La. Admin. Code tit. 28:XLV — Bulletin 996: Standards for Approval of Teacher and/or Educational Leader Preparation Programs

Part XLV Bulletin 996—Standards for Approval of Teacher and/or Educational Leader Preparation Programs

Chapter 1 Introduction

La. Admin. Code tit. 28, pt. XLV, § 101 Purpose

A. Bulletin 996 is intended to guide educator preparation providers in the development and review of new and existing teacher preparation programs, early childhood ancillary certificate programs and/or educational leader preparation programs, to guide the review of teacher and/or educational leader preparation programs in Louisiana, and to inform all interested persons of the Louisiana standards for teacher and educational leader preparation programs and the procedures for program evaluation.

B. This bulletin establishes policies relative to the initial and ongoing approval of teacher, early childhood ancillary certificate, and educational leader preparation programs relative to the following:

the initial approval of a teacher and educational leader preparation program from which graduates or completers may be certified per Part CXXXI, Bulletin 746⎯Louisiana Standards for State Certification of School Personnel, Chapter 2, Subchapter A, and the initial approval of an early childhood ancillary certificate program from which completers may earn an early childhood ancillary certificate per Part CLXVII, Bulletin 140⎯Louisiana Early Childhood Care and Education Network and Part CXXXI, Bulletin 746⎯Louisiana Standards for State Certification of School Personnel, Chapter 3, subsection 305;
the alignment of approved programs to updated certification and preparation requirements, including updates to state birth to five learning and development standards and state academic content standards for elementary and secondary education, as appropriate and deemed necessary by BESE;
the ongoing approval of teacher preparation programs, including the establishment and implementation of a uniform quality rating system to serve as the basis for such ongoing approval decisions;
the fulfillment of all other obligations pursuant to federal and state law with respect to the initial and ongoing approval of teacher, early childhood ancillary certificate, and educational leader preparation programs from which graduates or completers may be certified; and the ongoing approval of early childhood ancillary certificate programs, including the establishment and implementation of a uniform early childhood ancillary certificate quality rating system to serve as the basis for such ongoing approval decisions;
the fulfillment of these duties and obligations in alignment with the Board of Regent’s (BOR) constitutional authority to regulate public institutions of higher education.

C. Beginning December 2017, a uniform process for initial and ongoing program approval that applies equally to university and non-university teacher preparation programs, and/or educational leader preparation program providers, will be used. A uniform quality rating system will serve as the basis for renewal decisions.

D. BESE shall provide for regular checkpoints to refine the quality rating system. Annually beginning winter 2017-2018, and every winter thereafter for a period of five years, the LDE shall provide a report to BESE relative to the results of pilots, study findings, and progress of preparation providers toward updated program design expectations. At such checkpoints the LDE shall submit to BESE a brief written report and recommendations, as appropriate.

E. Beginning July 1, 2024, a uniform process for initial and ongoing early childhood ancillary certificate program approval that applies equally to university and non-university early childhood ancillary certificate programs will be used. A uniform early childhood ancillary certificate program quality rating system will serve as the basis for renewal decisions.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1730 (August 2002), amended LR 30:2453 (November 2004), LR 35:2326 (November 2009), LR 43:2485 (December 2017), LR 45:902 (July 2019), LR 48:1088 (April 2022).

La. Admin. Code tit. 28, pt. XLV, § 103 Definitions

Accredited (formerly regionally accredited)—a term used to denote the status of public recognition that a nationally recognized accrediting agency grants to an educational institution or program that meets the agency standards and requirements in accordance with 34 CFR 602. When used in this Part, regionally accredited shall be replaced with accredited in accordance with 34 CFR 602.

Alternative Teacher Preparation Program—a pathway for candidates with a minimum of a baccalaureate degree earned at an institution accredited in accordance with 34 CFR 602 which combines professional knowledge with field experiences, including a one-year supervised internship in a school setting. For admission to an alternative program, applicants must demonstrate content mastery.

Ancillary Certificate—a type of Louisiana certificate that allows a qualified person who is not a certified teacher to provide services in a school setting.

Associate Resident—a teacher of record who holds an associate degree, is enrolled in an undergraduate teacher preparation program, and who is in their residency year of the program.

Baccalaureate—a term used to denote an undergraduate degree or program such as bachelor of arts or bachelor of science.

CAEP Completer—a completer is referenced as a candidate who successfully satisfied all program requirements of a preparation program at least six months previously and who is employed in a position for which they were prepared for state licensure.

Certification—a licensing process whereby qualified professionals become legally authorized to teach or to perform designated duties in the schools under the jurisdiction of BESE.

Cohort—a group of teacher candidates or program completers that entered or graduated from a teacher preparation program at the same time or shared common program experiences.

Completer—per LDOE and Title II standards, a completer is referenced as a teacher candidate who has successfully completed a traditional or alternative certification teacher preparation program.

Competencies—a set of learning outcomes teacher candidates must demonstrate to show mastery in general and content specific content areas.

Endorsement—a permanent certification, license, or credential added to an existing teaching certificate.

Equivalent Contact Hours—time spent with the instructor, time spent practicing or engaging in instruction, or a combination of both. One credit hour is equivalent to 15 contact hours.

Graduate—a term used to denote a degree, coursework, or program beyond the baccalaureate degree level such as masters of education or masters of arts in teaching.

Louisiana Employing Authority or Local Education Agency (LEA)—a BESE-approved school or other BESE-approved entity employing a Louisiana educator for the purposes of providing educational services to Louisiana students. The BESE-approved school or entity is responsible for the evaluation of educators and submission of certification requests in accordance with Louisiana law and BESE policy. These include Louisiana approved public, charter, and non-public schools, BESE-approved third party entities contracted to school systems, and BESE-approved early learning centers.

Mentor Teacher—a teacher who supports aspiring teachers participating in undergraduate and post-baccalaureate programs. Mentor teachers use a cycle of coaching focused on instructional decisions to meet the needs of all students. Mentors may co-teach with year-long residents or may support teachers without co-teaching. Mentors may also support new teachers or developing teachers in need of coaching, including teachers with an intensive assistance plan, in accordance with LAC 28:CXLVII (Bulletin 130).

Mentor Teacher Ancillary Certificate—a type of certificate that authorizes an individual to serve as a mentor for undergraduate or post-baccalaureate teacher residents.

Non-Education Baccalaureate Degree—a baccalaureate degree earned through an institution of higher education accredited in accordance with 34 CFR 602 that does not result in eligibility for teacher certification in the state in which the program is approved to operate.

Pathway—the set of teacher preparation programs that are offered to undergraduate and post-baccalaureate candidates.

Post-Baccalaureate Alternative Certification Program—a program offered prior to July 1, 2002, that provided opportunities for individuals with a minimum of a baccalaureate degree to become certified public school teachers. Applicants seeking certification under this program submitted an official transcript for evaluation to a Louisiana college or university with an approved teacher education program.

Practitioner—a candidate who serves as the teacher of record and is currently enrolled in an alternative certification program.

Resident Activities—any activity needed to meet or exceed policy requirements accomplished during the year-long residency period (i.e., lesson planning, developing IEP/IAP plans, analyzing student assessment results, etc.).

Residency Coursework—course or module requiring residency placement and activities; coincides with residency year/experience.

Residency Experience—encompasses all activities or expectations that occur during the year-long residency period (i.e., placement, meetings, school events, etc.).

Resident—an aspiring teacher in a traditional preparation program or alternative certification program who is not serving as the teacher of record and who is in their residency year of the program.

Traditional Teacher Preparation Program—a bachelor of arts or bachelor of science degree program that includes general education courses, certification focus area(s), professional education courses, field experiences, and student teaching/residency in a school setting.

Undergraduate—a term used to denote a degree, coursework, or program at the baccalaureate degree level such as a bachelor of art or bachelor of science.

History

Authority Note: Promulgated in accordance with R.S. 17:6, 17:7(6), R.S. 17:3902, and R.S. 17:407.81, and R.S. 17:8.1-8.5.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 51:272 (February 2025), amended LR 51:2049 (December 2025).

La. Admin. Code tit. 28, pt. XLV, § 105 Acronyms

A. Listed below are the full identifications of acronyms used in this publication.

BESE⎯Board of Elementary and Secondary Education.

BOR⎯Board of Regents.

CAEP—Council for Accreditation of Educator Preparation.

CCSS—Common Core State Standards.

CDA—Child Development Associates credential.

CHEA⎯Council for Higher Education.

ECAC—Early Childhood Ancillary Certificate.

IEP⎯individualized education plan.

K-12—kindergarten through twelfth grade.

LDOE⎯Louisiana Department of Education.

LEAP 21―Louisiana Educational Assessment Program for the 21st century.

LSDAS⎯Louisiana School and District Accountability System.

NCATE⎯National Council for the Accreditation of Teacher Education.

PK-3⎯pre-kindergarten through third grade.

PK-12⎯pre-kindergarten through twelfth grade.

TEAC⎯Teacher Education Accreditation Council.

USDOE⎯U.S. Department of Education.

History

Authority Note: Promulgated in accordance with R.S. 17:6, 17:7(6), R.S. 17:3902, and R.S. 17:407.81, and R.S. 17:8.1-8.5.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 51:271 (February 2025).

Chapter 3 Initial State Approval for Teacher or Educational Leader Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 301 Process/Procedures[Formerly §201]

A. No later than July 1, 2018, teacher preparation programs shall demonstrate alignment to Part CXXXI, Bulletin 746⎯Louisiana Standards for State Certification of School Personnel, and this bulletin as revised and approved by BESE in October 2016. Teacher preparation providers with extenuating circumstances may request an extension of the July 1, 2018, deadline to demonstrate alignment to revised policies. Providers shall submit the extension request by January 1, 2018, for BESE consideration.

B. The LDE and the (BOR) staff shall reviews proposals from public and private, new or reinstated teacher or educational leader preparation pathways or programs for initial approval. When the application review is complete and the application is recommended for approval, a recommendation shall be made to BESE and, when applicable, BOR for initial approval. Upon approval by BESE and, when applicable, BOR, the teacher or educational leader preparation program may begin admitting candidates to the teacher or educational leader program.

C. The state may conduct scheduled and/or unscheduled reviews of the teacher and/or educational leader preparation unit/program, including on-site visits, at any time during the process.

D. Public and out-of-state private universities’ documents may be submitted to the BOR for program approval.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 30:2452 (November 2004), amended LR 35:2327 (November 2009), LR 37:560 (February 2011), LR 43:2485 (December 2017).

La. Admin. Code tit. 28, pt. XLV, § 303 Initial Approval[Formerly §203]

A. Initial approval is granted upon approval by BESE and, when applicable, BOR, through submission of a proposal to the LDE.

B. University and non-university providers seeking approval to offer a teacher preparation program, educational leader preparation program, or add-on certification program shall demonstrate eligibility by providing, at a minimum:

official declaration of intent in the form of a letter from the head of the institution or organization;
evidence of regional accreditation status (e.g., Southern Association of Colleges and Schools) for universities only;
evidence that the faculty who teach courses or provide direct coaching to teacher or educational leader candidates possess sufficient knowledge, skills, training, and expertise;
evidence to show that the governing structure of the institution or organization endorses and financially supports a teacher preparation program, educational leader preparation, or add-on programs (e.g., full budget report for the implementation of programs, including internal and external sources of funding, and including both hard and soft monies);
evidence of an articulation agreement to transfer credit hours with another Louisiana-approved teacher or educational leader preparation institution that agrees to recommend the institution's candidates for certification, as needed, for continuous progress and program completion or, for non-university providers, a plan to make students financially whole in the event of institution or program closure;
a description of the provider’s system for monitoring and evaluating its candidates, programs, operations, and the performance of its graduates. This description must reflect how the education unit or education program assesses programs, effectiveness, and candidates as well as how the provider provides follow-up data on its graduates;
if the provider is currently operating or has operated in Louisiana or any other state, evidence of program completers’ teaching and/or leading effectiveness, including but not limited to principal survey results, state accountability system and evaluation results, and local assessment or evaluation results.

C. In order to be recommended for BESE approval, teacher preparation programs must, at minimum:

be designed to develop and ensure candidates’ mastery of the teacher preparation competencies, educational leader competencies, and/or requirements for existing certificate endorsements required for certification. The program design must center on courses and practice experiences that integrate content, theory, and practice; expressly treat current Louisiana student standards and instructional resources; and require candidates to demonstrate mastery of required competencies or requirements through a series of performance assessments and tasks:

a. in undergraduate programs offered by university providers, descriptions of coursework must include evidence of ample opportunity to develop content area mastery, instruments for assessing candidates’ content knowledge, and procedures for remediation, if necessary. For the purposes of initial approval, an academic major in the content area for secondary certification areas may be considered evidence of “ample opportunity;”

b. in post-baccalaureate programs offered by university and non-university providers, descriptions of coursework or contact hours must include instruments for assessing candidates’ content knowledge for teaching and/or leading, and procedures for remediation, if necessary;

c. in add-on certification programs offered by non-university providers, descriptions of coursework and contract hours must include instruments for assessing candidate content knowledge, include procedures for addressing unfinished learning, and align with the requirements to add endorsements to existing certificates, which are found in Part CXXI, Bulletin 746—Louisiana Standards for State Certification of School Personnel;

pursuant to R.S. 17:7.1.4(a)(b), teacher preparation programs shall include the minimum number of credit hours or equivalent contact hours in the teaching of reading and literacy as follows. The required courses or training shall:

a. develop and assess candidate mastery of applicable literacy competencies, which are found in LAC 28:CXLVI (Bulletin 146);

b. systematically and explicitly address the foundational literacy skills of phonological awareness, phonics, fluency, vocabulary, and comprehension. Each course shall, at a minimum, integrate:

i. how to effectively teach the foundational literacy skills of phonological awareness, phonics, fluency, vocabulary, and comprehension;

ii. how to differentiate instruction for teaching students with advanced literacy skills and students with significant literacy deficiencies, including dyslexia;

iii. how to implement effective literacy instruction using high-quality instructional materials;

iv. how to administer literacy assessments to students and use the resulting data to improve literacy instruction for students;

c. systematically and explicitly address behavior management, trauma-informed principles and practices for the classroom, and other developmentally appropriate supports to ensure that students can effectively access literacy instruction.

include required practice experiences for teacher preparation, including, at minimum, a one-year supervised residency in a school setting. In addition to the one-year residency, the candidate must be provided actual practice experience in classroom settings within schools with varied socioeconomic characteristics. The requirements for the one-year residency and for required practice experiences for undergraduate and post-baccalaureate preparation programs are described in detail in Chapter 7 of this bulletin. Evidence of quality must include, but is not limited to, the provider’s commitment to:

a. recruit, develop, and evaluate clinical faculty who model effective practical teaching knowledge and skills; and

b. ensure alignment of program faculty, residency school site administrator, and residency school site mentor teacher expectations for candidates’ development and performance;

be jointly developed and administered in partnership with one or more local educational agencies in which candidates complete the one-year residency. Evidence of partnership shall include, but not be limited to, a formal agreement, such as a memorandum of understanding or memorandum of agreement, that includes:

a. roles of and responsibilities of program faculty, LEA leaders, residency school site administrators, and/or residency school site mentor teachers;

b. criteria and process for residency school site selection, development, and evaluation of effectiveness, to occur in concert with LEA leadership;

c. targets, criteria, and process for mentor teacher recruitment, development, and evaluation, to occur in concert with LEA leadership;

d. protocols for administering assessments of candidates’ teaching skill in cooperation with the residency school site administrator or his/her designee during the one-year residency and in general alignment with the partner LEA’s teacher evaluation system pursuant to the requirements in teacher preparation/certification/evaluation, Bulletin 130⎯Regulations for the Evaluation and Assessment of School Personnel; and

e. protocols for the secure exchange of data relative to program improvement and evaluation.

D. The LDE shall utilize evaluation tools to conduct qualitative assessments of teacher and/or educational leader proposals to make initial approval recommendations. The evaluation tools must align to the requirements set forth in this bulletin, including, but not limited, to Louisiana state standards for teacher preparation outlined in Chapter 1 of this bulletin.

E. Upon receipt, teacher, early childhood ancillary certificate program, and/or educational leader proposals will undergo a preliminary review by the LDE for completeness. Proposals that are determined to be complete and meet all initial submission requirements will undergo an evaluation process conducted by a panel of reviewers. Proposals that do not meet all initial submission requirements will receive a notice of pending denial. Providers must provide the required material within seven days. If providers do not provide the required material, the proposal will be denied. Proposals may be resubmitted no sooner than one calendar year following denied applications at two consecutive approval cycles.

F. Teacher, early childhood ancillary certificate program, and/or educational leader proposals that meet all initial submission requirements will be evaluated by a panel of reviewers. The panel will include at least one external reviewer. An external reviewer may serve as a preparation program administrator, a preparation program faculty member, or a current or former K-12 educator or leader. The panel will evaluate each proposal using an evaluation tool that was reviewed by representatives from LDE and BOR and will evaluate the proposal to ensure the proposal meets professional, state, and, when applicable, national standards for quality and state certification policy. The panel’s evaluation will include an interview with the provider and at least one partner LEA. The panel may interview additional representatives of the provider and LEA partner organizations.

G. The result of the evaluation will be sent by the LDE to the teacher, early childhood ancillary certificate program, and/or educational leader provider. A proposal that fully meets all structural and policy requirements according to the program proposal guidelines will be recommended for BESE approval at the next scheduled BESE meeting. A proposal that is not recommended by the LDE for approval because it does not meet the policy or structural requirements according to the program proposal guidelines may be resubmitted to the LDE for reconsideration no sooner than one calendar year following the date of initial submission to the LDE. Proposals that are not recommended for approval a second time, or are recommended for approval by the LDE but not approved by BESE, may be resubmitted to the LDE for reconsideration no sooner than two calendar years following the date of resubmission to the LDE.

H. BESE will notify the point of contact listed in the proposal submitted by the teacher, early childhood ancillary certificate program, and/or educational leader providers of the decision. Notification will be sent in writing via U.S. mail.

Once BESE has granted initial approval of the proposed program, the provider is authorized to admit candidates to the program and recommend program completers for certification. Providers subject to BOR regulations shall gain BOR approval prior to admitting candidates to the program.
If BESE does not grant initial approval of the proposed program, the teacher, early childhood ancillary certificate program, or educational leader provider is eligible to resubmit the proposal. Proposals may be resubmitted no sooner than one calendar year following denied applications at two consecutive approval cycles.

I. Teacher, early childhood ancillary certificate program, and/or educational leader proposals for initial approval will be accepted and considered by BESE twice per year. Application timelines will be established and published annually one year in advance of the notice of intent deadline for the first application cycle.

J. Approved teacher, early childhood ancillary certificate program, and/or educational leader preparation providers seeking approval to pilot innovative approaches to training teacher and/or educational leader candidates must request BESE approval to pilot such approaches and recommend certification of candidates upon completion of the program.

K. BESE may rescind program approval if the teacher, early childhood ancillary certificate program, and/or educational leader preparation program has been found to be or has been operating outside of the teacher preparation program requirements outlined in this Chapter and in LAC 28:CXXXI, Bulletin 746—Louisiana Standards for State Certification of School Personnel.

L. Providers seeking approval to offer a mentor teacher or content leader training program must submit:

a proposal from the director of the institution or organization that outlines the training design, coursework, and a system for evaluating the quality of training content, delivery, and operations, including analysis of the performance of participants;
evidence to show that the governing authority of the institution or organization endorses and financially supports mentor teacher or content leader training;
a full budget report for the implementation of training, including internal and external sources of funding:

a. university-based BESE-approved teacher preparation providers are exempt from this requirement;

evidence that the training program, if offered as a university course, will be offered for graduate credit; and
any additional information required by the state superintendent of education.

M. Mentor teacher and content leader training proposals will be accepted by the LDE and considered at least twice per year by BESE, beginning in the fall of 2019.

N. The LDE will review applications from providers to offer mentor teacher or content leader training. The state superintendent will provide a recommendation for the board’s consideration for each complete application received. Upon approval by BESE, the provider may begin admitting candidates to the mentor teacher or content leader training program.

O. Candidates completing training programs from providers or programs not approved by BESE in accordance with this Section will not qualify to receive an ancillary certificate as a mentor teacher or content leader in accordance with LAC 28:CXXXI (Bulletin 746).

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), 17:7(6), and 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 30:2453 (November 2004), amended LR 35:2327 (November 2009), LR 37:561 (February 2011), LR 43:2486 (December 2017), LR 45:228 (February 2019), LR 45:902 (July 2019), repromulgated LR 46:892 (July 2020), amended LR 48:1757 (July 2022), LR 50:675 (May 2024), LR 51:272 (February 2025).

La. Admin. Code tit. 28, pt. XLV, § 305 Initial Approval of Early Childhood Ancillary Certificate Programs

A. Initial approval is granted upon approval by BESE and, when applicable, BOR, through submission of a proposal to the LDE.

B. University and non-university providers seeking approval to offer an early childhood ancillary certificate program must demonstrate eligibility by providing, at a minimum:

an official declaration of intent in the form of a letter from the head of the institution or organization to the review committee;
evidence of regional accreditation status (e.g., Southern Association of Colleges and Schools) for universities only;
evidence that the instructors who teach courses or provide direct coaching to teacher or educational leader candidates possess sufficient knowledge, skills, training, and expertise;
evidence to show that the tuition- and candidate-incurred costs for the early childhood ancillary certificate program have been established, and have considered any scholarship assistance provided by the LDE; and
a description of the provider’s system for monitoring and evaluating its candidates, programs, operations, and the performance of its graduates. This description must reflect how the early childhood ancillary certificate program assesses programs effectiveness, and candidates as well as how the provider provides follow-up data on its graduates.

C. In order to be recommended for BESE approval, early childhood ancillary certificate programs must, at minimum:

be designed to develop and ensure candidates’ mastery of the early childhood teacher competencies required for certification. The program design must:

a. center on courses and practice experiences that integrate content, theory, and practice;

b. expressly teach current Louisiana early learning and development standards and instructional resources; and

c. require candidates to demonstrate mastery of required competencies through a series of performance assessments;

include required applied practice experiences for teacher preparation, including at least two observations using the Classroom Assessment Scoring System (CLASS®); and
be jointly developed in partnership with members of the local early childhood care and education community network (LAC 28:CLXVII, Bulletin 140—Louisiana Early Childhood Care and Education Network). Evidence of partnership may include, but not be limited to, a formal agreement, such as a memorandum of understanding or memorandum of agreement, that describes shared roles and responsibilities for program design, program implementation, and program evaluation.

D. The LDE will utilize evaluation tools to conduct qualitative assessments of early childhood ancillary certificate proposals to make initial approval recommendations. The evaluation tools must align to the requirements set forth in this Part.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), 17:7(6), and 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 45:903 (July 2019).

La. Admin. Code tit. 28, pt. XLV, § 307 Program Dissolution

A. The planned dissolution of an existing BESE-approved preparation program or certification area shall be reported to LDOE within five business days of the provider’s determination to dissolve the program or pathway.

B. Upon receiving notification, the LDOE shall assist the provider with completing the dissolution process, which may include submitting documentation related to enrolled candidates, teach-out plans, and other required information, as applicable.

C. A provider whose program has begun implementation of an LDOE dissolution plan shall not advertise the program nor enroll new candidates. Once the program is dissolved, the provider shall not advertise or operate the program nor enroll new candidates.

D. Upon completion of the dissolution plan, the program and/or certificate areas shall be submitted to BESE to rescind the program approval.

E. Reinstatement of a dissolved program is prohibited. A provider that has had all or part of its program pathways dissolved may submit a new program proposal no sooner than one calendar year from the official date of closure, in accordance with the LDOE program approval cycle timelines.

F. Failure to comply with the dissolution process or to provide adequate support for enrolled candidates may result in corrective action in accordance with §401.G of this Part.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), 17:7(6), and 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, amended LR 51:2049 (December 2025).

Chapter 4 Teacher and Leader Preparation Program Accountability, Renewal and Approval

La. Admin. Code tit. 28, pt. XLV, § 401 Ongoing Approval of Teacher and Leader Preparation Programs[Formerly §1101]

A. In order to offer a state-approved teacher preparation program that allows teachers to become certified by the LDOE, teacher preparation providers shall follow the process/procedures detailed in Chapter 3 of this document. To maintain continued state approval, university and non-university providers must maintain effective ratings on the Louisiana teacher preparation quality rating system.

B. The LDOE shall annually produce and make publicly available a performance profile for each approved preparation provider that includes information at the pathway level. The LDOE shall biennially produce and make publicly available a quality rating for each approved preparation provider at the pathway level.

C. Renewal decisions shall be made every two years and shall be based on the quality rating produced biennially.

D. Teacher preparation providers that do not maintain a quality rating of level 3 or above on the Louisiana teacher preparation quality rating system and as reported in the biennial quality rating shall:

undergo a progress monitoring period during which the provider develops an improvement plan that includes specific improvement goals, timelines, and measures of success for particular pathway(s) or program(s). The improvement plan shall be reviewed and approved by the LDOE and submitted to BESE. The provider shall submit progress reports to the LDOE;
The LDOE shall review data outlined in the improvement plan and the Louisiana teacher preparation quality rating system to inform required interventions, which shall include, but are not limited to, one or more of the following:

a. require the provider to enact certain improvement recommendations for one or more pathways or programs;

b. designate program(s) as low performing and at risk of low performance per the federal Higher Education Act;

c. limit or discontinue enrollment for one or more pathways or programs;

d. discontinue the provider’s ability to recommend teacher candidates for certification in one or more pathways or programs;

e. require the provider to engage in additional on-site reviews during the four year accountability cycle for one or more pathways.

E. Mentor Teacher and Content Leader Certification Preparation. In order to offer state-approved mentor teacher or content leader training that prepares individuals to earn a mentor teacher ancillary certificate or a content leader ancillary certificate in accordance with LAC 28:CXXXI (Bulletin 746), providers must follow the process detailed in Chapter 3 of this Part. To maintain continued state approval, providers must demonstrate that training participants are earning effective ratings on the Mentor Teacher and Content Leader Portfolio Assessments.

F. Mentor Teacher and Content Leader Provider Effectiveness. By no later than December 1, 2019, and biennially thereafter, the LDOE will review and report to BESE effectiveness data of each approved provider offering mentor teacher or content leader training. Effectiveness data will include Louisiana Mentor Teacher and Content Leader Portfolio Assessments passage rates and may include additional information. Based upon these results, BESE may require an improvement plan or may discontinue the provider’s ability to recommend candidates for mentor teacher or content leader certification.

G. Corrective Action. The LDOE shall place an approved educator preparation provider into corrective action status, due to noncompliance with BESE policy, failure to meet established performance expectations, and/or conditions that impact the quality of candidate preparation or student outcomes.

A formal notice shall be issued to the provider that outlines the documentation for corrective action and the specific action items required to address the identified status.
During the corrective action period, the provider shall engage a third-party auditor approved by LDOE to evaluate program quality and implementation. The provider shall be responsible for all costs associated with the audit.
While in corrective action status, the provider is prohibited from submitting new program proposals for BESE consideration.
Corrective action status shall remain in effect for a minimum of one year. The provider shall not be released from corrective action until the LDOE verifies that all required action items have been satisfactorily addressed and program performance meets established expectations.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), 17:7(6), and 17:7.2.
Historical Note: HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 36:754 (April 2010), amended LR 37:565 (February 2011), LR 43:2488 (December 2017), LR 45:229 (February 2019), LR 48:1756 (July 2022), LR 51:2049 (December 2025).

La. Admin. Code tit. 28, pt. XLV, § 403 Teacher Preparation Quality Rating System Participation and Performance Profile Implementation Timeline

A. In accordance with LAC 28:XLV.101, beginning December 2017, the process for ongoing approval of teacher preparation programs will be replaced with a uniform process that applies equally to university and non-university providers.

B. The 2020-2021 academic year will be the first year of the initial two-year renewal cycle.

C. For providers that achieve initial approval after September 1, 2018, the renewal cycle will begin on September 1 of the year directly following BESE approval.

D. The LDOE will annually produce and make publicly available a performance profile and quality rating score for each approved preparation provider.

E. Beginning with ratings assigned in winter 2022-2023, Louisiana teacher preparation quality rating system results will serve as the basis for preparation program renewal. The renewal cycle will be two years, and the accountability cycle will be four years for each pathway.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:2488 (December 2017), amended LR 45:1061 (August 2019), LR 48:1756 (July 2022), LR 51:2050 (December 2025).

La. Admin. Code tit. 28, pt. XLV, § 405 Louisiana Teacher Preparation Quality Rating System

A. The Louisiana teacher preparation quality rating system shall serve as the basis for the renewal of teacher preparation program approval. The rating system shall:

include multiple measures of preparation program success; and
result in an annual report (“performance profile”) for each approved provider at the pathway level;
result in a biennial rating (“quality rating”) for each approved provider at the pathway level.

a. The ratings shall be:

Quality Rating

Composite Score Range

Level: Ineffective

x<1.5

Level 2: Needs Improvement

1.5≤ x <2.5

Level 3: Effective

2.5≤ x <3.5

Level 4: Highly Effective

3.5≤ x

B. The Louisiana teacher preparation quality rating system shall include but not be limited to the following domains:

preparation program experience, as measured by on-site reviews of each teacher preparation provider. The on-site review shall be conducted at the provider level and shall result in one rating for each pathway. The on-site review shall also include reporting at the program level, when appropriate. An on-site review shall be conducted once per accountability cycle. Each provider shall participate in a four-year accountability cycle, and each provider shall engage in an on-site review once during the four-year cycle. Providers that do not maintain a level 3 or higher as reported on the next performance profile may be required to complete additional on-site reviews and progress monitoring as determined by BESE. The biennial quality rating shall reflect the most recently issued on-site review rating. When logistically and fiscally feasible and appropriate, the provider may request the specific years and semesters during which the on-site review is conducted. Such requests must be submitted to the LDE no less than one year before the renewal period begins:

a. on-site reviews may be conducted by the LDE or by a BESE-approved contractor with demonstrated expertise in teacher preparation. The evaluation tools used to conduct on-site reviews shall align to the requirements set forth in this bulletin and provide for a holistic rating between 1 and 4;

meeting educator workforce needs, as measured by the percentage of program completers in high-need certification areas and/or the percentage of residents placed in high-need schools:

a. for this domain, program completers shall include candidates who were recommended for initial licensure as well as candidates who completed at least 80 percent of an add-on endorsement with one preparation provider;

b. high-need certification areas shall be established every four years, beginning fall 2017 and every fall four years thereafter. High-need certification areas are those that align with the highest percentage of classes being taught by out-of-field or uncertified teachers across the state;

c. a list of high-need schools shall be established every four years, beginning fall 2017 and every fall four years thereafter. High-need schools may be defined as:

i. schools with a high percentage of minority or economically disadvantaged students;

ii. schools that are less geographically proximate to teacher preparation providers or schools underserved by current teacher preparation providers;

d. school system-based teacher preparation programs may use the same methodology described above to define high-need certification areas and high-need schools at the local level;

teacher quality:

a. teacher quality shall be measured by program completers’ value-added results for up to but not more than three years following program completion; and other measures of program completers’ impact on student learning, as approved by BESE;

b. the teacher quality domain shall undergo a research phase during which such measures are developed and tested in consultation with the BOR and K-12 and higher education experts. By fall 2018, the LDE shall recommend such measures to BESE, if appropriate.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:2489 (December 2017), LR 48:1757 (July 2022), LR 50:676 (May 2024).

La. Admin. Code tit. 28, pt. XLV, § 407 Quality Rating Calculation

A. The LDE in collaboration with the BOR and K-12 and higher education experts shall periodically review the overall rating calculation including, but not limited to, data collected on the informational metrics and determine whether additional factors should be included in the rating calculation and whether adjustments should be made to the rating calculation. The LDE shall submit a report to BESE relative to the teacher preparation quality rating system in winter 2018-2019 and every two years thereafter, as deemed necessary and appropriate. Such report(s) shall include recommendations relative to refinements to the teacher preparation quality rating system including, but not limited to, adjustments to the factors included in the rating calculation, the overall rating calculation, and indices.

B. The quality rating for a preparation provider shall be calculated by weighting each domain as follows.

Preparation program experience shall be weighted at 50 percent.
Meeting educator workforce needs shall be weighted at 25 percent.
Teacher quality shall be weighted at 25 percent.

C. The quality rating for a preparation provider with a low number of program completers shall be calculated using only the domain(s) for which scores can be calculated.

D. The quality rating corresponds to the composite score range listed below. All numbers used in the quality rating calculation process shall be rounded to the nearest tenth, unless otherwise specified.

Quality Rating

Composite Score Range

Level 1: Ineffective

x<1.5

Level 2: Needs Improvement

1.5≤ x <2.5

Level 3: Effective

2.5≤ x <3.5

Level 4: Highly Effective

3.5≤ x

E. The preparation program experience score shall be determined by the on-site review rating.

On-Site Review Rating

Score Range

Level 1: Ineffective

x=1

Level 2: Needs Improvement

x=2

Level 3: Effective

x=3

Level 4: Highly Effective

x=4

F. The meeting workforce needs score shall be determined by calculating the percentage of program completers in high-need certification areas and the percentage of program candidates completing residencies in high-needs schools.

Points are earned on a four-point scale according to:

Percentage of Program Completers in a High-Need Areas/Residents in a High-Need School

Points

Below Need⎯below need for both measures

2.0

Meets Need⎯at need or up to 20 percentage points above need for at least one measure

2.5

Exceeds Need⎯more than 20 percentage points above need for one measure

3.0

Exceeds Need⎯more than 20 percentage points above need for both measures

3.5

Exceptional⎯more than 40 percentage points above need for one or both measures

4.0

G. The LDE, in collaboration with the BOR and K-12 and higher education experts, shall study and propose to BESE in winter 2018-2019 the adoption of an index for the value-added measure of teacher preparation program completers and, if appropriate, the adoption of a new licensure assessment and a corresponding scoring methodology for the teacher quality domain.

H. The teacher quality score will be determined by the calculation of an index score, to be calculated as follows.

The number of program completers in each value-added level below will be multiplied by the corresponding index points displayed in the following table.

Completer Value-Added Result

Index Points

Ineffective

Effective: Emerging

Effective: Proficient

100

Highly Effective

150

The totals for each value-added category in Paragraph 1 of this Subsection will be added together.
The sum of the totals for each value-added category will be divided by the total number of program completers, yielding an index score between 0 and 150.
Using the index score, a teacher quality score between one and four will be assigned based on the ranges listed in the following table.

Teacher Quality Score

Score Range

Level 1

<65

Level 2

65.0-74.9

Level 3

75.0-84.9

Level 4

≥85

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), 17:7(6), and 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:2489 (December 2017), amended LR 45:904 (July 2019).

La. Admin. Code tit. 28, pt. XLV, § 409 Performance Profiles

A. The LDE will develop and make publicly available a performance profile for each approved preparation provider beginning winter 2020-2021, and every winter thereafter. The performance profile will include a quality rating as provided for in LAC 28:XLV.405, including the scores and measures contributing to that quality rating, and informational metrics as provided for in LAC 28:XLV.411.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:2490 (December 2017), amended LR 45:1061 (August 2019).

La. Admin. Code tit. 28, pt. XLV, § 411 Informational Metrics

A. Informational metrics provide additional detail relative to the teacher preparation quality rating system domains and other measures of teacher preparation provider quality. Informational metrics may be reported at the program or pathway level and may include data relative to the placement of teachers in Louisiana schools; and the retention of teachers in Louisiana schools.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education. LR 43:2490 (December 2017).

La. Admin. Code tit. 28, pt. XLV, § 413 Reporting for the Accountability System

A. By December 31 each year, preparation providers shall annually report to the LDE, in the manner specified by the LDE, the following.

Data Categories

Data Elements

Candidate and Graduate Biographical and Program Data

Name

Birthdate

Social Security Number

Gender

Race/Ethnicity

Institution name

Program type (e.g., undergraduate, post-baccalaureate; certification-only, MAT)

Student category( candidate or graduate)

Date candidate admitted to program

Date candidate graduated or completed program

Number of candidates who dropped from program during most recent academic year

Certification area(s)

Certification code(s)

Candidate Admissions and Test Data

GPA when admitted to program

High school GPA

ACT or SAT score

Date ACT or SAT was taken

Highest post-baccalaureate degree achieved

GRE score

Praxis tests taken

Praxis scores

TEACH Grant recipient status

TOPS Award Recipient Status

Graduates’ Completion Data

Observation scores used to make certification recommendations

Grade Point Average at program completion

B. Program completers shall be defined as candidates who completed their programs during the most recent academic year, which is defined as September 1 of one year to August 31 of the following year.

C. This annually reported data, coupled with certification and effectiveness data from the LDE, shall form the official record for the calculation of the quality rating. The LDE shall provide for a data verification process for the official record as outlined in §415 of this bulletin.

D. Preparation providers shall report candidate data that is subject to the provisions of FERPA only when candidates have provided the necessary permissions.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:2490 (December 2017).

La. Admin. Code tit. 28, pt. XLV, § 415 Data Verification, Appeals, and Waivers

A. A data verification process and procedures for appeals and waivers shall be used to correct inaccurate quality rating data and address unforeseen and aberrant factors affecting teacher preparation providers.

The LDE shall establish a data verification process for preparation providers to correct inaccurate quality rating data. The LDE shall provide a period (or periods) of not less than 15 calendar days for final review, correction, and verification of accountability data. All data correction must occur during the designated data verification period. Each preparation provider must collect documentation for every data element that is submitted for correction and maintain documentation on file for at least four years. The LDE shall review all data corrections during the verification period and grant approval of those proven valid. The LDE may request documentation to support the validity of the corrections.
An appeal is a request for the calculation or recalculation of the quality rating or any component score. The appeal procedure is created to address issues when the literal application of program accountability or program renewal policy does not consider certain unforeseen and unusual circumstances. Appeals shall not be available for failure to correct data during the data verification process.
A waiver is a temporary withholding of accountability decisions or required components of the quality rating system for no more than one accountability year. The waiver procedure is created to address issues when the literal application of program accountability or program renewal policy does not consider certain unforeseen circumstances. Waivers shall be denied to aggrieved parties attempting to subvert the intent of provisions outlined in federal or state law or policy.
The procedure for appeals and waivers is as follows.

a. A preparation provider may request an appeal/waiver by submitting a written request to the state superintendent of education within 15 calendar days of the LDE’s release of the preparation provider’s performance profile.

b. All appeal/waiver requests must clearly state the specific reasons for requesting the appeal/waiver and the reasons why the appeal/waiver should be granted and must include any necessary supporting documentation.

c. Supporting documentation for appeal/waiver requests should clearly outline the unforeseen and unusual factors that generate the request. The preparation provider shall be responsible for supplying the LDE with information necessary for recalculating accountability components per applicable policy.

d. Data corrections shall not be the grounds for an appeal/waiver, as all data corrections shall be made prior to release of performance profiles regardless of the source of any errors.

e. The LDE shall review all timely submitted appeal/waiver requests and, if the request meets guidelines described in this section, make recommendations to BESE following the close of the appeal/waiver period. Within this interval, the LDE shall notify preparation providers of its recommendations and allow the provider to respond in writing. The preparation provider shall be notified of the recommendation and allowed to respond in writing. The LDE’s recommendations and preparation provider’s responses will be forwarded to BESE for final disposition, if applicable.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:2490 (December 2017).

Chapter 5 Louisiana Early Childhood Ancillary Certificate Program Accountability, Renewal, and Approval

La. Admin. Code tit. 28, pt. XLV, § 501 Ongoing Approval of Early Childhood Ancillary Certificate Programs

A. In order to offer a BESE-approved early childhood ancillary certificate program that allows early childhood educators to earn a Louisiana early childhood ancillary certificate, early childhood ancillary certificate providers shall follow the process/procedures detailed in Chapter 3 of this document.

B. The LDE shall annually produce and make publicly available a performance profile and quality rating for each BESE-approved early childhood ancillary certificate program.

C. Renewal decisions shall be made every two years beginning with the first accountability cycle and shall be based on the quality ratings produced annually. Early childhood ancillary certificate programs that earn an ineffective rating (Level 1) for two of any consecutive three fiscal years may not be recommended for BESE-approval during the renewal period.

D. Early childhood ancillary certificate programs that do not maintain a quality rating of level 3 or above on the Louisiana early childhood ancillary certificate program quality rating system and as reported in the annual quality rating shall participate in a continuous improvement planning process with the LDE, including the following:

program development of an improvement plan that includes specific improvement goals, timelines, and measures of success;
approval of the improvement plan by LDE staff; and
progress reports submitted by the program provider to LDE staff as established in the approved plan.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 48:1088 (April 2022).

La. Admin. Code tit. 28, pt. XLV, § 503 Early Childhood Ancillary Certificate Quality Rating System Participation and Performance Profile Implementation Timeline

A. For early childhood ancillary certificate programs that obtain BESE approval prior to September 1, 2023.

The 2021-2022 academic year will be an initial pilot phase for the early childhood ancillary certificate program quality rating system. The 2022-2023 and 2023-2024 academic years will be an extended pilot phase for the early childhood ancillary certificate program quality rating system. BESE-approved early childhood ancillary certificate programs will be given the opportunity to participate in a pilot on-site review using the rubric maintained by the LDOE. If produced, individual early childhood ancillary certificate program performance profiles will not be published.
The 2024-2025 and 2025-2026 academic years will be a learning phase. There will be no consequences for early childhood ancillary certificate programs as a result of performance profiles or quality ratings during the learning phase. Performance profiles for the 2024-2025 and 2025-2026 learning phase will be publicly available in fall 2027 and will clearly indicate that the performance profile is informational and assigned during a learning phase.
The 2026-2027 academic reporting year will be the first year of the initial two-year renewal cycle.

B. For early childhood ancillary certificate programs that obtain BESE approval after September 1, 2026, the two-year renewal cycle will begin on September 1 of the year directly following BESE approval.

C. Beginning with the 2023-2024 academic year, any early childhood ancillary certificate program that obtains BESE approval prior to September 1 of that academic year must participate in the early childhood ancillary certificate program quality rating system during that academic year. BESE approval shall be terminated for any program that does not participate in the quality rating system or any component thereof.

D. Beginning with the fall semester of 2027, the LDOE will annually produce and make publicly available on the LDOE website a performance profile and quality rating for each BESE-approved early childhood ancillary certificate program. The quality rating will not be used to make judgments about renewal of early childhood ancillary certificate program approval until the spring semester of 2027.

E. Beginning with ratings assigned in the fall semester of 2027, Louisiana early childhood ancillary certificate quality rating system results will serve as the basis for early childhood ancillary certificate program renewal. The renewal cycle will be two years.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 48:1088 (April 2022), LR 50:676 (May 2024).

La. Admin. Code tit. 28, pt. XLV, § 505 Louisiana Early Childhood Ancillary Certificate Quality Rating System

A. The Louisiana early childhood ancillary certificate quality rating system shall serve as the basis for the renewal of early childhood ancillary certificate program approval. The rating system shall:

include multiple measures of early childhood ancillary certificate program success;
result in an annual report and performance profile for each BESE-approved early childhood ancillary certificate program; and
result in an annual quality rating for each approved early childhood ancillary certificate program.

a. The ratings shall be:

Quality Rating

Composite Score Range

Level 1: Ineffective

1.00 <x< 1.44

Level 2: Effective: Emerging

1.45 <x< 2.44

Level 3: Effective

2.45 <x< 3.44

Level 4: Highly Effective

3.45 <x< 4.00

B. The Louisiana early childhood ancillary certificate quality rating system shall include but not be limited to the following domains:

Early Childhood Ancillary Certificate Program Experience. As measured by on-site reviews of each early childhood ancillary certificate program, the on-site review shall be conducted at the early childhood ancillary certificate program level and shall result in one rating. An on-site review shall be conducted every other year for each early childhood ancillary certificate program. When logistically and fiscally feasible and appropriate, the program may request the specific years and semesters during which the on-site review is conducted to provide a comprehensive candidate view. Such requests must be submitted to the LDE no less than one year before the renewal period begins.

a. On-site reviews may be conducted by the LDE or by a BESE-approved contractor with demonstrated expertise in early childhood teacher preparation. The evaluation tools used to conduct on-site reviews shall align to the requirements set forth in this bulletin and provide for a holistic rating between 1 and 4.

b. The LDE will maintain and publish a rubric for on-site reviews.

Program candidates shall include candidates who teach in Type III child care centers and family child care home providers with academic approval, enroll in the early childhood ancillary certificate program, and receive a scholarship through Louisiana Pathways to attend the BESE-approved program.

b. Progress toward attainment of the early childhood ancillary certificate will be measured by program candidates’ attainment of credentialing milestones, including satisfactory academic progress, attainment of the CDA, and LDOE-issued certification.

Early Childhood Teacher Quality. Quality shall be measured by program candidates’ CLASS® scores.

a. The CLASS® scores collected for the program completer in the observation period directly following program completion will be used for the performance profile year in which the observation occurs.

b. Program completers shall include candidates who teach in Type III child care centers, enroll in the early childhood ancillary certificate program, receive a scholarship through Louisiana Pathways to attend the BESE-approved program, and complete coursework to graduate from the program;

c. CLASS® scores will be calculated using the local CLASS® observations after any domain-level replacement by observations conducted the LDE third party contractor, as defined in Part CLXVII, Bulletin 140⎯Louisiana Early Childhood Care and Education Network.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 48:1089 (April 2022), LR 50:676 (May 2024).

La. Admin. Code tit. 28, pt. XLV, § 507 Quality Rating Calculation

A. The quality rating for an early childhood ancillary certificate program shall be calculated by weighting each domain.

Early childhood ancillary certificate program experience shall be weighted at 50 percent;
Building workforce capacity shall be weighted at 25 percent; and
Early childhood teacher quality shall be weighted at 25 percent.

B. The quality rating corresponds to the composite score range listed below.

Quality Rating

Composite Score Range

Level 1: Ineffective

1.00 <x< 1.44

Level 2: Effective: Emerging

1.45 <x< 2.44

Level 3: Effective

2.45 <x< 3.44

Level 4: Highly Effective

3.45 <x< 4.00

C. The early childhood ancillary certificate program experience score shall be determined by the last available on-site review rating. All numbers used in the on-site review calculation process shall be rounded to the nearest tenth, unless otherwise specified.

ECAC Program Experience Rating

Score Range

Level 1: Ineffective

1.0-1.44

Level 2: Effective: Emerging

1.45-2.44

Level 3: Effective

2.45-3.44

Level 4: Highly Effective

3.45-4.0

D. The building workforce capacity score shall be determined by the calculation of an index score, to be calculated as follows.

The number of candidates in each category below will be multiplied by the corresponding index points

Candidate Complete

Index Points

Starts program but does not complete any course intervals within a year of cohort completion

Completes only the initial course interval within a year of cohort completion

Completes all coursework but does not obtain a CDA within a year of cohort completion

Completes coursework and obtains a CDA but does not obtain the ECAC within a year of cohort completion

Obtains the ECAC within a year of cohort completion

100

The totals for each category in Paragraph 1 of this Subsection will be added together.
The sum of the totals for each category will be divided by the total number of program participants who began the cohort, yielding an index score between 0 and 100.
Using the index score, a building workforce capacity score between one and four will be assigned based upon the following ranges.

Building Workforce Capacity

Score Range

Level 1: Ineffective

<65

Level 2: Effective: Emerging

65.0-75.0

Level 3: Effective: Proficient

75.1-84.9

Level 4: Highly Effective

≥85

The building workforce capacity score will be calculated a year after cohort completion and updated annually as a lagging indicator.

E. Early childhood teacher quality will be determined by the calculation of an index score based on CLASS® observations conducted in accordance with Bulletin 140 §503 in the observation period immediately following the candidate completion of the program.

The number of candidates with a CLASS® score in each category below will be multiplied by the corresponding index points.

Candidate CLASS® Scores

Index Points

Level 1: Ineffective (below 1.00-2.99)

Level 2: Effective: Emerging (3.00 to 4.49)

Level 3: Effective: Proficient (4.50 to 5.99)

Level 4: Highly Effective (6.00 to 7.00)

100

The totals for each category in Paragraph 1 of this Subsection will be added together.
The sum of the totals for each category will be divided by the total number of program completers who have an observation in the semester following candidate graduation, yielding an index score between 0 and 100.
Using the index score, an early childhood teacher quality score between a range of one and four will be assigned.

Early Childhood Teacher Quality Score

Score Range

Level 1

<65

Level 2

65.0-75.0

Level 3

75.1-84.9

Level 4

≥85

F. The LDOE shall analyze results from the 2024-2026 learning cycle and may recommend additional policy for BESE consideration for 2026-2027 and beyond.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 48:1090 (April 2022), LR 50:677 (May 2024).

La. Admin. Code tit. 28, pt. XLV, § 509 Informational Metrics

A. The LDE may publish informational metrics that provide additional detail regarding the early childhood ancillary certificate quality rating system domains and other measures of early childhood ancillary certificate program quality.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 48:1091 (April 2022).

La. Admin. Code tit. 28, pt. XLV, § 511 Reporting for the Accountability System

A. Programs shall submit cohort information for each candidate participating in a BESE-approved ECAC program following the candidate’s initial CLASS® observation, at the completion of a cohort, and one year after the graduation of the cohort. Early childhood ancillary certificate programs shall report to the LDE, in the manner specified by the LDE, the following.

Data Categories

Data Elements

Candidate and Graduate Biographical and Program Data

Name

Birthdate

Teacher Identification number (if applicable)

Social Security Number

Gender

Race/Ethnicity

Name of employing Type III Center

Date candidate admitted to program

Date candidate completed first interval

Date candidate completed second interval and any additional course intervals

Initial CLASS scores from observation conducted by the ECAC program

Second CLASS scores from observation conducted by the ECAC program

Date candidate graduated or completed program

Information for candidates who dropped including reasons for dismissal or departure and date of last attendance

Candidate Admissions

Candidate employment verification

Candidate experience in ECE

Graduate Completion Data

Date graduate obtained CDA and certificate number

Date graduate obtained ECAC and certificate number

B. Program completers shall be defined as candidates who completed the programs during the most recent academic year, which is defined as July 1 to June 30.

C. Regularly-reported data, coupled with certification and teacher quality data from the LDE, shall form the official record for the calculation of the program quality rating. The LDE shall provide for a data verification process for the official record as outlined in this bulletin.

D. Preparation providers shall report candidate data subject to the provisions of FERPA only when candidates have provided the necessary permissions.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 48:1091 (April 2022).

La. Admin. Code tit. 28, pt. XLV, § 513 Data Verification, Appeals, and Waivers

The LDE shall establish a data verification process for preparation providers to correct inaccurate quality rating data. The LDE shall provide a period(s) of not less than 15 calendar days for final review, correction, and verification of accountability data. All data correction must occur during the designated data verification period. Each preparation provider must collect documentation for every data element that is submitted for correction and maintain documentation on file for at least four years. The LDE shall review all data corrections during the verification period and grant approval of data proven valid. The LDE may request documentation to support the validity of the corrections.
An appeal is a request for the calculation or recalculation of the quality rating or any component score. The appeal procedure is created to address issues when the literal application of program accountability or program renewal policy does not consider certain unforeseen and unusual circumstances. Appeals shall not be available for failure to correct data during the data verification process.
A waiver is a temporary withholding of accountability decisions or required components of the quality rating system for no more than one accountability year. The waiver procedure is created to address issues when the literal application of program accountability or program renewal policy does not consider certain unforeseen circumstances. Waivers shall be denied to aggrieved parties attempting to subvert the intent of provisions outlined in federal or state law or policy.
The procedure for appeals and waivers is as follows:

a. A preparation provider may request an appeal/waiver by submitting a written request to the state superintendent of education within 15 calendar days of the LDE release of the preparation provider performance profile.

d. Data corrections shall not be grounds for an appeal/waiver, as all data corrections shall be made prior to release of performance profiles regardless of the source of the errors.

e. The LDE shall review all timely-submitted appeal/waiver requests and, if the request meets guidelines established in this section, shall make recommendations to BESE following the close of the appeal/waiver period. The LDE shall notify the preparation provider of the recommendations and allow the provider to respond in writing. The LDE recommendations and preparation provider responses will be forwarded to BESE for final disposition, as applicable.

History

Authority Note: Promulgated in accordance with R.S. 17:7(6) and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 48:1091 (April 2022).

Chapter 7 Louisiana State Standards for Educator Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 701 Introduction

A. Each educator preparation program seeking approval from the Board of Elementary and Secondary Education (BESE) is required to incorporate and adhere to CAEP standards and to track closely the CAEP accreditation process. It is the responsibility of the teacher preparation program to prepare and present a clear description of how it is responding to each of the Louisiana standards within the accreditation process.

B. Current approved preparation providers must demonstrate alignment of approved traditional and alternative programs to the program requirements described in this subchapter and be approved by BESE before July 1, 2018. Providers shall seek approval by submitting assurances or, if seeking to offer an innovative model as described in §743 of this bulletin, by submitting an innovative design application. The LDOE shall publish the assurances and the innovative design application on the LDOE website.

C. After July 1, 2018, teacher candidates shall be admitted only to traditional and alternative teacher preparation programs that meet the requirements described in this Subchapter.

D. The following are deadline dates for program completion for approved teacher preparation programs approved prior to October 1, 2016:

August 31, 2021 is the last date for candidates enrolled in approved alternative teacher preparation programs that were approved prior to October 1, 2016 to complete programs.
August 31, 2022 is the last date for candidates enrolled in traditional teacher preparation programs approved prior to October 1, 2016 to complete those programs.

History

Authority Note: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1731 (August 2002), amended LR 30:2454 (November 2004), LR 35:2329 (November 2009), LR 37:563 (February 2011), LR 40:1001 (May 2014), LR 43:1318 (July 2017), LR 51:272 (February 2025).

Subchapter A Teacher Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 741 Introduction

A. Effective January 1, 2017, for the purposes of program approval, teacher preparation programs shall meet the requirements described in this Subchapter.

B. Current approved preparation providers must demonstrate alignment of approved traditional and alternate programs to the program requirements described in this subchapter and be approved by BESE before July 1, 2018. Providers shall seek approval by submitting assurances or, if seeking to offer an innovative model as described in §743 of this bulletin, by submitting an innovative design application. The LDE shall publish the assurances and the innovative design application on the LDE website in fall 2017.

C. After July 1, 2018, teacher candidates shall be admitted only to traditional and alternate teacher preparation programs that meet the requirements described in this Subchapter.

History

Authority Note: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:1330 (July 2017), amended LR 43:2492 (December 2017).

La. Admin. Code tit. 28, pt. XLV, § 743 Minimum Requirements for Traditional Teacher Preparation Programs

A. A traditional teacher preparation program is a baccalaureate degree program that includes a minimum of 120 credit hours of coursework and required practice experiences. Beginning with the 2024-2025 school year, an approved teacher education program shall be no more than 120 credit hours unless designated by the Board of Regents as dual degrees or dual certifications. Beginning September 1, 2024, a portion of the total required credit or contact hours must include the minimum number of hours in the teaching of reading and literacy as follows:

for certification in Birth-K, PK-3 and 1-5—9 credit hours;

a. The instruction must:

i. develop and assess candidate mastery of applicable literacy competencies, which are found in LAC 28:CXLVI (Bulletin 146);

ii. systematically and explicitly address the foundational literacy skills of phonological awareness, phonics, fluency, vocabulary, and comprehension. Each course shall, at a minimum, integrate:

(a). how to effectively teach the foundational literacy skills of phonological awareness, phonics, fluency, vocabulary, and comprehension;

(b). how to differentiate instruction for teaching students with advanced literacy skills and students with significant literacy deficiencies, including dyslexia;

(c). how to implement effective literacy instruction using high-quality instructional materials;

(d). how to administer literacy assessments to students and use the resulting data to improve literacy instruction for students;

iii. systematically and explicitly address behavior management, trauma-informed principles and practices for the classroom, and other developmentally appropriate supports to ensure that students can effectively access literacy instruction.

for certification in middle grades 4-8⎯6 credit hours;
for certification in secondary 6-12 or all-level K-12⎯3 credit hours; and
for special education areas (early interventionist, hearing impaired, significant disabilities, visually impaired, or mild/moderate special education 1-5, 4-8, or 6-12)⎯9 credit hours.
Beginning with the 2024-2025 school year, for all certification areas, candidates must spend three credit hours within the existing credit hour requirements engaged in coursework regarding teaching students with dyslexia, taught by a faculty member who has been provided specialized training in instructing teacher candidates on pedagogical methods for teaching students with dyslexia. The coursework shall include but need not be limited to the following:

a. an overview of the body of scientific work regarding dyslexia, including the history, epidemiology, and clinical presentation, including early clinical indicators of dyslexia and common, persistent classroom presentation;

b. an overview of evidence-based instruction for individuals with dyslexia including remediation of weaknesses, fortification of strengths, and common accommodations to help mediate between the two; and

c. an introduction to the process of becoming a dyslexia practitioner or dyslexia therapist, pursuant to R.S. 17:392.2.

Beginning January 1, 2024, an applicant for initial certification in kindergarten through third grade shall pass the BESE-approved Teaching of Reading: Elementary or Teaching of Reading: Elementary Subtest exam in accordance with LAC 28:CXXXI.303. (Bulletin 746). Candidates already enrolled in the year-long residency and holding the R credential prior to January 1, 2025, are not subject to this provision.

B. The program shall sequentially develop and assess teacher candidates’ mastery of applicable Louisiana teacher preparation competencies codified in LAC 28:CXLVI (Bulletin 146) through a combination of general education, content area, and teaching coursework, assessments, and related practice experiences.

Traditional teacher preparation programs offered by public universities shall meet general education requirements established by the Board of Regents.
For the purposes of program approval, an academic major in the certification content area may serve as the basis for alignment to content knowledge competencies.

C. Programs shall include the following practice experiences, which directly align with and sequentially develop the competencies identified in LAC 28:CXLVI (Bulletin 146):

actual practice experiences shall be provided in classroom settings prior to the residency year; and
a one-year residency shall take place in a public school classroom, approved non-public school classroom, or classroom at a Type III Early Learning Center that has maintained consecutive years of LDE-issued academic approval in the certification area with a teacher of record who holds a valid level 1, 2, 3, type A, or type B teaching certificate in the area for which the candidate is pursuing certification in accordance with LAC 28:CXXXI (Bulletin 746). Beginning September 1, 2020, the teacher of record shall be required to hold a provisional mentor teacher ancillary certificate or a mentor teacher ancillary certificate in accordance with LAC 28:CXXXI (Bulletin 746). The residency may include practice with other teachers in a public or approved non-public school setting. Residents placed in charter schools must be placed with a teacher of record who has demonstrated effectiveness in accordance with LAC 28:CXLVII (Bulletin 130):

a. beginning July 1, 2018, candidates must hold a valid resident teacher certificate in order to be placed in a one-year residency;

b. for certification in B-K, PK-3, 1-5, or 1-5 integrated to merged, candidates must spend a minimum of 80 percent of the residency school site’s instructional time each week engaged in residency activities;

c. for certification in K-12, 4-8, 6-12, 4-8 integrated to merged or 6-12 integrated to merged, candidates must spend a minimum of 60 percent of the residency school site’s instructional time each week in the first semester and 80 percent of the residency school site’s instructional time each week in the second semester engaged in residency activities;

d. teacher preparation providers may seek approval to offer an innovative residency model that does not meet the minimum instructional time requirements but meets a specific workforce need and includes high-quality clinical experiences throughout the program and intensive clinical experiences throughout the residency year; and

e. A candidate holding a valid associate teacher permit in accordance with LAC 28:CXV.525. (Bulletin 741) shall be deemed as appropriately meeting the undergraduate residency requirements and shall be considered a resident teacher by BESE during the final two semesters of the approved undergraduate preparation program.

A one-year out-of-state residency placement in a school in a classroom with a teacher of record who holds a valid certificate in the area for which the candidate is pursuing certification may be permitted when the teacher preparation program is approved to operate in the state in which the residency will take place. An out-of-state residency placement must be indicated by the teacher preparation program with the application for the resident teacher certificate.

a. Beginning July 1, 2018, candidates must hold a valid resident teacher certificate in order to be placed in a one-year residency.

b. For certification in B-K, PK-3, 1-5, or 1-5 integrated to merged, candidates must spend a minimum of 80 percent of the residency school site’s instructional time each week engaged in residency activities.

c. For certification in K-12, 4-8, 6-12, 4-8 integrated to merged or 6-12 integrated to merged, candidates must spend a minimum of 60 percent of the residency school site’s instructional time each week in the first semester and 80 percent of the residency school site’s instructional time each week in the second semester engaged in residency activities.

d. Teacher preparation providers may seek approval to offer an innovative residency model that does not meet the minimum instructional time requirements but meets a specific workforce need and includes high-quality clinical experiences throughout the program and intensive clinical experiences throughout the residency year.

The residency shall include a combination of the following experiences:

a. instructional goal-setting and planning, including individual education plan (IEP), English Learner Accommodation Checklist, and individual accommodations plan (IAP) review and implementation;

b. classroom teaching;

c. analysis of student assessment results, including formative and summative assessment data, student work samples, and observations of student class discussions;

d. parent-teacher conferences and communication; and

e. interactions and collaboration with other teachers.

The teacher candidate shall be supervised in all residency experiences by a team comprised of a school-based mentor teacher, the residency school site principal or designee, and program faculty member. The supervision shall include, at minimum, two formal observations of teaching practice per semester, which shall include feedback on performance and analysis of formative and summative student achievement results and candidate performance data. Observations may be conducted by any member of the supervision team.
Candidates may complete clinical experiences through general education or content courses that integrate content, pedagogy, and practice.

D. The preparation provider shall assess and document evidence of candidates’ teaching competency for all candidates completing one-year residencies.

Assessments of teaching competency shall be jointly administered by the preparation provider and the residency school site principal or designee.
Assessments of teaching competency shall include, but not are not limited to, the following:

a. observations that occur during the residency year; and

b. measures of teacher candidates’ impact on all students’ learning, which may include student learning targets.

Upon completion of the program, a holistic evaluation of the teacher candidate’s eligibility for initial licensure shall be made collaboratively by preparation provider faculty, the residency school site principal or designee, and mentor teacher.

E. To be admitted into a traditional teacher preparation program, candidates must meet minimum GPA requirements of 2.20 or higher grade point average (GPA) on a 4.00 scale.

F. Beginning with the 2025-2026 school year, for prescribed certification areas, the program shall include instruction on teaching foundational numeracy skills. Certification areas include B-5, PK-K, elementary 1-5, elementary 1-5 integrated to merged, mathematics 4-8, mathematics 4-8 integrated to merged, mathematics 6-12, and mathematics 6-12 integrated to merged. Instruction shall include but need not be limited to the following:

effectively teaching foundational mathematics skills explicitly and systematically;
implementing effective mathematics instruction using high-quality instructional materials;
providing effective instruction and interventions for students who have difficulty with mathematics; and
understanding and using student data to make instructional decisions.

G. Beginning with the 2026-2027 school year, for all certification areas, the program shall include instruction on teaching students computer science, which may be incorporated into an existing course of study. The coursework shall include but not be limited to the following:

an introduction of the Louisiana Computer Science Content Standards;
an overview of computational thinking and computer science content, including broad knowledge of computing systems, internet safety, and data analysis to enhance student learning; and
an overview of standards-based instruction based on the core concepts and practices found with the Louisiana Computer Science Framework.

H. Beginning with the 2027-2028 school year, for all certification areas, the program shall include instruction in crisis intervention and effective strategies for behavior management of students with disabilities, which may be incorporated into an existing course of study.

I. Beginning with the 2027-2028 school year, for all certification areas, the program shall include instruction on teaching language acquisition strategies to support English learners, which may be incorporated into an existing course of study.

History

Authority Note: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), 17:7(6), 17:10, 17:22(6), 17:391.1-391.10, and 17:411, and 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:1330 (July 2017), amended LR 43:2492 (December 2017), LR 45:229 (February 2019), LR 48:1274 (May 2022), LR 48:1758 (July 2022), LR 49:41 (January 2023), LR 49:246 (February 2023), repromulgated LR 49:851 (May 2023), LR 50:20 (January 2024), amended LR 50:678 (May 2024), LR 51:273 (February 2025), LR 51:1129 (August 2025), LR 51:2050 (December 2025).

La. Admin. Code tit. 28, pt. XLV, § 745 Minimum Requirements for Alternate Teacher Preparation Programs

A. An alternate teacher preparation program is a program that includes a minimum number of credit or contact hours of coursework or training and required practice experiences. There are three types of alternative teacher preparation programs.

The practitioner teacher program may be offered by state-approved colleges or universities and non-university providers with an approved teacher education program in grades PK-3, 1-5, 4-8, 6-12, all-level K-12 (art, dance, foreign language, health and physical education, and music), or integrated to merged approach for grades 1-5, grades 4-8 and grades 6-12:

a. total hours required in grades PK-3 program—24-33 credit hours (or equivalent 360-495 contact hours);

b. total hours required in grades 1-5, 4-8, 6-12, all-level (K-12) programs—21-30 credit hours (or equivalent 315-450 contact hours); and

c. total hours required in general-special education mild/moderate grades 1-5, grades 4-8, and grades 6-12 programs—27-33 credit hours (or equivalent 405-495 contact hours).

The master’s degree program may be offered by state-approved colleges or universities with an approved teacher education program. Master's degree programs may offer certification in grades PK-3, 1-5, 4-8, 6-12, all-level K-12 (art, dance, foreign language, health and physical education, music), early interventionist birth to five years, general-special education mild-moderate: an integrated to merged approach for grades 1-5, grades 4-8, and grades 6-12:

a. total hours required in grades PK-3, grades 1-5, grades 4-8, grades 6-12, all-level K-12, early interventionist birth to five years programs—33-39 credit hours; and

b. total hours required in general-special education mild/moderate: an integrated to merged approach for grades 1-5, grades 4-8 and grades 6-12 programs⎯33-42 credit hours.

The certification-only program may be offered by state-approved providers with an approved teacher education program in grades PK-3, 1-5, 4-8, 6-12, all-level K-12 (art, dance, foreign language, health and physical education, and music), early interventionist birth to five years, general-special education mild-moderate: an integrated to merged approach for grades 1-5, grades 4-8, and grades 6-12. Total hours required—27-33 credit hours or equivalent contact hours (405-495).

B. Beginning September 1, 2024, a portion of the total required credit or contact hours for all alternate teacherpreparation programs must include the minimum number of hours in the teaching of reading and literacy as follows:

for certification in PK-3 and 1-5—9 credit hours or 135 contact hours;

a. The instruction must:

i. develop and assess candidate mastery of applicable literacy competencies, which are found in LAC 28:CXLVI (Bulletin 146); and

ii. systematically and explicitly address the foundational literacy skills of phonological awareness, fluency, vocabulary, and comprehension. Each course shall, at a minimum, integrate:

(a). how to effectively teach the foundational literacy skills of phonological awareness, phonics, fluency, vocabulary, and comprehension;

(b). how to differentiate instruction for teaching students with advanced literacy skills and students with significant literacy deficiencies, including dyslexia;

(c). how to implement effective literacy instruction using high-quality instructional materials;

(d). behavior management, trauma-informed principles and practices for the classroom, and other developmentally-appropriate supports to ensure that students can effectively access literacy instruction;

(e). how to administer literacy assessments to students and use the resulting data to improve literacy instruction for students;

for certification in middle grades 4-8—6 credit hours or 90 contact hours;
for certification in secondary 6-12 or all-level K-12 - 3 credit hours or 45 contact hours; and
for special education areas (early interventionist, hearing impaired, significant disabilities, visually impaired, or mild/moderate special education 1-5, 4-8, or 6-12)⎯9 credit hours or 135 contact hours.
Beginning with the 2024-2025 school year, for all certification areas, candidates must spend three credit hours within the existing credit hour requirements, or 45 contact hours, engaged in coursework regarding teaching students with dyslexia, taught by a faculty member who has been provided specialized training in instructing teacher candidates on pedagogical methods for teaching students with dyslexia. The coursework shall include but need not be limited to the following:

c. an introduction to the process of becoming a dyslexia practitioner or dyslexia therapist, pursuant to R.S. 17:392.2.

Beginning January 1, 2024, an applicant for initial certification in kindergarten through third grade shall pass the BESE-approved Teaching of Reading: Elementary or Teaching of Reading: Elementary Subtest exam in accordance with LAC 28:CXXXI.303. (Bulletin 746). Candidates already enrolled in the year-long residency and holding the R credential prior to January 1, 2025, are not subject to this provision.

C. The program shall sequentially develop and assess teacher candidates’ mastery of applicable Louisiana teacher preparation competencies codified in LAC 28:CXLVI (Bulletin 146) through a combination of coursework, assessments, and related practice experiences.

D. Programs must include the following practice experiences, which directly align with and sequentially develop the competencies identified in LAC 28:CXLVI (Bulletin 146).

Clinical experiences will be provided in classroom settings prior to the residency year as follows.

a. In all programs, a minimum of 9 credit hours or 135 contact hours of training is required prior to the residency.

A one-year residency shall take place in a public school classroom, approved non-public school classroom, or in a classroom at a Type III Early Learning Center that has maintained consecutive years of LDOE-issued academic approval in the certification area the candidate is pursuing. The residency shall include a combination of the following experiences:

a. instructional goal-setting and planning, including IEP, English Learner Accommodation Checklist, and IAP review and implementation;

b. classroom teaching;

c. analysis of student assessment results, including formative and summative assessment data, student work samples, and observations of student class discussions;

d. parent-teacher conferences and communication; and

e. interactions and collaboration with other teachers.

Requests for a one-year out-of-state residency placement may be permitted when the teacher preparation program is approved to operate in the state that the residency will occur. Such requests must be submitted by the teacher preparation program with the application for the resident teacher certificate or prior to the candidate beginning a residency as a teacher of record out-of-state.
The teacher candidate shall be supervised in all residency experiences by a team comprised of a school-based mentor teacher, the residency school site principal or designee, and program faculty member.

a. Beginning with the 2020-2021 academic year, candidates enrolled in an alternate teacher preparation program who serve as a teacher of record must be mentored five hours per week, of the school’s instructional time, during the first year, by a school-based mentor teacher, who may collaborate with other personnel providing mentoring support.

i. The school-based mentor teacher must be credentialed in accordance with LAC 28:CXXXI.553 (Bulletin 746).

ii. The mentorship must include intensive supports, including:

(a). co-teaching;

(b). collaborative planning; and

(c). observation and feedback sessions.

b. The supervision must include, at a minimum, two formal observations of teaching practice per semester, including feedback on performance and analysis of formative and summative student achievement results and candidate performance data. Observations may be conducted by any member of the supervision team.

Practitioner teacher programs shall require candidates to complete the residency as a teacher of record. Candidates must hold a valid practitioner teacher license pursuant to Bulletin 746.
Master’s degree or certification-only alternate programs shall allow candidates to complete the residency as a teacher of record or in a classroom under a teacher of record.

a. candidates may complete the residency as a teacher of record and must hold a valid practitioner teacher license pursuant to Bulletin 746; or

b. candidates may complete the one-year residency in a classroom a public or approved non-public school in a classroom in the certification area with a teacher of record who holds a valid level 1, 2, 3, type A, or type B teaching certificate in the area for which the candidate is pursuing certification pursuant to Bulletin 746. The residency may include practice with other teachers in a public or approved non-public school setting. Residents placed in charter schools must be placed with a teacher of record who has demonstrated effectiveness pursuant to state law and Bulletin 130:

i. effective July 1, 2018, candidates must hold a valid resident teacher certificate. The residency may include practice with other teachers in the public or approved non-public school setting;

ii. for certification in PK-3, 1-5, or 1-5 integrated to merged, candidates must spend a minimum of 80 percent of the residency school site’s instructional time each week engaged in residency activities; and

iii. for certification in K-12, 4-8, 6-12, 4-8 integrated to merged or 6-12 integrated to merged, candidates must spend a minimum of 60 percent of the residency school site’s instructional time each week in the first semester and 80 percent of the residency school site’s instructional time each week in the second semester engaged in residency activities;

iv. teacher preparation providers may seek approval to offer an innovative residency model that does not meet the minimum instructional time requirements but meets a specific workforce need and includes high-quality clinical experiences throughout the program and intensive clinical experiences throughout the residency year.

E. The preparation provider shall assess and document evidence of candidates’ teaching competency for all candidates completing one-year residencies.

Assessments of teaching competency shall be jointly administered by the preparation provider and the residency school site principal or designee.
Assessments of teaching competency shall include, but not are not limited to, the following:

a. observations that occur during the residency year; and

b. measures of teacher candidates’ impact on all students’ learning, which may include student learning targets.

Upon completion of the program, a holistic evaluation of the teacher candidate’s eligibility for initial licensure shall be made collaboratively by preparation provider faculty, the residency school site principal or designee, and mentor teacher.

F. To be admitted into an alternative teacher preparation program, candidates must meet the following requirements:

possess a non-education baccalaureate degree from an institution accredited in accordance with 34 CFR 602;
meet minimum 2.20 or higher undergraduate GPA on a 4.00 scale to enter a teacher preparation program; and
pass the required content examinations or meet alternate requirements pursuant to Bulletin 746. If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 30 semester hours of coursework specific to the content area.
Beginning June 14, 2023, an applicant who has not attained a 2.20 GPA may be issued certification if the following requirements are met in an alternate teacher preparation program:

a. If the program awards credit hours, the applicant shall achieve a minimum GPA of 3.00 on a 4.00 point scale in the alternate teacher preparation program courses by the end of the first 12 credit hours and successfully complete the program with a minimum of a 2.5 GPA.

b. If the program does not award credit hours, the applicant shall demonstrate mastery of competencies as required by the program and by the school system in which the applicant completes required clinical practice.

G. Beginning with the 2025-2026 school year, for prescribed certification areas, the program shall include instruction on teaching foundational numeracy skills. Certification areas include B-5, PK-K, elementary 1-5, elementary 1-5 integrated to merged, mathematics 4-8, mathematics 4-8 integrated to merged, mathematics 6-12, and mathematics 6-12 integrated to merged. Instruction shall include but need not be limited to the following:

effectively teaching foundational mathematics skills explicitly and systematically;
implementing effective mathematics instruction using high-quality instructional materials;
providing effective instruction and interventions for students who have difficulty with mathematics; and
understanding and using student data to make instructional decisions.

H. Beginning with the 2026-2027 school year, for all certification areas, the program shall include instruction on teaching students computer science, which may be incorporated into an existing course of study. The coursework shall include but not be limited to the following:

an introduction of the Louisiana Computer Science Content Standards;
an overview of computational thinking and computer science content, including broad knowledge of computing systems, internet safety, and data analysis to enhance student learning; and
an overview of standards-based instruction based on the core concepts and practices found with the Louisiana Computer Science Framework.

I. Beginning with the 2027-2028 school year, for all certification areas, the program shall include instruction in crisis intervention and effective strategies for behavior management of students with disabilities, which may be incorporated into an existing course of study.

J. Beginning with the 2027-2028 school year, for all certification areas, the program shall include instruction on teaching language acquisition strategies to support English learners, which may be incorporated into an existing course of study.

History

Authority Note: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), 17:7(6), 17:10, 17:22(6), 17:391.1-391.10, and 17:411; and 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:1331 (July 2017), amended LR 43:2492 (December 2017), LR 45:1751 (December 2019), LR 46:324 (March 2020), LR: 48:1274 (May 2022), LR 48:1759 (July 2022), LR 49:41 (January 2023), LR 49:246 (February 2023), LR 49:256 (February 2023), repromulgated LR 49:852 (May 2023), LR 50:20 (January 2024), amended LR 50:678 (May 2024), LR 51:273 (February 2025), LR 51:1130 (August 2025), LR 51:2050 (December 2025).

Subchapter B Alternate Educational Leader Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 747 Educational Leader Practitioner (Residency) Program

A. State-approved non-university providers and Louisiana colleges or universities may choose to offer an educational leader practitioner (residency) program for certifying successful candidates for educational leader, level 1 certification. Two additional alternative paths are available to individuals seeking an educational leader certificate level 1; see LAC 28:CXXXI.Chapter 15 (Bulletin 746), for paths 1 and 2. Educational leader practitioner program providers must submit a program proposal to the Louisiana Department of Education. Programs will be reviewed for adherence to program requirements, and may be recommended to BESE for approval status.

Admission to the Program. Program providers work with local educational agency or state/ school system-approved charter school personnel to identify educational leader practitioner program candidates who will be employed by the local educational agency or approved charter school (hereinafter referred to as hiring authority). For admission, candidates must:

a. possess a baccalaureate degree from an institution accredited in accordance with 34 CFR 602;

b. have three years of K-12 teaching experience and demonstrate strong knowledge of instruction through a rigorous screening process by an approved program provider in partnership with one or more hiring authorities;

c. 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;

d. meet other non-course requirements established by the approved leader practitioner program:

i. candidates will be chosen using a rigorous selection process designed to determine the potential of candidates as school leaders. The screening process for each cohort will involve a multi-phase process that includes, as a minimum, a written application, recommendations, and interviews.

Leader Preparation (First Session)

a. All leader practitioner candidates will participate in an initial institute training that will build skills in the areas of instructional, organizational, and personal leadership. The standards for educational leaders in Louisiana will serve as the basis of the curriculum. The institute will provide a balanced curriculum that includes learning opportunities grounded in practical experience, theory, and research. Topics to be addressed include but are not limited to the following: leading with a vision, using data to lead school improvement, creating and leading effective school teams, building a high-performance learning culture and professional learning communities, and leading and learning with technology. acquired knowledge and skills will be utilized in the planning of residency experiences with a residency supervisor, who is assigned by the program provider. In addition, participants will begin developing their portfolio and educational leadership development plan.

b. The initial session will include a minimum of 135 contact hours (or 9 credit hours).

Principal Residency and Support (School Year)

a. Candidates assume positions as administrative interns (with responsibilities equivalent to that of an assistant principal). The hiring authority pays the candidate's salary.

b. Interns will serve in at least two different schools, and will experience a full range of activities associated with all phrases of school administration. In school experiences should provide for a minimum of 125 days in the school.

c. During the school year, candidates participate in weekly sessions provided by the program provider and in four seminars (two during the first semester and two during the second semester) that address immediate needs of the practitioner leader. Weekly sessions and seminars should provide for a minimum of 60 contact hours (or 4 credit hours).

d. Practitioner leaders receive one-on-one supervision through a residency supervisor provided by the program providers.

e. Practitioner leaders will receive support from a school-based principal mentor identified by the hiring authority and the program provider, and a principal coach provided by the program provider. Hiring authorities and providers will collaborate to identify appropriate site for placement of an intern at a school and with a strong principal who serves as the school-based mentor. Additionally, the provider identifies and trains principal coaches (e.g., former principals, retired principals) who support one or more candidates.

Leader Preparation (Second Session)

a. All leader practitioner candidates will participate in a follow-up institute training that will continue to build skills in the areas of instructional and organizational leadership. The Standards for Educational Leaders in Louisiana will serve as the basis of the curriculum. The institute will provide a balanced curriculum that includes learning opportunities grounded in practical experience, theory, and research. Topics to be addressed include but are not limited to the following: leading a focused drive toward student achievement, organizing the learning environment, and ethical leadership. In addition, program participants will finalize their portfolio and educational leadership development plan.

b. The second session will include 135 contact hours (or 9 credit hours).

i. An approved program provider may choose to provide a portion of the second session curriculum and contact hours during the first session or academic school year.

ii. A minimum of 45 contact hours (or three credit hours) must be provided during the second session.

iii. The provider must provide evidence that the curriculum topics have all been addressed and that the required contact hours/credit hours have been met by the end of the second session.

iv. A minimum of 45 contact hours (or 3 credit hours) may be earned through service as a mentor teacher or content leader in accordance with LAC 28:CXXXI (Bulletin 746), during the first or second session.

Practitioner Leader Performance Review (Mid-Year and End of Program)

a. Program providers, mentor principals, and principal coaches form teams to review mid-year performance of practitioner leaders and determine the extent to which the practitioner leader has demonstrated educational leadership proficiency. If weaknesses are cited, teams will identify additional types of support to address areas of needs.

b. Program providers, mentor principals, and principal coaches form teams to review end-of-program performance of practitioner leaders and determine the extent to which the aspiring leader has demonstrated educational leadership proficiency and readiness for the educational leader level 1 certification.

Total Hours Required. Minimum of 330 contact hours of coursework (22 credit hours) and minimum of 125 days serving as practitioner leader (administrative intern).
Passage of School Licensure Exam. Have a passing score on the school leaders licensure assessment (SLLA) in accordance with state requirements.
Program requirements must be met by the end of the second session. For certification purposes, approved providers will submit signed statements to the Department of Education indicating that the student completing the Educational Leader Practitioner Program performance-based certification path met the following requirements:

a. passed the school leaders licensure assessment;

b. completed all program coursework (sessions and school year) and the residency;

c. completed prescriptive plans (if weaknesses were demonstrated);

d. demonstrate readiness for the educational leader based on performance against the standards for educational leaders in Louisiana and approved program provider indicators of skills needed for educational leader success;

e. completed an educational leadership development plan (an individualized learning plan that outlines areas of development in each of the standards for educational leaders in Louisiana;

f. completed a portfolio demonstrating skills needed to collaborate with teachers and use data to increase student achievement; successfully observe, evaluate, and provide feedback to teachers to improve student achievement; and lead the school or a portion of the school through a change process that helps to build a positive school community.

On-Going Support (second and third year). Program providers will give support services to educational leaders who have completed the practitioner leader program and are serving as school leaders during their second and third years in the program.
Professional License. Upon completion of all requirements of the program, the candidate will receive an educational leader level 1 license.

History

Authority Note: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), 17:7(6), 17:10, 17:22(6), 17:391.1-391.10, and 17:411.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 43:1333 (July 2017), amended LR 45:229 (February 2019), amended LR 50:679 (May 2024), LR 51:273 (February 2025).

La. Admin. Code tit. 28, pt. XLV, § 749 Minimum Requirements for Early Childhood Ancillary Certificate Programs

A. Early childhood ancillary certificate programs must result in one of the following:

a technical diploma or certificate of technical studies in an early childhood-related field from an accredited technical or community college; or
training hours and professional portfolio requirements that can be used to complete a child development associate (CDA) credential, either in family child care, infant/toddler, or preschool, awarded by the Council for Professional Recognition.

B. An early childhood ancillary certificate program must be comprised of a minimum of 120 training hours in early childhood education.

C. The program must sequentially develop and assess teacher candidates’ mastery of applicable Louisiana teacher preparation competencies in accordance with LAC 28:CXLVI (Bulletin 146), through a combination of coursework, assessments, and related practice experiences.

D. Programs must include the following practice experiences, which directly align with and sequentially develop the competencies identified in LAC 28:CXLVI (Bulletin 146):

actual practice experiences must be provided in classroom settings; and
a minimum of two observations using the Classroom Assessment Scoring System (CLASS®) must be completed for each candidate.

E. The preparation provider must assess and document evidence of candidates’ teaching competency for all candidates.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10), 17:7(6), and 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 45:903 (July 2019), amended LR 48:1092 (April 2022), LR 51:273 (February 2025).

Chapter 9 The Components of Effective Teacher Preparation

Subchapter A Standard A: Candidates Provide Effective Teaching for All Students

La. Admin. Code tit. 28, pt. XLV, § 901 Planning[Formerly §401]

A. Candidates at both the initial and advanced levels of the teacher education program provide effective instruction and assessment for all students.

The teacher education program provides candidates1 at both the initial and advanced levels with knowledge and skills in the following planning processes:

a. specifying learner outcomes;

b. developing appropriate activities which lead to the outcomes;

c. planning for individual differences;

d. identifying materials and media for instruction;

e. specifying evaluation strategies for student achievement; and

f. developing Individualized Education Plans (IEPs) as needed.

Unacceptable

Acceptable

Target

Candidates recognize the components of planning and know that they are expected to meet the learning needs of each student.

Candidates demonstrate knowledge of the steps in developing plans to meet the learning needs of each student.

Candidates develop and implement plans as needed to meet the learning needs of each student.

1Candidates. Individuals admitted to or enrolled in programs for the First preparation of teachers. Candidates are distinguished from students in P-12 school.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1734 (August 2002), amended LR 30:2457 (November 2004), LR 35:2329 (November 2009), LR 37:563 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 903 Management[Formerly §403]

A. The teacher education program provides candidates at both the initial and advanced levels with knowledge and skills in the management component, which includes maintaining an environment conducive to learning, maximizing instructional time, and managing learner behavior.

Unacceptable

Acceptable

Target

Candidates understand various approaches to classroom/ behavior management.

Candidates create a positive learning environment, maximize instructional time, and manage learner behavior.

Candidates create a positive learning environment, maximize instructional time, and manage learner behavior, making adjustments as necessary to meet the learning needs of each student.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1734 (August 2002), amended LR 30:2457 (November 2004), LR 35:2329 (November 2009), LR 37:564 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 905 Instruction[Formerly §405]

A. The teacher education program provides candidates at both the initial and advanced levels with skills for delivering effective instruction, presenting appropriate content, providing for student involvement, and assessing and facilitating student growth.

Unacceptable

Acceptable

Target

Candidates recognize the components of instruction that meet the learning needs of each student.

Candidates demonstrate use of instructional components that meet the learning needs of each student.

Candidates demonstrate effective instruction that results in positive learning outcomes for each student.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1734 (August 2002), amended LR 30:2457 (November 2004), LR 35:2329 (November 2009), LR 37:564 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 907 Curriculum[Formerly §407]

A. The teacher education curricula provide candidates at both the initial and advanced levels with knowledge and skills to effectively incorporate the Louisiana content standards and grade level expectations in instructional delivery.

Unacceptable

Acceptable

Target

Candidates understand the basic components of the Louisiana Content Standards and Grade Level Expectations.

Candidates demonstrate knowledge of the Louisiana Content Standards and Grade Level Expectations in lessons for each content area they are preparing to teach.

Candidates implement instruction and assessment reflective of content standards, grade level expectations, local curricula, and each student's needs.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1734 (August 2002), amended LR 30:2457 (November 2004), LR 31:2427 (October 2005), LR 35:2329 (November 2009), LR 37:564 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 909 Curriculum―Reading (Specifically but not Exclusively for K-3 Teachers)[Formerly §409]

A. The teacher education program provides candidates at both the initial and advanced levels with knowledge and skills in the Louisiana reading competencies and the curriculum process.

Unacceptable

Acceptable

Target

Candidates understand the components of the Louisiana Reading Competencies.

Candidates utilize the Louisiana Reading Competencies in K-12 classrooms.

Candidates effectively utilize the Louisiana Reading Competencies in K-12 classrooms to impact learning.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1734 (August 2002), amended LR 30:2457 (November 2004), LR 31:2427 (October 2005), LR 35:2330 (November 2009), LR 37:564 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 911 Curriculum―Mathematics (Specifically but not exclusively for K-3 teachers)[Formerly §411]

A. The teacher education program provides candidates at both the initial and advanced levels with knowledge and skills in the curriculum process.

Unacceptable

Acceptable

Target

Candidates understand the elements of reform mathematics.

Candidates use reform mathematics content and pedagogy in providing instruction.

Candidates effectively use reform mathematics content and pedagogy in instruction and assessment, including the use of manipulatives and/or the application of content to real life situations, resulting in improved student learning.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1735 (August 2002), amended LR 30:2458 (November 2004), LR 35:2330 (November 2009), LR 37:564 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 913 Technology[Formerly §413]

A. The teacher education program provides candidates at both initial and advanced levels with skills to plan and deliver instruction that integrates a variety of software, applications, and related technologies appropriate to the learning needs of each student.

Unacceptable

Acceptable

Target

Candidates understand how to use technology.

Candidates create and use instruction and assessment that integrate technology into the curriculum.

Candidates effectively integrate technology into the curriculum with instruction and assessment that result in improved student learning.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1735 (August 2002), amended LR 30:2458 (November 2004), LR 35:2330 (November 2009), LR 37:564 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 915 Professional Development[Formerly §415]

A. The teacher education program provides candidates at both the initial and advanced levels with information and skills for planning professional self-development.

Unacceptable

Acceptable

Target

No evidence exists that candidates were exposed to the need for ongoing professional development.

Candidates plan and pursue professional development activities required by the university and/or first employing school system.

Candidates develop an individualized professional development plan based upon their self-assessment, reflection, and long term professional goals.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1735 (August 2002), amended LR 30:2458 (November 2004), LR 35:2330 (November 2009), LR 37:564 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 917 School Improvement[Formerly §417]

A. The teacher education program provides candidates at both the initial and advanced levels with preparatory experiences in school improvement that includes taking an active role in school decision-making and creating relevant partnerships.

Unacceptable

Acceptable

Target

Candidates understand the processes of school improvement.

Candidates review and are familiar with school improvement efforts at the school and school system levels

Candidates participate in school improvement efforts by serving on committees and forming partnerships with community groups.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1735 (August 2002), amended LR 30:2458 (November 2004), LR 35:2330 (November 2009), LR 37:565 (February 2011), amended LR 50:679 (May 2024).

Subchapter B Standard B: Candidates and/or Graduates of Teacher Education Programs Participate in the Accountability and Testing Process

La. Admin. Code tit. 28, pt. XLV, § 919 School and District Accountability System[Formerly §419]

A. The teacher education program provides candidates at both the initial and advanced levels with knowledge and skills regarding the utilization of the Louisiana School and District Accountability System (LSDAS).

Unacceptable

Acceptable

Target

Candidates understand the basic components of the LSDAS.

Candidates investigate documents, data, and procedures used in LSDAS.

Candidates take an active role in the school growth process as related to the LSDAS.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1735 (August 2002), amended LR 30:2458 (November 2004), LR 35:2330 (November 2009), LR 37:565 (February 2011).

La. Admin. Code tit. 28, pt. XLV, § 921 Testing[Formerly §421]

A. The teacher education program provides candidates at both the initial and advanced levels with information on the Louisiana Educational Assessment Program (LEAP 21) to enhance their testing and measurement practices related to learning and instruction.

Unacceptable

Acceptable

Target

Candidates understand the basic components of the Louisiana Educational Assessment Program (LEAP 21).

Candidates plan and implement instruction that correlates with LEAP 21.

Candidates interpret LEAP 21 test data and apply results to impact student achievement positively.

History

Authority Note: Promulgated in accordance with R.S. 17:6(10); R.S. 17:7(6), and R.S. 17:7.2.
Historical Note: Promulgated by the Board of Elementary and Secondary Education, LR 28:1735 (August 2002), amended LR 30:2458 (November 2004), LR 35:2331 (November 2009), LR 37:565 (February 2011).

La. Admin. Code tit. 28:XLV — Bulletin 996: Standards for Approval of Teacher and/or Educational Leader Preparation Programs

Part XLV Bulletin 996—Standards for Approval of Teacher and/or Educational Leader Preparation Programs

Chapter 1 Introduction

La. Admin. Code tit. 28, pt. XLV, § 101 Purpose

La. Admin. Code tit. 28, pt. XLV, § 103 Definitions

La. Admin. Code tit. 28, pt. XLV, § 105 Acronyms

Chapter 3 Initial State Approval for Teacher or Educational Leader Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 301 Process/Procedures[Formerly §201]

La. Admin. Code tit. 28, pt. XLV, § 303 Initial Approval[Formerly §203]

La. Admin. Code tit. 28, pt. XLV, § 305 Initial Approval of Early Childhood Ancillary Certificate Programs

La. Admin. Code tit. 28, pt. XLV, § 307 Program Dissolution

Chapter 4 Teacher and Leader Preparation Program Accountability, Renewal and Approval

La. Admin. Code tit. 28, pt. XLV, § 401 Ongoing Approval of Teacher and Leader Preparation Programs[Formerly §1101]

La. Admin. Code tit. 28, pt. XLV, § 403 Teacher Preparation Quality Rating System Participation and Performance Profile Implementation Timeline

La. Admin. Code tit. 28, pt. XLV, § 405 Louisiana Teacher Preparation Quality Rating System

La. Admin. Code tit. 28, pt. XLV, § 407 Quality Rating Calculation

La. Admin. Code tit. 28, pt. XLV, § 409 Performance Profiles

La. Admin. Code tit. 28, pt. XLV, § 411 Informational Metrics

La. Admin. Code tit. 28, pt. XLV, § 413 Reporting for the Accountability System

La. Admin. Code tit. 28, pt. XLV, § 415 Data Verification, Appeals, and Waivers

Chapter 5 Louisiana Early Childhood Ancillary Certificate Program Accountability, Renewal, and Approval

La. Admin. Code tit. 28, pt. XLV, § 501 Ongoing Approval of Early Childhood Ancillary Certificate Programs

La. Admin. Code tit. 28, pt. XLV, § 503 Early Childhood Ancillary Certificate Quality Rating System Participation and Performance Profile Implementation Timeline

La. Admin. Code tit. 28, pt. XLV, § 505 Louisiana Early Childhood Ancillary Certificate Quality Rating System

La. Admin. Code tit. 28, pt. XLV, § 507 Quality Rating Calculation

La. Admin. Code tit. 28, pt. XLV, § 509 Informational Metrics

La. Admin. Code tit. 28, pt. XLV, § 511 Reporting for the Accountability System

La. Admin. Code tit. 28, pt. XLV, § 513 Data Verification, Appeals, and Waivers

Chapter 7 Louisiana State Standards for Educator Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 701 Introduction

Subchapter A Teacher Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 741 Introduction

La. Admin. Code tit. 28, pt. XLV, § 743 Minimum Requirements for Traditional Teacher Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 745 Minimum Requirements for Alternate Teacher Preparation Programs

Subchapter B Alternate Educational Leader Preparation Programs

La. Admin. Code tit. 28, pt. XLV, § 747 Educational Leader Practitioner (Residency) Program

La. Admin. Code tit. 28, pt. XLV, § 749 Minimum Requirements for Early Childhood Ancillary Certificate Programs

Chapter 9 The Components of Effective Teacher Preparation

Subchapter A Standard A: Candidates Provide Effective Teaching for All Students

La. Admin. Code tit. 28, pt. XLV, § 901 Planning[Formerly §401]

La. Admin. Code tit. 28, pt. XLV, § 903 Management[Formerly §403]

La. Admin. Code tit. 28, pt. XLV, § 905 Instruction[Formerly §405]

La. Admin. Code tit. 28, pt. XLV, § 907 Curriculum[Formerly §407]

La. Admin. Code tit. 28, pt. XLV, § 909 Curriculum―Reading (Specifically but not Exclusively for K-3 Teachers)[Formerly §409]

La. Admin. Code tit. 28, pt. XLV, § 911 Curriculum―Mathematics (Specifically but not exclusively for K-3 teachers)[Formerly §411]

La. Admin. Code tit. 28, pt. XLV, § 913 Technology[Formerly §413]

La. Admin. Code tit. 28, pt. XLV, § 915 Professional Development[Formerly §415]

La. Admin. Code tit. 28, pt. XLV, § 917 School Improvement[Formerly §417]

Subchapter B Standard B: Candidates and/or Graduates of Teacher Education Programs Participate in the Accountability and Testing Process

La. Admin. Code tit. 28, pt. XLV, § 919 School and District Accountability System[Formerly §419]

La. Admin. Code tit. 28, pt. XLV, § 921 Testing[Formerly §421]

Continua la tua ricerca in ChatGPT o Claude