Our equity-driven Loravore® Professional Learning Services support K-12 teachers and leaders worldwide to design and deliver equitable & effective instruction that meets the needs of every learner.

Dr. Erika D. Tate discusses instructional equity and
Loravore® Learning EQ, our equity-driven instructional design framework.


Loravore® Professional Learning Services are grounded in Loravore® Learning EQ, an equity-driven instructional design framework that supports teachers and leaders to advance instructional equity in their learning communities with in-depth consideration of their beliefs and instructional practices from five (5) Perspectives: Participation, Achievement, Accessibility, Transparency, and Empowerment.

Guided by Equitable Learning Outcomes (ELOs), teachers are empowered to envision instructional equity in nuanced, detailed ways so they can plan equitable learning experiences with the end in mind. 

Loravore® Learning EQ builds teachers’ capacity for instructional planning and delivery across four (4) areas, referred to as the PEEP Index: Presence, Engagement, Evidence, and Purpose.

Build your knowledge about our equity-driven instructional design framework. Attend our monthly webinar, Framing Instructional Equity with Loravore® Learning EQ.

Loravore® Learning EQ underscores the relationship between beliefs and instructional practices. Our professional learning services engage teachers and leaders in reflection, professional dialogue, classroom observations, and review of student work to make explicit how their beliefs and learning expectations for each student influence their instructional planning and delivery.


  • Interactive Workshops that model equitable and effective instructional practices and foster professional dialogue
  • Instructional Coaching guided by a plan-implement-reflect cycle and grounded in classroom observations
  • Professional Learning Communities (PLCs) Facilitation that engage teachers in problems of practice via collaborative planning and review of classroom and school-wide data
  • Instructional Rounds that enable peer and leader classroom observations and reflective, actionable feedback
  • Instructional Support Activities such as reviewing curriculum, conducting crosswalks, and developing planning processes and protocols.

Featured Loravore® Professional Learning Service

Ideal for Summer, back-to-school and in-service professional learning events.

Our foundational workshop, Planning for Instructional Equity, is grounded in Loravore® Learning EQ, our equity-driven instructional design framework.

Our experienced facilitators create a supportive professional learning space where teachers and leaders build knowledge about what equitable participation looks, sounds, and feels like in their learning community. They engage in a modeled planning process that includes reflection, tools, and examples. 

As guided practice, they collaboratively plan upcoming lessons by posing questions and exchanging ideas about instructional strategies and resources, and considering how their beliefs and instructional practices support them to meet the needs of every student.

Teachers receive a Loravore® Learning EQ Instructional Equity Planning Guide.
This is a 1- or 2- part workshop series that focuses on Participation and/or Achievement.


Dr. Erika D. Tate has nearly 20 years of experience in designing and delivering K-16 professional development across the country. She is a highly-skilled and effective facilitator for both in-person and virtual settings.

She specializes in training and instructional coaching for elementary and secondary teachers and leaders that center on instructional design, digital learning and STEM teaching and learning. She has a proven record of improving teacher effectiveness and student achievement through her equity-driven, data-informed instructional design and professional learning.

Dr. Tate has published and presented on topics related to STEM education, digital learning, and instruction and assessment design, including a book chapter on Designing Science Instruction for Diverse Learners.


Liberty STEAM Charter School, Sumter, South Carolina

Provided school-based administrators with instructional support including (a) review, rating, and recommendation of ELA, math, science, and SEL materials; (b) development of high-level pacing calendars for ELA and math instruction; (c) feedback on lesson internalization process; and (d) conducting a crosswalk of state and charter network teacher evaluation rubrics.

Pomona Unified School District, Pomona, California

Conducted instructional needs assessments for five Title 1 elementary schools and 1 middle school. Customized instructional coaching for teachers, specialists, and principals. Teachers planned blended learning lessons with increased levels of rigor for learning tasks and academic discussions. 

Cherokee County Schools, Canton Georgia

Facilitated Bold School cohorts where teachers and Instructional Lead Specialists (ILS) applied the Rigor/Relevance and Bold School Frameworks through real-time practice with classroom teachers and opportunities for reflection and feedback with colleagues. Each instructional round, teachers and coaches engaged in more intentional planning as evidenced by their selection of digital tools and instructional strategies that led to increased levels of rigor and relevance during instructional delivery.

Rutherford County Schools, Murfreesboro, Tennessee

Coached Instructional Technology Coaches (ITCs) to integrate Rigor/Relevance and Bold School Frameworks into their coaching practice that aimed to improve blended learning in schools. Facilitated workshop and cohort sessions where coaches applied framework tools during observed classroom learning and professional dialogue with teachers.

Huntsville City Schools, Huntsville, Alabama

Engaged math and science teachers at a Title 1 high school in 1-on-1 coaching cycles (plan-implement-reflect). Supported teachers to increase levels of rigor and relevance during instructional planning and delivery. Facilitated Instructional Rounds with three cohorts of elementary and high school principals to support their practice in applying the Collaborative Instructional Review rubrics during observed classroom learning and professional dialogue with teachers in their schools.

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