College of Education Accreditation


Continuous Improvement

NSU's College of Education earned CAEP Accreditation for our Initial teacher educator programs in spring of 2019, with no areas for improvement. Additionally,  Northeastern State University's College of Education was selected as one of 13 providers from nine states and Puerto Rico that were recognized for leadership and commitment to continuous improvement as a recipient of the Frank Murray Leadership Award.

NSU's Advanced programs had their site visit in Fall 2021, with no areas for improvement recommended in the preliminary report. NSU will receive final accreditation notice for advanced programs in Spring 2022.

CAEP Accreditation serves the dual purposes of accountability and continuous improvement. The CAEP accreditation process evaluates the performance of providers and focuses particularly on whether candidates will be prepared, by completion, for the challenging responsibilities that educators face in America's classrooms. Currently, more than 800 educator preparation providers participate in the CAEP Accreditation system, including many previously accredited through former standards. CAEP is the only educator preparation provider recognized by the Council for Higher Education Accreditation.

We are very excited and honored to have received this national recognition for educator preparation. This is a multi-year continuing improvement process toward meeting rigorous standards by showing valid and reliable evidence. Education faculty, staff, students and administrators were all engaged in the work, and we are so proud of what has been accomplished to ensure that our teacher candidates receive a quality education and practical, relevant experience.

Contact Us

Dr. Vanessa Anton, Dean

Phone: 918-444-3701
Fax: 918-458-2351

Council for the Accreditation of Educator Preparation

Accredited Programs

Initial Licensure (Undergraduate)

  • Art Education
  • Cherokee Education 
  • Early Childhood Education
  • Elementary Education
  • English Education
  • Health and Physical Education
  • Mathematics Education
  • Music Education
  • Science Education
  • Social Studies Education
  • Spanish Education
  • Special Education - Mild Moderate Education

Pending Approval (Spring 2022)

Advanced Licensure (Graduate)

  • Library Media & Information Technology
  • Reading
  • School Administration


Title II Reports




The Council for the Accreditation of Educator Preparation (CAEP) has defined a set of four annual reporting measures which allow Education Preparation Providers (EPPs) to provide information to the public on both program impacts and program outcomes and to demonstrate continuous improvement. NSU EPP annually updates the public display of data pertaining to each of the below reporting measures.

Measure 1: Completer Impact and Effectiveness

Impact on P12 Student Learning

The State of Oklahoma does not collect student growth data and does not provide P12 student data or teacher data to educator preparation providers. 

Data for Measure 1: Part A is currently under development. Beginning with the 2021-22 year, the EPP plans to partner with teacher graduates employed in Oklahoma schools through an annual survey that asks them to provide general growth data on their students for that year. 

For the 20-21 academic year, impact on P12 Learning is evident from the Teacher and Leader Effectiveness data in Domain 2: Instructional Effectiveness. The overall average for teachers from the EPP's program in this domain is a 3.5, which is an increase from 3.4 from the 2018-19 year (data was not collected in 2019-20 due to the pandemic. Out of 141 teachers evaluated, 72% were scored between 3-3.9, and 26% were scored between a 4-4.9, which shows that 98% of teachers who graduated from the EPP demonstrate effective to highly effective in regard to their impact on P12 learning.

Indicators of Teaching Effectiveness

The Teacher and Leader Effectiveness (TLE) oversees Oklahoma’s teacher/leader evaluation system that is used to inform instruction, create professional development opportunities, and continuous improvement of the practice and art of teaching and leading. 

The TLE system is made up of five domains, and twenty total indicators. Administrators use the TLE rubric to evaluate across the following performance levels: 1-Ineffective, 2-Needs improvement, 3-Effective, 4-Highly Effective, 5-Superior. 

Completers from the EPP who were evaluated with the TLE in the 20-21 year were scored overall with a 3.52, with the following average domain scores:

Domain 1 // Classroom Management: 3.58

Domain 2 // Instructional Effectiveness: 3.5

Domain 3 // Professional Growth & Continuous Improvement: 3.68

Domain 4 // Interpersonal Skills: 3.6

Domain 5 // Leadership: 3.41

Measure 2: Satisfaction of Employers and Stakeholder Involvement

First Year Teacher Mentor/Administrator Survey

In the First Year Teacher Mentor/Administrator Survey, administrators rate their first year teachers’ preparedness to teach indicators derived from the InTASC standards. The survey also measures the mentor/administrator's satisfaction with the teacher preparation training the teacher received from the EPP. The First Year Teacher Mentor/Administrator Survey is administered independently by the Oklahoma Office of Educational Quality and Accountability (OEQA), the state agency that oversees educator preparation. The indicators mirror those in OEQA’s First Year Teacher Survey as well as NSU’s Teacher Preparation Exit Survey.

First Year Teacher Mentor/Administrator Survey Results (2018-2021)

Results from the 20-21 year show that 97% of mentors/administrators either agree or strongly agree that, overall, NSU's teacher preparation program effectively prepared first year teachers to have a positive impact on P12 student learning and development. This is a 4% increase of overall satisfaction compared to results from the previous two years' surveys. 


Stakeholder Involvement

The EPP meets bi-annually with external stakeholders from district partners who serve on the college's Second Century Advisory Council. Membership is composed of P-12 leaders and the College of Education Dean, who meet twice a year with the EPP leadership and faculty to discuss, share information, deepen partnerships, and identify mutually beneficial projects.

Advanced Programs

The EPP monitors satisfaction of employers of advanced program completers through employer surveys. From the 2020-21 year, employers scored completers from the Reading advanced program 3.9 out of 4 as being overall pleased with the quality of the reading professional from the EPP's program. The Library Media and School Administration programs implemented an employer satisfaction survey in the 2021-2022 year, so data from the 20-21 year is not available but will provided in the next reporting cycle. 

 Measure 3: Candidate Competency at Program Completion

The EPP uses multiple measures to determine candidate competency at completion in the areas of content and pedagogical knowledge/skills, dispositions, professional responsibilities, and effective teaching. The following evidence supports documentation of candidate competency.

State Licensure Exams

Initial teacher candidates are required to pass three certification exams in order to receive full teaching certification. These exams are through CEOE (Certification Examinations for Oklahoma Educators):

  • OGET // Oklahoma General Education Test)
    • Passing score required for admission into the EPP's Teacher Education program
  • OSAT // Oklahoma Subject Area Test
    • Must be attempted once prior to the teacher candidate's final internship experience. A passing score is not required for EPP completers, but is required for full certification.
  • OPTE // Oklahoma Profesional Teachers Examination (this exam was discontinued in September 2021, but was still an option for certification prior to its expiring)


  • PPAT // Praxis Performance Assessment for Teachers (replaced the OPTE, above)
    • A passing score is not required for EPP completers, but is required for full certification. The PPAT is complete during the final internship semester by all EPP teacher candidates.

PPAT PASS RATES 2021 (pdf)



EPP Measures

In addition to the state licensure exams, the Teacher Preparation Exit Survey and the First Year Teacher Survey are vital tools from which the EPP can gauge candidate competency at the end of the program. 

The two surveys mirror each other and are built around the four InTASC categories. The Teacher Preparation Exit Survey is completed by teacher candidates the week prior to completing the program. 

It is evident that teacher candidates, at the end of the program, feel competent to enter the classroom and are satisfied with their preparation from the EPP. Graduates from the 2020-2021 year who completed the survey at the end of the program show a significant increase feeling prepared as compared to the 2019-20 completers who completed the survey. Each of the four InTASC categories saw a 2-5% increase in completers who agreed or strongly agreed that the EPP adequately prepared them in regard to the Learner and Learning, Content, Instructional Practice, and Professional Responsibility. 

The First Year Teacher Survey is sent out to all state educators who are in their first year of teaching. The survey is distributed each spring through the OEQA office.

Analysis of the data from the last three years of the FYT survey reflects an increase across three of the four InTASC areas. 

The EPP also monitors GPAs of its completers. All completers are required to have a 2.5 overall GPA to graduate, as well as a 3.0 GPA within their major, and a 2.75 GPA within their Professional Education core. Data from completer GPAs reflects that the EPP's graduates both across all programs and also disaggregated down to the general certification area finish the program with GPA's well over the minimum requirements to graduate, with the average GPA for the 2020-21 year for all programs averaging 3.49 overall.

Advanced Programs

Competency of completers from the EPP's advanced programs is measured through several means, including OSAT scores and completer surveys. The Library Media program completers from 2020-21 reported that they found the curriculum valuable or very valuable, with only one out of fifteen completers reporting "not valuable".

The Reading and School Administration programs implemented a completer satisfaction survey in the 2021-2022 year, so data from the 20-21 year is not available but will provided in the next reporting cycle. 

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

The EPP tracks its graduates through the OSDE (Oklahoma State Department of Education) search tool to determine employment of its candidates in which they were prepared. Out of 160 initial completers from the 2020-2021 year, 78% of them (125 total) were employed in the 21-22 year in the areas for which they received preparation.

  • Early Childhood Education: 77% (33 / 43 completers) 
  • Elementary Education: 55% (40 / 61 completers)
  • K-12 Education: 79% (23 / 29 completers)
  • Secondary Education: 85% (23 / 27 completers)

Advanced Programs

All three advanced programs will be including questions on their completer surveys in the 2021-2022 year that asks completers where they are currently employed and to provide their employer information.