementary teachers. In addition, both middle level (4-8) and secondary (6-12) special education candidates must pass a content-area exam appropriate to their certification levels. Louisiana also allows for a special education certification level and/or area to be added to an existing teaching certificate as long as coursework and other requirements are completed.
Sources:
National Council on Teacher Quality, 2012 State Teacher Policy Yearbook: Improving Teacher Preparation in Louisiana
Louisiana Department of Education, Louisiana Standards for State Certification of School Personnel (Bulletin 746)
Teacher Certification – Examination
Does the state require teachers to pass a basic skills exam for initial certification? What are the pass rates on the exams? Does the state require Praxis II or more pedagogical assessment for licensure? Does it include anything about teaching diverse learners or special populations?
All candidates for an initial teaching license must pass Praxis I Pre-Professional Skills Tests or the Core Academic Skills for Educators in reading, writing and mathematics. Teacher candidates must also take the appropriate Praxis II tests for each area of certification and a pedagogical assessment such as Principles of Learning and Teaching (Early Childhood, K-6, 5-9 and 7-12) or specific pedagogy exam (e.g., World Language Pedagogy). The pedagogical assessments address students as diverse learners; candidates recognize areas of exceptionality and their potential impact on student learning.
Source: ETS, Louisiana Test Requirements, The Praxis Study Companion (Test at a Glance)
Teacher Certification/Licensure – Requirements
Is professional development around working with special populations required to move from initial to a professional license?
The state does not require professional development to advance from a Level I a Level II Professional Certificate.
However, the LDOE network teams conduct trainings for special education teachers on the Compass teacher evaluation process. Tools and resources to support this effort are included on the LDOE website. New tools have also been developed and shared pertaining to personnel who are evaluating teachers serving students in inclusive settings. In addition, professional development trainings on the implementation of the Common Core State Standards and its impact on services for students with disabilities have been delivered to teachers across Louisiana.
Sources:
LDOE, Louisiana Standards for State Certification of School Personnel (Bulletin 746)
Email communication with LDOE, September 9, 2014
Principal Certification/Licensure – Requirements
Is prior teaching experience required to become a principal and/or a superintendent? Is specific coursework or other evidence required around working with special populations?
Louisiana requires school leaders to obtain a master’s degree, have prior teaching experience, complete a state-approved preparation program, and pass a test.
Principals: Candidates must hold or be eligible to hold a valid Louisiana Type B or Level 2 teaching certificate or have a comparable level out-of-state teaching certificate and three years of teaching experience in his/her area of certification. Candidates must also complete a competency-based graduate degree preparation program in the area of educational leadership from a regionally accredited institution of higher education and have a passing score on the School Leaders Licensure Assessment (SLLA). In addition to this traditional master’s degree pathway to Educational Leadership certification, Louisiana also offers three alternate pathways to Educational Leadership certification.
Superintendents: Candidates must have a valid Louisiana Level 2 Educational Leader certificate or one of the Louisiana administrative/supervisory certifications that preceded the 2006 Educational Leadership Certification structure, five years of teaching experience in his/her area of certification, five years of successful administrative or management experience in education at the level of assistant principal or above. Candidates must also pass the School Superintendent Assessment (SSA).
Sources:
Louisiana Department of Education, Louisiana Standards for State Certification of School Personnel (Bulletin 746)
George W. Bush Institute, Operating in the Dark
Teacher and Principal Induction
Teacher Induction
Is mentoring required for all new teachers and for how many years? If so, do program guidelines/requirements specifically address teaching diverse learners?
Since 2010, state law has required that “[d]uring the first three years of employment, beginning teachers shall be provided by the local [school] board with professional development opportunities and assistance designed to enhance teaching competencies.” To date, the state has not issued regulations or guidance about what assistance might look like specifically for beginning teachers, but in 2012-13 Louisiana implemented the Compass educator support and evaluation system.
Compass is designed to provide all educators with regular, meaningful feedback on their performance. It promotes a cycle of continuous improvement by providing aligned resources that guide educators throughout the year. The observation instrument related to teacher practice guides the teacher to include opportunities for all students and modify instruction to meet the diverse learner needs. Additional support related to the skills necessary to teach diverse learners, specifically students with disabilities is included through the Teacher Video Library and more explicit guidance for observation and feedback.
Sources:
New Teacher Center, Review of State Policies on Teacher Induction
L.R.S. § 17:3885, Beginning and continuing teacher assistance
LDOE Video Library
LDOE video library aligned to Compass
Special Education Video Section
Specific Guidance for Teachers of Students with Significant Disabilities
Email communication with LDOE, September 9, 2014
Principal Induction
Is coaching/mentoring required for all new principals/administrators/ superintendents and for how many years? If so, do program guidelines/requirements specifically serving diverse learners?
In 2011, Louisiana transitioned from the state-administered educational leader induction to the local school-administered induction program. Guidelines were developed and aligned to Bulletin 125: Standards for Educational Leader in Louisiana (Performance Expectation 2.D.1.c. addresses diverse learners). Each district submitted their plans to the Department for approval with a focus on four core components: Professional Development, School Site Visits, Mentor-Facilitated Face-to-Face Meetings, and District-Assigned Mentors. New administrators were enrolled in the program for one year.
With the implementation of Compass in 2012, the new education leader induction became an optional requirement for LEAs. Compass is the state’s educator support and evaluation system designed to provide all educators with regular, meaningful feedback on their performance. It promotes a cycle of continuous improvement by providing aligned resources that guide educators throughout the year. Under this system school leaders in each public school is evaluated annually using a four-tiered rating.
Sources:
New Teacher Center, Review of State Policies on Teacher Induction
Email communication with the LDOE, September 9, 2014
Teacher and Principal Professional Development Standards
Teacher Professional Development Standards
Does the state have professional development standards for teacher PD?
In 2000, the state of Louisiana adopted the Professional Learning Standards developed by Learning Forward. These standards outline the characteristics of professional learning that leads to effective teaching practices, supportive leadership, and improved student results.
Source: Learning Forward
Principal Professional Development Standards
Does the state have professional development standards for leadership PD?
In 2000, the state of Louisiana adopted the Professional Learning Standards developed by Learning Forward. These standards outline the characteristics of professional learning that leads to effective practices, supportive leadership, and improved student results.
Source: Learning Forward
Information compiled and verified by New Teacher Center on behalf of the CEEDAR Center.