LRCE: Realizing the benefits of Louisiana’s Teacher Preparation Provider Review Process 

The Louisiana Resource Center for Educators (LRCE) has actively participated in the Teacher Preparation Provider review process since 2015. This article examines the impacts and benefits that LRCE has experienced through their engagement in the review program, and what it means for the quality of their teacher preparation, their reputation, and their teachers.  

A collaborative and authentic approach 

Having initially been involved in the pilot of the program to develop the inspectorate, LRCE’s first round of reviews with Etio (formerly known as Class Measures) ran from 2016. For Kyle Finke, then Head of Program and now CEO at LRCE, he was keen to impress up on his team the importance of the process, more so than the outcome itself.  

“What we stood to learn from the experience  - the prepping for it, and critically the feedback that we receive during the process – for me were going to be the stand-out benefits. This approach also led to additional benefits. We found that this facilitated Etio’s collaborative approach. Their review team was able to be very straightforward and upfront with things that they saw as strengths and things that they saw as opportunities for growth, based on some strong questioning and discussion to fully understand the model of our particular programs versus more traditional Higher Education type programs. In this way, we felt we were able to be authentic enough in the reviews, and in turn Etio were able to give us truly authentic feedback, and that's not always true for State or government initiatives.” 

Improving educational strategies  

One area that really struck a chord with Kyle and the team was that concerning the collection and use of data as a mechanism for improvement. The reviewers noted that LRCE had a lot of anecdotal data and evidence relating to the impact of the work they were doing, but by implementing relatively simple data collection methods, LRCE could make better informed decisions and instructional choices. With no traditional structures previously in place providing figures and data in the alternative teacher certification space, LRCE took ownership of the matter, investing time and resource in their response, and subsequently reaping the rewards. 

Another area Kyle reflects on very positively concerned the variance in the quality of instruction. The review team helped LRCE see the difference in quality of instruction across faculties, and prompted them to ask questions about their recruitment, screening and selection of teachers.  

“We’re now more intentional when it comes to these processes, as well as the onboarding of teachers, and we’re seeing more consistent levels of talent coming in – we look for the best people, and our training programs consistently reflect that now.” 

The benefit of an accountability partner 

Kyle also commented on the impact of having a dedicated accountability partner.  

“It has proven to be very useful - it's helpful to know that somebody is going to be looking at what we do. The people in our organisation are always thinking about improvement, and considering the impacts of a design choice, a curricular choice or a facilitation choice on the students. But I think there's something about an external third party like Etio authentically looking at our operations that sharpens our focus and helps put time-bound action plans in place both in advance of the review, as well as setting us up for the post-review process.” 

 Meeting Louisiana’s strategic goals  

The strategic aims of the Teacher Preparation Provider Review Process are threefold: Enhancing teacher readiness; addressing high needs areas; and increasing regional representation. LRCE has seen improvements in each aspect off the back of the review process, but most notably for Kyle is that of high needs areas.  

“How we address high needs areas is probably one that stands out. We've always prided ourselves at LRCE on helping fill the talent and capacity gap in lots of districts that maybe don't traditionally get college graduates of schools of education to come and teach there. The review process with Etio has led to a much more robust partnership with alternatives like Apprenticeship Bachelor programmes which are somewhat new in the States and Louisiana especially. Folks that are maybe 50 miles or so out of an urban centre and unable to commit to full-time work and go to a university setting to become an educator can now complete their teaching credentials with LRCE. That has helped a lot.” 

As one of the largest trainers of special education teachers and special education add-on credentials in the state, the review program has also enabled LRCE to identify their strengths and better convey those when it comes to talking with those areas that most need special education support. 

“These are easily some of the most underrepresented and most at-risk students and families in the state and so we can really leverage our efforts towards that.” 

Enhancing LRCE’s reputation 

 “Consistently we hear school leaders talking about how they can tell the difference between our candidates and those from other teacher prep programs. And I think in part that comes down to the rigor of our programs. Yes, they are tough, but it’s challenging work to learn how to become an effective teacher, especially in a short amount of time. You might have experienced an educational system or context that's wildly different than the one that you're going to step into. And you can't just take the old schema and apply it there. The review process helps us think this through and consider those different contexts – it allows us to do some of that introspective work and make changes to programs that allow for better processes and outcomes.”  

As Kyle and the team at LRCE will attest, it takes a concerted effort to embed sound instructional principles, hopefully enforced by solid policy, to shift educational outcomes for students. It also takes courage and determination to embrace the possibility of doing things differently. But when that mindset is supported by evidence, be that data, the anecdotal, or a combination of both via reviews, leaders are armed with the confidence and support to implement effective change. Kyle captures this perfectly, likening it to a science: 

“If we don't teach our teachers and organisations to approach our work as learners then it can close off what we allow ourselves to be exposed to. As educators, we should be constantly testing our beliefs, our truths, our practices, and considering how those can shift based on new information and new knowledge. So, let’s test; let’s learn; and let’s inform our decisions to move our performance forward.” 

LRCE's participation in the Teacher Preparation Provider review process has been profoundly beneficial, providing the institution with critical insights that have driven substantial improvements in their programs. The process has encouraged a culture of continuous improvement, accountability, and data-driven decision making that aligns closely with the institution's mission to effectively prepare educators for the challenges of the modern classroom. Through these reviews, LRCE has not only enhanced its operational effectiveness but also reaffirmed its commitment to quality education and teacher readiness in Louisiana.