College of Education Accreditation

Completer Impact

EPP Measures

The State of Oklahoma does not collect student growth data and does not provide P12 student data or teacher data to educator preparation providers. Therefore, to measure completer impact on P12 student learning, the EPP implemented an alumni survey in 2021-22 for Teacher Education graduates who were currently teaching in their initial certification area. The survey includes questions that gauge impact on student learning. 

The EPP worked with the Office of Educational Quality & Accountability (OEQA), the entity that distributes the annual First Year Teacher (FYT) survey, to add the impact on student learning questions to that survey in hopes of receiving more responses in future iterations. However, OEQA was unable to distribute the 2022-2023 FYT survey due to the Oklahoma State Department of Education (OSDE) not disseminating the survey, so the EPP disseminated the NSU Teacher Education Alumni survey (which mirrors the FYT) for a second year. Since the survey was sent out internally by the EPP there was a lower response rate than with the FYT survey. As of April 2024, OEQA has confirmed the distribution of the FYT survey for the current academic year (23-24) and the EPP will be able to report on that data in the upcoming year.

The impact on student learning questions from the 2022-2023 alumni survey show that 100% of all respondents (N=15) agreed or strongly agreed that, overall, they had a positive impact on student learning. Respondents agreed or strongly agreed that their students improved the following skills over the academic year:

Math Skills (91%)

Reading Skills (92%)

Writing Skills (100%)  

Additionally, 87% agreed or strongly agreed that their students were able to maintain new concepts they’ve learned.

Data Set: First Year Teacher (NSU Teacher Education Alumni) Completer Impact Survey 2022-2023

State Evaluation Measures
The EPP also uses Teacher and Leader Effectiveness (TLE) for impact on student learning. The state oversees Oklahoma’s teacher/leader evaluation system (TLE) that is used to inform instruction, create professional development opportunities, and continuous improvement of the practice and art of teaching and leading. 

Oklahoma teachers can be evaluated with the TLE Tulsa Model or Marzano Model. Administrators use a TLE rubric for both models that evaluates teachers across the following performance levels: 1-Ineffective, 2-Needs improvement, 3-Effective, 4-Highly Effective, 5-Superior. The Tulsa Model consists of five domains: 1) Classroom Management; 2) Instructional Effectiveness; 3) Professional Growth & Continuous Improvement; 4) Interpersonal Skills; and 5) Leadership. The Marzano Model is made up of four domains: 1) Standards-Based Planning; 2) Standards-Based Instruction; 3) Conditions for Learning; 4) Professional Responsibilities. 

For the 2022-23 academic year, impact on P12 Learning is evident from the Teacher and Leader Effectiveness data in Domain 2: Instructional Effectiveness. Of the 233 EPP completers who were evaluated with the TLE Tulsa Model, 98% were scored as “Effective” (82%, n=192) or “Highly Effective” and “Superior” (16%, n=37) in Domain 2, and only 2% (n=4) were evaluated as either “Ineffective” or “Needs Improvement.” Within Domain 2, the indicators of “Explains Content” and “Models” received the highest scores instructional effectiveness, with both areas at M=3.45 out of 5. 

Completer Effectiveness

Completer Effectiveness is evident from overall scores from the TLE. Completers from the EPP who were evaluated with the TLE in the 2022-2023 year were scored across both the Tulsa Model and Marzano model as follows:

Tulsa Model

Overall Evaluation Score: M=3.40
Domain 1 // Classroom Management: n=233, M=3.44
Domain 2 // Instructional Effectiveness: n=233, M=3.33
Domain 3 // Professional Growth & Continuous Improvement: n=233, M=3.56
Domain 4 // Interpersonal Skills: n=233, M=3.45
Domain 5 // Leadership: n=233, M=3.36

Marzano Model

Overall Evaluation Score: M=3.13
Domain 1 // Standards-Based Planning: n=14, M=3.03
Domain 2 // Standards-Based Instruction: n=12, M=2.91
Domain 3 // Conditions for Learning: n=12, M=3.51
Domain 4 // Professional Responsibilities: n=11, M=3.00

Data Set: Tulsa Leader Effectiveness (TLE) 2022-2023

Satisfaction of Employers

First Year Teacher Administrator Survey

In the First Year Teacher Administrator (FYTA) survey, administrators rate their first year teachers’ preparedness to teach indicators derived from the InTASC standards. The survey also measures the administrator's satisfaction with the teacher preparation training the teacher received from the EPP. The FYTA 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 the EPP’s Teacher Preparation Exit Survey.

OEQA was unable to distribute the FYTA survey in the 22-23 year, but previous results from the 21-22 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. As of April 2024, OEQA has confirmed the distribution of the FYTA survey for the current academic year (23-24) and the EPP will be able to report on that data in the upcoming year.

Data Set: First Year Teacher Administrator (FYTA) Survey 2019-2022

Satisfaction of Employers

EPP Employer Survey

The EPP monitors satisfaction of employers of advanced program completers through employer surveys. Each advanced program’s employer survey measures the employer’s level of agreement with the employee/completer’s preparedness in knowledge, skills, professional dispositions (CAEP RA1.1) and specialized professional association (SPA) standards (CAEP RA1.2). 

For the 2022-2023 year, employers of completers from Library Media and School Administration programs responded to the survey (there were no employer respondents for Reading).

All employer respondents (100%) for Library Media (N=8) and School Administration (N=12) agreed or strongly agreed that completers were effectively and adequately prepared for the duties and responsibilities. 

Data Set: Advanced Employer Surveys 2022-2023

External Partner Representation on Committees

A multitude of local LEAs & community stakeholders are members on numerous COE committees. Stakeholders provide guidance, input, and decision making and participation is highly attended. Some committees meet semesterly and some committees meet yearly. The Second Century Advisory Council is specifically for LEA representatives where the COE gathers the most input from school districts on shared decision making. During the 2022-2023 academic year and of those LEA participants invited, the COE Second Century Advisory Council had a 68% attendance rate of LEA participants during the 2022-2023 academic year.

Evidence: Second Century Advisory Council Members and Agendas 2022-2023

“Grow Your Own” Partnerships and Course

During the Spring semester of 2023, NSU College of Education enrolled 8 high school students to participate in the concurrent Explorations in Teaching course (EDUC 3001). Courses were taught by NSU faculty and/or Superintendents of districts. The high school students enrolled in this course have an interest in teaching and this course is designed to explore their options in teaching, provide an immersive learning experience working with children, apply toward their overall 124 college credit hours, and help promote retention in the program with the hopes the students will eventually be hired by the school districts they graduated from. Beginning the Spring of 2021 and continuing ever since, NSU developed a tri-fold partnership with now 19 northeast Oklahoma school districts and Northeast Tech. During the Spring 2023 semester, EDUC 3001 was taught on both the NE Tech Pryor and Afton campuses and ran parallel with their teacher preparation program that utilizes the Teach Oklahoma curriculum.  Students are able to apply what they learn in EDUC 3001 during their NE Tech mini-internship experiences. Discussions are currently occurring with more LEAs in the Tulsa Metro area and rural districts to offer the course in the upcoming academic year or two in partnership with their teacher prep course.

Collaboration with Secondary Programs

Eight programs are housed in arts and sciences. Art Education, Cherokee Education, Music Education, Social Studies Education, Spanish Education, English Education, are housed in the College of Liberal Arts, and Math Education and Science Education are in the College of Science and Health Professions. A representative of each program is a member of the Teacher Education Council. This committee provides oversight, guidance, and direction to the teacher education programs of the University and ensures that all programs comply with teacher certification standards, and that all programs meet state and national standards for accreditation. The committee functions as an avenue for communication of new requirements and policies in teacher education. The committee approves all program changes for teacher education programs prior to being submitted to the University Curriculum Committee. Secondary teacher education faculty are also involved in individual meetings with candidates to assist in remeding and/or provide support for students who may be struggling in the program.

Collaborative Workspace

Information regarding the teacher education program is available to department and program chairs, EPP faculty and staff, undergraduate and graduate representatives, and P-12 members of the Teacher Education Council, CAEP Standards Committee, and COE Student Learning Assessment Committee through the Educator Preparation Workspace in Anthology (formerly known as Chalk & Wire). This workspace provides a collaborative venue in which information can be shared with stakeholders, and in which stakeholders can provide feedback for improvement. Plans to switch to a new student success software (Watermark-Student Learning and Licensure) are currently in the process of being implemented for the upcoming 2023-2024 academic year.

State Licensure Exams

The Office of Educational Quality and Accountability (OEQA), a separate agency of state government, is authorized by law to develop and administer competency-based teacher tests. Two tests are currently required for Oklahoma teacher certification: the Oklahoma Subject Area Test (OSAT), offered through the Certification Examinations for Oklahoma Educators (CEOE) and the Praxis Performance Assessment for Teachers (PPAT) through the Educational Testing Service (ETS). Teacher candidates are required to attempt both the OSAT and the PPAT once prior to graduating, but a passing score is not required to receive their degree; however, passing scores on both the OSAT and PPAT are required to receive their teacher certification license.

OSAT: In 2022-2023, the Early Childhood, Elementary Education, and Special Education programs all had OSAT pass rates between 84-89%. K-12 Certification programs (Cherokee, Music, Health and Physical Education) saw a drop in overall OSAT scores from 84% in 2021-2022 to 69% in 2022-2023, but also saw almost half the number of test-takers compared to the previous year (2022-23 n=13, 2021-2022 n=25). Secondary Education programs (Math, Biology, English, Social Studies) saw a 10% increase in overall OSAT scores from the previous year, with 2022-2023 pass rates at 72%, the same as the state average for those test areas. 

Data Set: Oklahoma Subject Area Test Pass (OSAT) Rates 2022-2023

PPAT: The EPP continues to have a high pass rate for the PPAT, with 89% of test-takers in 2022-2023 receiving a passing score. The PPAT is embedded in the teacher candidate’s final internship experience which allows candidates the opportunity to build out their tasks with Focus Students and assessment data from their final field experience. Disaggregated EPP pass rates for the year are below, as well as on the linked data set:

Early Childhood: 91% pass (n=41)

Elementary Education: 89% pass (n=32)

Special Education: 100% pass (n=10)

K-12 Education: 100% pass (n=16)

Secondary Education: 74% pass (n=17)

Data Set: Praxis Performance Assessment for Teacher Pass (PPAT) Rates 2022-2023

Additional EPP & State Measures

CPAST: In addition to the above state licensure exams, the EPP assesses candidate competency at completion through the Candidate Pre-service Assessment for Student Teachers (CPAST), created by the VARI-EPP project through Ohio State University. The instrument is intended to accurately reflect the teacher candidate's performance at the middle and the end of the final internship experience during the last semester of the program, as well as to provide formative feedback to the teacher candidate. The CPAST form covers Pedagogy (student teacher’s pedagogical knowledge/skills as demonstrated in student teaching) and Dispositions (the professional dispositions of a student teacher, including behaviors toward students and other stakeholders, professionalism and professional development). The CPAST is scored on the following scale: 3-Exceeds Expectations; 2-Meets Expectations; 1-Developing; 0-Does not Meet Expectations. 

In 2022-2023, 130 teacher candidates were evaluated by their University Coordinator and Cooperating teacher twice during the candidate’s final internship, compared to 491 at the state level, and 10,072 nationally. NSU candidates were scored slightly higher in pedagogy at midterm (M=2.09) and the final (M=2.56) compared to the state averages (M=1.98 and M=2.41) but were overall comparable with the national averages (M=2.09 and M=2.50) and were within one standard deviation. NSU candidates showed growth in the area of dispositions between the mid-semester and final evaluations, increasing from M=2.51 to M=2.65. Overall, NSU candidates are meeting or exceeding expectations in the competencies of content pedagogy and dispositions by the end of the final internship experience. 

Data Set: Candidate Pre-service Assessment for Student Teachers (CPAST) 2022-2023

First Year Teacher (FYT) Survey: In the FYT survey, completers rate their preparedness to teach indicators derived from the InTASC standards. The survey also measures the completer’s satisfaction with the teacher preparation training they received from the EPP. The FYT 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 Administrator Survey as well as the EPP’s Teacher Preparation Exit Survey.

OEQA was unable to distribute the FYT survey in the 22-23 year, so the EPP sent an internal version (NSU Teacher Education Alumni Survey) out which mirrored the FYT instrument. Due to the limitations in self-reporting as completers and first-year teachers, the EPP saw a much lower response rate (N=15) than with the FYT survey which typically has 60+ respondents. However, 87% of completers still agreed or strongly agreed that, overall, they felt well prepared by the EPP. 

Data Set: First Year Teacher (NSU Teacher Education Alumni) Survey 2022-2023

Teacher Preparation Exit Survey: The EPP administers the exit survey to teacher candidates during the last two weeks of completing the program. The exit survey mirror the OEQA First Year Teacher (FYT) survey and provides baseline data for how well teacher candidates feel prepared by the EPP prior to entering the classroom as a teacher of record. In 2022-2023, over 93% of candidates agreed or strongly agreed that they felt well prepared by the EPP. Candidates felt most prepared in the InTASC category of the Learner and Learning with 97% agreement or strong agreement. The second highest area where candidates felt the most prepared was Instructional Practice with 96% agreement. The areas of Content and Professional Responsibility received the lowest scores but still reflected 94% agreement of candidates feeling well prepared.

Data Set: Teacher Preparation Exit Survey Survey 2022-2023

State Licensure Exams

The Office of Educational Quality and Accountability (OEQA), a separate agency of state government, is authorized by law to develop and administer competency-based teacher tests. The Oklahoma Subject Area Test (OSAT), offered through the Certification Examinations for Oklahoma Educators (CEOE) measures the content knowledge of advanced candidates across the EPP’s advanced licensure programs of Library Media and Information Technology, Reading, and School Administration (both Principal and Superintendent).

OSAT: In 2022-2023, the Library Media Specialist exam had a 92% pass rate for the EPP, and the Reading Specialist saw a 90% pass rate. The Principal Comprehensive exam only saw a 62% pass rate, which the program is working on remediating. The Superintendent OSAT saw a 100% pass rate for the EPP.

Data Set: Oklahoma Subject Area Test Pass (OSAT) Rates 2022-2023

Completer Surveys

As part of the EPP’s 2021 CAEP Advanced Interim Review, phase-in plans were developed to implement completer surveys for each advanced program. The surveys were launched in 2022 and are sent to all graduates of the program within the last year to identify who is a completer, and then asks completers to evaluate how prepared they felt in the CAEP advanced competencies of skills, knowledge, and dispositions, as well as the Specialized Program Association (SPA) standards for their respective advanced area. 

In 2022-2023, each advanced program received completer responses as outlined below:

Library Media & Information Technology: 100% of completers (n=9) either agreed or strongly agreed across all indicators of feeling well prepared by the EPP, and 100% strongly agreed that, overall, their graduate program effectively prepared them for employment in their field of specialization. 

Reading: 100% of completers (n=13) in 2022-23 agreed (38%) or strongly agreed (62%) that, overall, they felt prepared for employment in their area of specialization. 

School Administration: 100% of completers (n=5) in 2022-23 agreed (60%) or strongly agreed (40%) that, overall, their graduate program effectively prepared them for employment in their field of specialization. 

Data Set: Advanced Completer Surveys 2022-2023

The EPP graduated 136 teacher candidates from initial-level preparation programs in the 2022-2023 year. During the following year, 61% of graduates (n=83) were employed in Oklahoma in the area for which they received preparation.

Early Childhood Education: 63% (n=31)

Elementary Education: 72% (n=28)

Special Education: 22% (n=2) 

K-12 Education: 35% (n=6)

Secondary Education: 69% (n=16)

The EPP graduated 92 candidates from advance-level preparation programs in the 2022-2023 year. During the following year, 36% (n=33) were employed in Oklahoma in the area for which they received advanced preparation. 

Library Media & Information Technology:  47% (n=8)

Reading: 41% (n=13)

School Administration: 28% (n=12)