SECTION 218:10-5-4. Standards for Oklahoma educator preparation programs

(a)   Effective September 1, 2016 accreditation standards as defined by CAEP shall apply to undergraduate programs.

(1)   Standard One: Content and pedagogical knowledge. The educator preparation program ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards.

(2)   Standard Two: Clinical partnerships and practice. The educator preparation program ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students' learning and development.

(3)   Standard Three: Candidate quality, recruitment, and selectivity. The educator preparation program demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences and to decisions that completers are prepared to teach effectively and are recommended for certification. The educator preparation program demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program's meeting of Standard 4.

(4)   Standard Four: Program impact. The educator preparation program demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.

(5)   Standard Five: Educator preparation program quality assurance and continuous improvement. The educator preparation program maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates' and completers' positive impact on P-12 student learning and development. The educator preparation program supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers. The educator preparation program uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity and test innovations to improve completers' impact on P-12 student learning and development.

(b)   Effective September 1, 2019, accreditation standards as defined by CAEP shall apply to advanced programs.

(1)   Standard A.1: Content and Pedagogical Knowledge. The educator preparation program ensures that candidates for professional specialties develop a deep understanding of the critical concepts and principles of their field of preparation and, by completion, are able to use professional specialty practices flexibly to advance the learning of all P-12 students toward attainment of college-and career-readiness standards.

(2)   Standard A.2: Clinical Partnership and Practice. The educator preparation program ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

(3)   Standard A.3: Candidate Quality and Selectivity. The educator preparation program demonstrates That the quality of advanced program candidates is a continuing and purposeful part of its responsibility so that completers are prepared to perform effectively and can be recommended for certification where applicable.

(4)   Standard A.4: Program Impact. The educator preparation program documents the satisfaction of its completers from advanced preparation programs and their employers with the relevance and effectiveness of their preparation.

(5)   Standard A.5: Provider Quality Assurance and Continuous Improvement. The educator preparation program maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates an completers positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers impact on P-12 student learning and development.

(c)   Annual report. Each Oklahoma educator preparation unit shall submit an annual report to the OEQA. This report will satisfy the requirements for the CEQA, OSRHE, State Department of Education, and CAEP/AACTE. The following information will be included in the report:

(1)   Changes that occurred in implementation of the standards outlined in the Institution Plan as a result of local and statewide evaluations/assessments, public hearings or other reasons;

(2)   Progress made in addressing the stipulations/areas for improvement, if any, identified by the most recent on-site visit by the on-site accreditation review team. When the CEQA has determined that an education unit is not making progress toward the removal of the area for improvement on a state requirement, the institution will be notified that the unit is required to submit a plan and timeline for addressing the areas for improvement. If at the end of six (6) months the CEQA determines the education unit has not submitted sufficient data documenting adequate progress toward the removal of the areas of improvement, a state-level Target Visit will be warranted within 18 months. After such Target Visit the CEQA will have the option of granting continuing accreditation or revoking accreditation. This progress will be annually reviewed by the OEQA.

(3)   Quantitative data related to the unit's programs as required in the AACTE/CAEP Annual Report. These data shall reflect information pertaining to supply and demand for teacher candidates;

(4)   Program changes being implemented for OEQA and CAEP continued accreditation;

(5)   Report on resources devoted to technology;

(6)   Report on professional development activities of faculty;

(7)   Report on the number of hours each faculty member taught or were in direct contact with students in public schools;

(8)   Report on the number of graduate students admitted conditionally and the success rates.

(9)   Report on the results of the assessment of teaching skills in the area of reading instruction as administered to candidates in elementary, early childhood education, and special education.

(10)   Report on the participation in the alternative placement programs offered by the institution.

(11)   Report on the procedures used to inform the public regarding the institution's teacher education program and the manner through which public input is solicited and received.

(12)   Annually, the OEQA shall provide feedback to any institution if their annual report indicates that progress is not being made in addressing areas for improvement.

(13)   Complete copies of the annual reports for public institutions will be distributed to OSRHE and summary data for all institutions will be distributed to constituents based on reporting requirements outlined in 70 O.S., Section 6-186.

(14)   The OEQA will produce a report describing the accreditation status of each institution. This report will devote a section to each institution separately and include a summary of CAEP and OEQA review findings. 218:10-7-1.

[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]