- About OEQA
- Educator Preparation
- Certification Testing
- National Board Certification
- Oklahoma School Performance Review
- School & District Profiles Reports
Accreditation and Accountability
The Office of Educational Quality and Accountability, working with the Council for the Accreditation of Educator Preparation (CAEP), the Oklahoma State Regents for Higher Education (OSRHE), and representatives from teacher education programs has developed an exemplary system for the approval and accreditation of educator preparation institutions and programs. This approach emphasizes performance-based criteria and assessments, focusing on what candidates can do in the classroom.
Based on 10 general teacher competencies plus subject area competencies consistent with national guidelines, secondary candidates are required to have a major in their field, and early childhood, elementary and special education candidates to have subject area concentrations. In addition, candidates must have field experiences beginning early in their programs and in a variety of settings. These experiences must provide opportunities for candidates to interact with parents, families, and peers. Assessment of candidate skills must occur systematically throughout the program so that at completion, candidates can demonstrate their ability to develop instructional strategies and create meaningful learning experiences for a diverse student population.
At the heart of the accreditation process is the on-site visit by the Site Visitor team. During the on-site visit a team of individuals trained in the state standards/requirements and process work to determine the quality of the unit's candidates and graduates, as measured by their ability to help all students learn. The team will spend a substantial amount of time during the visit examining and assessing the quality of the unit assessment system and the data generated by that system. The team will also spend time evaluating the unit's clinical partnerships and practice; candidate quality, recruitment and selectivity; and program impact. While on site, the team will evaluate evidence, conduct individual and group interviews. The team will communicate its findings through a written report. This report called the Site Visit Report, includes a narrative description of the team's findings, areas for improvement and stipulations cited by the team.
Each educator preparation participant is required to undergo a review every 7 years which documents the candidate's accomplishments, learning, and strengths related to Oklahoma's 10 Professional Competencies for Licensure and Certification. Candidate portfolios provide an opportunity for teacher candidates to critically evaluate what teachers need to know to be successful and to consider different types of learners and school environments. The activities and field experiences which are described and reflected on in a candidate's portfolio demonstrate the knowledge, skills, and dispositions teacher candidates acquire during their educator preparation program. For purposes related to institutional accreditation, the portfolio presents evidence that the institution is providing initial, on-going, and focused opportunities leading to student achievement of competencies, state and national standards, and outcomes. Representative portfolios, portfolio handbooks, policies, and rubrics are assessed by OEQA's accreditation team during each regularly scheduled Board of Examiners visit.
First Year Survey
The OEQA has administered an independent survey to first year teachers and administrators annually since 2010. First year teachers are asked to rate their preparedness to teach based on the "Oklahoma 15 General Competencies for Teacher Licensure and Certification." Administrators are also asked to rate their first year teachers on their preparedness for the classroom. Results of these surveys are provided to educator preparation programs for use in program development. These survey results can be found below:
First Year Survey Results
Administrator Survey Results
Aggregate Pass Rate by Teacher Preparation Institutions