The Professional Education Unit at the University of Central Oklahoma is currently accredited by the Council for the Accreditation of Educator Preparation (CAEP) using the standards of the National Council for Accreditation of Teacher Education (NCATE). This accreditation covers both initial teacher preparation programs and advanced educator preparation programs. UCO is a charter member of NCATE and has been continuously accredited since 1954.
July 1, 2013 was the day of the de facto consolidation of NCATE and the Teacher Education Accreditation Council (TEAC), making CAEP the new, sole specialized accreditor for educator preparation. The mission of CAEP is accountability and continued improvement of educator preparation. The accreditation process utilizes rigorous standards for educator preparation programs and holds accredited institutions accountable for providing continuous evidence of meeting these standards.
UCO is the third largest preparer of teachers in Oklahoma and, as a result of a review on 2016, has received renewal of its NCATE/CAEP accreditation through 2023.
- List of Initial and Advanced Programs
- UCO/AACTE Position Statement in Support of Enhancing Educator Preparation
- The Value of Teacher Preparation Programs
- One-Pager Value of Teacher Preparation
CAEP Annual Measures
Measure 1: Completer Effectiveness
Contribution to P-12 Student Learning Growth
Evidence of UCO completers positive impact on student-learning growth is provided through case studies conducted by faculty at UCO. For 2017-2018 and 2-18-2019, we studied completers in their second semester of teaching. In 2020-2021, participation was expanded to include completers in their 1st three years of teaching. Case studies conducted during 2020-2021, found that completers positively impact student-learning growth by (1) using student assessment data to guide instructional decisions, (2) developing relationships with their students as the foundation of the assessment process, (3) developing agency within their students to determine their own growth, and (4) understanding the value of teaching experience in determining student-learning growth. In addition, the 2020-2021 Early Career Teacher Case Study Report identifies effective teaching (see Table 2) and assessment strategies (see Table 3) applied by UCO completers to positively impacting student learning-growth.
- Early Career Teacher Case Study Report - 2017-2018 and 2018-2019
- Early Career Teacher Case Study Report - 2019-2020 (data collection was disrupted by COVID-19 safety protocols.
- Early Career Teacher Case Study Report 2020-2021
Apply knowledge, skills and Dispositions
Evidence shows that completers demonstrate the professional knowledge, skills, and dispositions of effective P-12 teachers. The Teacher Leader Effectiveness Evaluation is the official measure used by Oklahoma to assess the effectiveness of teachers at managing classrooms and preparing and delivering instruction Annual Oklahoma teacher evaluations show that UCO completers are rated as effective classroom teachers by their principals. Tables 2 and 3 in the Early Career Teacher Case Study Report provides a list of professional knowledge, skills, and dispositions applied by UCO completers that are characteristic of effective P-12 teachers.
- Teacher Leader Effectiveness Evaluation - 2017, 2018, and 2019
- Teacher Leader Effectiveness Evaluation 2020 - (No data available due to COVID-19)
Measure 2: Satisfaction of Employers and Stakeholder Involvement
Evidence shows that employers are satisfied with the preparation of initial program completers. Each spring, the Office of Educational Quality and Assessment (OEQA) sends employers a survey asking about the preparation of first-year teachers (FYT). For each FYT, employers are asked to rate if the FYT was prepared in the knowledge, skills, and professional dispositions needed to effectively teach P-12 students. Employers consistently agree or strongly agree that FYTs from UCO are prepared for the classroom.
- 2017-2018 Initial Programs Satisfaction of Employers
- 2018-2019 Initial Programs Satisfaction of Employers
- 2019-2020 Initial Programs Satisfaction of Employers
- 2020-2021 Initial Programs Satisfaction of Employers
Evidence shows that employers are satisfied with the preparation of completers from advanced programs. Advanced programs prepare candidates for specialized certifications in Bilingual Education, Educational Leadership, Library Media, Reading Specialist, School Counseling, and School Psychology. Once a year, program coordinators for advanced programs contact employers about the preparation of advanced program completers. Employers are asked to complete surveys on recent hires.
- 2018-2019 Advanced Satisfaction of Employers
- 2019-2020 and 2020-2021 Advanced Programs Satisfaction of Employers
Internal and External Stakeholders are involved in program design, evaluation, and continuous improvement. Stakeholders participate in feedback sessions, on working committee and are partners in special initiatives. The link below provides examples of stakeholder involvement from Fall of 2018 to Spring 2021.
Measure 3: Candidate Competency at Completion
Initial Programs Certification exams
State certification exams provide evidence that UCO initial candidates meet program competencies at completion. The OPTE is an Oklahoma Certification Exam that assesses candidates’ knowledge of learners and learning, instructional practice, and professionalism. On an annual basis, over 93% of candidates pass the exam, and pass-rates are at or above state averages. OSATs are Oklahoma Certification Exams that assess candidates’ content knowledge and skills. UCO candidates pass the exams at rates comparable to state averages.
- Initial Programs Oklahoma Professional Teaching Exam (OPTE) Reports
- Initial Programs Oklahoma Subject Area Test (OSAT) Reports
Advanced Programs certifications exams
OSATs provide evidence that UCO advanced candidates meet program competencies at completion. OSATs are Oklahoma Certification Exams that assess candidates’ content knowledge and skills. UCO candidates pass the exams at rates comparable to state averages.
Title II Reports
- 2018 Title II Report for 2016-2017
- 2019 Title II Report for 2017-2018
- 2020 Title II Reports for 2018-2019
- 2021 Title II Reports for 2019-2020
Measure 4: Ability of Completers to be Hired
Oklahoma City metropolitan area and state data are clear that there is an acute shortage of comprehensively prepared educators at the initial and advanced levels. There is strong demand for teachers and other education professionals in almost all certification areas.
Supply and Demand
Pre-Service Performance Assessments
Student Teachers are teacher candidates who complete a 16-week internship in P12 schools. They are mentored, supervised and evaluated by University Supervisors and by P12 Mentor Teachers (co-teachers).
University Supervisors are clinical faculty from UCO who mentor and evaluate the performance of student teachers during their 16-week internship in P12 schools. University Supervisors are expert educators who have demonstrated effectiveness in their careers as P12 teachers and school leaders, including some who serve as full-time Teacher Education faculty.
Mentor Teachers (co-teachers) are P12 instructors who guide, supervise and evaluate the performance of student teachers during their 16-week internship in P12 schools. Mentor Teachers are deliberately selected educators who have 3 years or more of successful teaching experience and who have completed UCO’s co-teacher training. UCO collaborates with school administrators to determine Mentor Teachers.
Assessment of Student Teachers
The matrices linked below provide the aggregate average rating University Supervisors and Mentor Teachers (co-teachers) gave Student Teachers regarding their performance on numerous criteria. These data are part of the assessment system used to determine the overall effectiveness of each UCO student teacher.
- Ratings of Student Teachers (2017-2018)
- Mentor Teacher Ratings of Student Teachers (2018-2022)
- University Supervisor Ratings of Student Teachings (2018-2022)
Assessment of Mentor Teachers and University Supervisors
The matrices linked below provide the aggregate average ratings of the support and guidance provided by Mentor Teachers (co-teachers) and University Supervisors. These evaluation data are one part of an assessment system used to determine the overall quality and effectiveness of each mentor and supervisor.
- Student Teachers Ratings of Mentor Teachers (2018-2022)
- University Supervisors Ratings of Mentor Teachers (2018-2022)
- Student Teachers Ratings of University Supervisors (2018-2022)
- Mentor Teachers Ratings of University Supervisors (2018-2022)
Assessment of Teacher Candidates
The matrices linked below provide the aggregate average rating Mentor Teachers (co-teachers) gave Teacher Candidates regarding their performance during their initial clinical experiences (CE1 and CE2). The means trend upward as our Teacher Candidates develop as future teachers with gained experience.
- Mentor Teacher Ratings of Teacher Candidate in Clinical Experience 1 (2018-2022)
- Mentor Teacher Ratings of Teacher Candidates in Clinical Experience 2 (2018-2022)