New Teacher Evaluation System Aims to Lighten Load for High-Performing Teachers, Faces Criticism from Unions
BATON ROUGE, La. — Louisiana educators will soon experience changes in how they are evaluated, as the state rolls out a new system designed to reduce the burden on high-performing teachers while providing extra support to those who need it. However, some teacher unions are raising concerns about the fairness and effectiveness of the new evaluation criteria.
The Louisiana Educator Advancement and Development System (LEADS) replaces the outdated Compass evaluation model, which was often criticized for its narrow focus and lack of support for teacher development. LEADS, created by the Louisiana Department of Education, introduces a more holistic approach to teacher assessments, incorporating factors such as instructional performance, professionalism, and self-reflection.
"The previous system didn’t account for teachers' varying experience levels or effectiveness," said Dr. Jenna Chiasson, deputy superintendent of the Louisiana Department of Education. "LEADS was designed to address those gaps by providing individualized support and giving teachers a greater role in their own development."
Under the new system, teachers who receive a highly effective rating during their first evaluation will not be required to undergo additional evaluations for the remainder of the school year. In contrast, teachers who score below proficient or who are in their first three years of teaching will receive more frequent evaluations and increased support.
“This system allows school leaders to focus more on those teachers who need extra help while easing the pressure on our most effective educators,” Chiasson said. “We listened to teachers and developed LEADS to prioritize their growth and allow them more input in the evaluation process.”
A major feature of LEADS is the inclusion of a self-assessment component, allowing teachers to evaluate their performance and set personal growth goals. This shift, according to Chiasson, aligns with the department’s broader effort to give teachers more control over their professional development.
However, not everyone is convinced that the new system is without flaws. Teri Johnson, president of the Southwest Federation of Teachers, voiced concerns about the weight assigned to student test scores within the evaluation process.
“It’s unfair to base so much of a teacher’s evaluation on how well students perform on a single test,” Johnson said. “That doesn’t reflect the full range of what teachers do or the challenges they face in the classroom.”
Johnson also expressed reservations about the system's expectations for teacher involvement in extracurricular activities. While teachers were previously required to volunteer their time for activities such as school sports and events, LEADS now compensates them for these duties. Even so, Johnson questioned the fairness of linking these extracurricular commitments to teacher evaluations.
“In the past, we were expected to volunteer for events like basketball and football games without any compensation,” said Johnson. “While it’s good that teachers will now be paid for these extra duties, it still shouldn’t be a requirement to score well on an evaluation.”
The 2024-25 school year is being treated as a transitional phase for LEADS, with schools given the option to fully implement the new system or adopt only certain elements. So far, 52 school districts across Louisiana, including West Baton Rouge, have opted for full implementation, while others, such as East Baton Rouge, are taking a more gradual approach by incorporating specific aspects of LEADS.
Statewide adoption of the LEADS system is scheduled for the 2025-26 school year, as the state aims to refine the way it supports teachers while maintaining accountability.
"We believe this system strikes the right balance between support and accountability,” Chiasson said. "Ultimately, LEADS is about fostering teacher development and improving the quality of education in Louisiana's schools."
