SECTION 218:10-5-3. Specific state requirements for program accreditation

(a)   The following requirements apply to both undergraduate and graduate programs. The governance and administration of the total educator preparation program standard is based on the premise that there must be a recognizable and functioning governance entity within the institution's administrative structure which has responsibility for designing, approving and continuously evaluating and developing educator preparation programs. This governing unit may be a council, committee, department, school, college, or any other recognizable entity, which includes the administration of educator preparation as one of its functions. The governing unit membership and responsibilities include the following:

(1)   Membership on the educator preparation governing unit shall be defined by written policy to include:

(A)   A majority of the members who have a minimum of three years teaching experience in public schools;

(B)   A majority of the members in the governance unit who are currently teacher education faculty members;

(C)   Some faculty members who shall represent the arts and sciences;

(D)   A designated director of educator preparation defined as the institution's official representative for educator preparation. The authority and responsibilities of this individual shall be clearly defined in written policies; and

(E)   A clearly defined process whereby faculty members and administrators become members and the terms of office.

(2)   The responsibilities of the educator preparation governing unit shall be defined by written policy to include:

(A)   Responsibilities of the officers of the unit;

(B)   Responsibilities of the unit's standing committees; and

(C)   Responsibilities in the following areas as they are related to educator preparation:

(i)   Admission/retention in educator preparation;

(ii)   Field experience and student teaching (admission and placement);

(iii)   Development of courses and program curricula; and program review, evaluation and planning.

(3)   Program review, evaluation and revision responsibilities include:

(A)   The governance unit shall conduct at least one systematic review, evaluation, and when appropriate, revision of all educator preparation programs within each accreditation period;

(B)   Periodic program reviews and revisions shall be based on, but not limited to, stated goals and objectives; and

(C)   The process for conducting program review, evaluation, and revision shall include, but not be limited to, participation by the following:

(i)   Educator preparation faculty and arts and science faculty;

(ii)   Graduates of the programs;

(iii)   Students currently in the program;

(iv)   Teachers and administrators from the public schools;

(v)   Parents of P-12 students and business and community leaders who are actively involved in assisting P-12 schools.

(4)   Documentation related to the budget-making process and level of financial support shall include the following:

(A)   A clearly defined budget-making process for all teacher education programs; and

(B)   An analysis showing that the institution's financial support for programs in educator preparation are maintained at a level appropriate for a professional preparation program.

(b)   Educator preparation faculty workload policies, including class-size and online course delivery, should allow faculty members to be effectively engaged in teaching, scholarship, assessment, advisement, collaborative work in P-12 schools, and service. Faculty loads for teaching on campus and online generally do not exceed 12 hours for undergraduate teaching and nine hours for graduate teaching per semester or the equivalent. Supervision of clinical practice does not generally exceed 18 candidates for each full-time equivalent faculty member per semester or the equivalent.

(c)   Candidate-related standards are to be consistent with accreditation standards.

(d)   Program decisions of the professional education unit are to be guided by a conceptual framework, which establishes the shared vision for the preparation of teacher candidates.

(1)   The conceptual framework application for state initial accreditation.

(2)   The conceptual framework shall consist of:

(A)   The program's philosophy, purposes, professional commitments and dispositions;

(B)   A knowledge base that provides the foundation for the framework;

(C)   Performance expectations for candidates that align with professional, state and institutional standards; and

(D)   A system by which candidate performance is regularly assessed.

(e)   The following guidelines are to be used to collect and maintain data on each institution's educator preparation program:

(1)   The institution shall establish a process which seeks information and program input from educator preparation faculty; faculty from arts and sciences and other programs and disciplines which are appropriate; candidates within the educator preparation program; teachers, administrators, parents, guardians or custodians of students; and business and community leaders.

(2)   The institution shall establish procedures to inform the public regarding the educator preparation program and to solicit and receive public input.

(3)   The self-study shall be accessible to any interested party under the Oklahoma Open Records Act.

(4)   The submitted institutional plan must be approved by the institution's governing board.

(5)   Annual reviews and reports indicating program changes.

(f)   The following policies, procedures and guidelines are used to direct the content and candidates' experiences of each institution's teacher preparation program.

(1)   Programs require teacher candidates to have speaking and listening skills at a novice high level in a language other than English.

(2)   General studies requirements for candidates include the arts, communication, history, literature, mathematics, philosophy, sciences, English, government, and the social sciences.

(3)   Programs establish cohort or colleague groups within the institution to assist teacher candidates in achieving competencies, better adapting to the school environment and furthering professional growth.

(4)   Candidates complete a well-planned sequence of courses and/or experiences in pedagogical studies that ensures student competency in the Oklahoma State Department of Education Full Subject Matter Competencies for Teacher Licensure and Certification.

(5)   The guidelines and standards for program reviews representing specialty organizations and national learned society standards are used in developing programs in each content area.

(6)   Secondary and elementary/secondary teacher candidates have undergraduate majors or their equivalents, in a subject area.

(7)   Teacher candidates in early childhood, elementary, and special education have subject area concentrations, which allow qualification as a generalist. To qualify as a generalist, candidates must document competency in mathematics, science, language arts, and social studies as identified in the CAEP professional learned societies' standards and State Department of Education Full Subject Matter Competencies for early childhood, elementary and special education.

(8)   Teacher candidate coursework includes the study of substance abuse symptoms identification and prevention; mental illness symptoms identification and mental health issues; classroom management skills; trauma-informed responsive instruction; and classroom safety and discipline issues.

(9)   Teacher candidate coursework or training includes the use of digital and other instructional technologies to effectively maximize student learning.

(10)   Early childhood, elementary education and special education candidates; training includes research-based instructional strategies for instruction, assessment and intervention for literacy development for all students, including advanced readers, typically developing readers and struggling readers who are coping with a range of challenges, including, but not limited to, English learners and learners with handicapping conditions and learning disabilities (including dyslexia).

(11)   Teacher candidates must complete the equivalent of twelve (12) weeks of student teaching and have a minimum of 60 hours of diverse field experiences prior to their student teaching internship.

(12)   Teacher candidates are provided with advisement services to assist them in taking course work designed to maximize their opportunities for certification and employment. At a minimum, teacher candidates are provided information on the latest supply and demand information concerning teacher employment, state salary structure, and teaching shortage areas.

(13)   Substantive collaboration and classroom interaction with students accompanies theoretical curriculum, thus allowing teacher candidates the opportunity to apply theory to actual classroom situations.

(14)   Instruction integrates pedagogical competencies or skills with experiences in the school setting.

(15)   Teacher candidates are provided with opportunities to have parental, family and community involvement within their pre-service programs.

(16)   The unit establishes and publishes a set of criteria/competencies for exit from each professional education program. These criteria/competencies reflect the Oklahoma Department of Education General Teacher Competencies and/or subject matter competencies outlined in the CAEP national (professional) learned societies' standards.

(17)   The unit establishes and publishes the criteria/competencies for exit and satisfactory completion adhering to all rules and regulations established by the Oklahoma State Department of Education.

(18)   A candidate's mastery of a program's stated exit criteria or competencies is assessed through the use of multiple sources of data such as culminating experience, portfolios, interviews, videotaped and observed performance in schools, standardized tests and course grades.

(19)   Effective September 1, 2015 mentor teachers are required to have minimum of three years of teaching experience in the area in which they are certified.

(g)   The following guidelines are to be used to facilitate the professional learning of faculty: Teacher education faculty continue their professional learning during their tenure at an institution of higher education to ensure that the future teachers of Oklahoma are taught by professional educators fully trained in their areas of expertise. Professional development for teacher educators and arts and sciences faculty should be focused on the faculty members' ability to model such effective teaching strategies as inquiry, group discussions and collaborative learning.

(h)   The following policies are to be used to evaluate individual program areas at each institution:

(1)   The institution shall submit program reviews for each required program area based upon the CAEP and/or State policies, guidelines and accreditation schedule.

(i)   Gifted Education and Elementary Math Specialist programs, requiring no more than eighteen hours of graduate level coursework, designed as endorsement programs for certified educators are submitted to OEQA for process approval.

[Source: Added at 32 Ok Reg 1709, eff 9-11-15; Amended at 33 Ok Reg 736, eff 8-25-16; Amended at 34 Ok Reg 1111, eff 9-11-17; Amended at 35 Ok Reg 1159, eff 9-14-18; Amended at 35 Ok Reg 1181, eff 9-14-18; Amended at 36 Ok Reg 1115, eff 9-16-19; Amended at 37 Ok Reg 1218, eff 9-11-20]

Note

EDITOR’S NOTE: The agency promulgated two amended versions of this section (218:10-5-3) with the same effective date (9-14-18). Both versions were published in the 2018 Supplement. In 2019, the agency reconciled the two versions through permanent rulemaking, effective 9-16-19.