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Professional Education Unit Accreditation
Professional Education Unit: Accreditation
All OSU Professional Education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE), Oklahoma Commission for Teacher Preparation, and the North Central Association of Colleges and Secondary Schools. Career and Technical Education programs are also accredited by the Oklahoma State Department of Career and Technical Education. The School Psychology program is accredited by the American Psychological Association and the National Association of School Psychologists.
Oklahoma State University is accredited as an NCATE Legacy Site based on our last accreditation visit in 2014, at which time the institution received no areas for improvement. Our new accreditors, the Council for the Accreditation of Educator Prep (CAEP) accreditation visit is scheduled for Spring 2021, with a written review to be submitted approximately one year prior to that visit. Our state accrediting body is the Office of Educational Quality and Accountability (OEQA) which reviews our educator prep program (EPP) in tandem with national accreditors, also assessing state-level requirements. Oklahoma State University provides annual reporting data to both entities.
Noted below are some common questions regarding the accreditation process.
1. What does it mean to have received no areas for improvement from our last accreditation visit?
Oklahoma State University is proud to have met and in some cases exceeded accreditation
requirements upon our last review. However, accreditation is a dynamic process and
one we do not take lightly. Educator Prep (Professional Ed) faculty at both the initial
and advanced levels are always in a continuous improvement process, working to collect
data on our programs and make
informed decisions toward improvement based on our data. We are also careful to assess the effectiveness of our assessments themselves to ensure timely, accurate data on which to base our decisions.
2. How does Oklahoma State University assess impact on P-12 learners (CAEP Standard 4.1)?
The Oklahoma Association of Colleges of Teacher Education (OACTE) was awarded a State Chapter Support Grant (SCSG) from the American Association of Colleges of Teacher Education. Through this grant we are assessing data that may be accessible from our P-12 partners school districts around the state which employ a significant portion of our program completers in their early careers. We have met with multiple regions’ superintendents and determined the data that school districts report having available. We are continuing to work with our district partners and as an organization ourselves to determine which data sources are most consistently available and the degree to which they demonstrate learner growth as described in Standard 4.1. We plan to have a system in place and be collecting this data by Spring 2019.
In addition to the above collaborative grant work, Oklahoma State University will be conducting completer case studies across programs that will provide pre- and post-instruction assessment data and completer analysis thereof to demonstrate impact on P-12 learners. These case studies will begin by Spring 2019.
3. How does Oklahoma State University assess teaching effectiveness (CAEP Standard 4.2)?
Oklahoma State University, through a Data Governance Council made up of Educator Prep Professionals in concert with OEQA and the Oklahoma State Dept. of Education, have made Teacher and Leader Effectiveness (TLE) assessment data available to universities in order to determine and verify our program completers’ success in the field, as well as identify opportunities for improvement in the preparation of current and future candidates. There are a few measures for this, but the two most common assessments for which we have a large enough sample size to provide results publicly are the Tulsa Model and the Marzano Teacher Evaluation, attached below for the 2016-2017 Academic Year.
4. Does Oklahoma State University gather feedback from employers (CAEP Standard 4.3 and Advanced Program Standard 4.1)?
Yes, we do this in multiple ways. Every year the Professional Education office hosts the annual Professional Education Advisory Board meeting for which stakeholders are invited to campus in order to offer important feedback to faculty. At this meeting superintendents, principals (who also employ many of our graduates in addition to hosting them for field experiences and internships), mentor teachers, recent graduates, etc. come together to discuss the program in depth. Each program’s group advises faculty on strengths that should be nourished and opportunities for improvement. This feedback is then discussed and utilized by the full program faculty group to inform their respective continuous improvement processes.
We also survey all Oklahoma public school employers of our recent graduates to gather feedback. This survey data is provided through the Data Governance Council annually. Either the supervising principal or the recent graduate’s mentor may complete this survey.
5. Does OSU gather feedback from program completers (CAEP Standard 4.4 and Advanced Standard 4.2)?
Yes, as noted above, program completers typically participate in the annual advisory group meeting. We also analyze results of the First Year Teacher Survey provided by the Data Governance Council to inform programs’ and the EPP’s continuous improvement.
6. Does Oklahoma State University track graduation rates?
In the 2016-2017 academic year, Oklahoma State University is proud to have 265 graduates from initial certification programs and 20 graduates from advanced certification programs.
7. How does Oklahoma State University assess candidates’ ability to certify upon completing the program?
We have multiple points of data on this, a large portion of which is captured in our
annual Title II report below. However, we also offer all certification exam results
for convenience and maximum transparency. Scores vary based on sample size (and those
with fewer than 6 examinees may not be reported for privacy reasons), though the OGET
is required for admission to professional education and the OSAT is required for admission
to the internship, thus initial certification candidates have passed those prior to
their internship. The OPTE exam is taken during the internship, the culminating experience
for an initial certification educator candidate prior to program completion. Advanced
certification candidates take the appropriate exams during their program prior to
completion (exam timeline is detailed on each program’s certification checksheet at
the initial and advanced levels): https://education.okstate.edu/peu/certification
- 2016 Title II Report on AY 2014-2015
- 2017 Title II Report on AY 2015-2016
- 2018 Title II Report on AY 2016-2017
- 2014-2015 Average Certification Exam Score
- 2015-2016 Average Certification Exam Score
- 2016-2017 Average Certification Exam Score
8. What is the likelihood for completers to be hired in education positions for which they have been prepared (initial and advanced)?
The Oklahoma State School Board Association (OSSBA, 2018) reported 536 teaching vacancies as of August 1, 2017. Further, 1,955 emergency certifications have been issued for the 2017-2018 academic year, and the 2016-2017 academic year saw the State Board of Education issue 1,160 emergency certifications across areas. The intensity of the teacher shortage is felt in Oklahoma’s rural, urban, and suburban districts alike. One intern (“student teacher”) in a suburban district in the Fall 2017 semester had 47 and 48 students respectively in her middle school social studies classes before the district hired her mid-year to be able to off-set these incredible class sizes. There is an incredible need for teachers and specialists at advanced levels in all areas in the state of Oklahoma. The need for educators in Oklahoma is widespread and profound.
Oklahoma State University’s completers have ample employment opportunities in their fields of study across the U.S. and beyond, however. In addition to Oklahoma-based employers, our graduates are actively sought by districts in Texas, California, Colorado, New Mexico, Arkansas, Kansas, with employers from each of these states attending the Educator Job Fair. The latest salary data reported from 2016 demonstrates that our educators enter the field with starting salaries ranging between $31,800 and $52,000. Further, we offer internship (“student teaching”) opportunities abroad, and we have also had completers who were recruited and accepted employment teaching in Costa Rica, for example. An Oklahoma principal in an urban partner district (with whom we place a large number of field experience candidates) with whom a staff member spoke stated of her recent Oklahoma State University hire, “I keep forgetting she’s a new teacher; she’s that effective.”
We do receive employment data for those who accept employment in Oklahoma public schools via the Data Governance Council (see First Year Teacher Survey above) for initial and advanced level completers. However, it is more difficult to track those who seek employment out of state or outside public school settings, so we are working to determine better ways to remain in contact with completers in those areas and hope to have a solution on gathering employment data sampling all completers at the initial and advanced levels by Fall of 2019.
9. What is the student loan default rate at Oklahoma State University?
Student loan default rates are measured 3 years post-graduate cohort. For 2014 graduates (the most recent data available), reported August 5, 2017, the student loan default rate was 5.6%.