Accreditation
Southwestern Oklahoma State University’s Department of Education educator preparation programs are accredited under the Council for the Accreditation of Educator Preparation (CAEP) standards, for a period of seven years, from Fall, 2020, to Fall, 2027.
Initial-Licensure Programs: Art, Early Childhood, Elementary Education, English Education, Health and Physical Education, History Education, Instrumental Music, Mathematics, Natural Science Education, Special Education, and Vocal Music
Advanced Programs: Education Administration-Building Level, Educational Administration-District Level, Reading Specialist, School Counseling, and School Psychology
Annual Reporting Measures
- 2023-2024 CAEP Annual Reporting Measures
- 2022-2023 CAEP Annual Reporting Measures
- 2021-2022 CAEP Annual Reporting Measures
- 2020-2021 CAEP Annual Reporting Measures
Annual Reports
CAEP Accountability Measures
Measure 1: Completer effectiveness and Impact on P-12 learning and development (Initial Licensure Programs)
Southwestern Oklahoma State University (SWOSU) utilizes the Oklahoma Teacher and Leader Effectiveness (OKTLE) system as evidence to meet CAEP Standard R4.1 (Measure 1), which requires Educator Preparation Providers (EPPs) to demonstrate that completers positively impact P–12 student learning and effectively apply professional knowledge, skills, and dispositions in classroom settings. The OKTLE system, approved by the Oklahoma State Department of Education (OSDE) and the Office of Educational Quality and Accountability (OEQA), provides standardized, externally validated evaluation data. OSDE collects and submits Teacher and Leader Effectiveness (TLE) data to OEQA, which then shares the data with SWOSU for analysis and reporting.
The OKTLE rubric employs a rigorous five-point performance scale (1 = Ineffective,
2 = Needs Improvement, 3 = Effective, 4 = Highly Effective, 5 = Superior) and evaluates
completers across five domains: Classroom Management, Instructional Effectiveness,
Professional Growth and Improvement, Interpersonal Skills, and Leadership. Within
these domains, trained district evaluators assess multiple indicators aligned with
professional teaching standards, ensuring consistency and objectivity.
SWOSU’s 2024–2025 data demonstrate that program completers are meeting and exceeding
expectations. The overall Instructional Effectiveness score of 3.703 exceeds the “Effective”
benchmark, indicating strong performance in applying instructional practices. Completers’
impact on student-learning growth is evidenced through key dimensions such as Student
Achievement (3.421), Monitors (3.712), and Adjusts Based Upon Monitoring (3.619),
all of which reflect the ability to use assessment data to guide instruction and improve
student outcomes. Additionally, professional dispositions are demonstrated through
a high Professional Accountability score (3.897), reflecting consistency, reliability,
and adherence to professional standards.
Student-learning growth is measured through dimensions such as Student Achievement
and Adjusts Based Upon Monitoring, which evaluate a teacher’s responsibility for student
success and ability to refine instruction based on data. The application of professional
knowledge and skills is captured within the Instructional Effectiveness domain, including
indicators such as explaining content and modeling. Professional dispositions are
further assessed through dimensions such as Professional Accountability and Interpersonal
Skills.
By utilizing a standards-based, state-approved evaluation system with clearly defined
performance benchmarks, SWOSU is able to provide high-quality, objective evidence
of completer effectiveness. Achieving a rating at or above “Effective” signifies that
completers consistently implement instructional strategies, use assessments to monitor
learning, and support student development. These data provide compelling and consistent
evidence that SWOSU completers positively impact P–12 student learning and demonstrate
the professional competencies.
Measure 2 (Initial): Satisfaction of employers and stakeholder involvement (R4.2, R5.3)
Southwestern Oklahoma State University (SWOSU) provides evidence of employer satisfaction
through the OEQA First Year Teacher Mentor and Administrator Survey, a state-developed
instrument aligned to key teaching domains. This survey captures feedback from a representative
sample of administrators and mentors and measures completer performance across planning
and preparation, classroom environment, instruction, professional responsibilities,
the Science of Reading, and overall impact on student learning.
Results indicate that employers perceive completers as well prepared for their assigned
responsibilities. Across all four domains, mean scores exceed the “Agree” level (3.0),
with particularly strong performance in instruction (up to 3.67) and professional
responsibilities (up to 4.0). These findings demonstrate that completers are effectively
applying content knowledge, instructional practices, and professional skills in their
classrooms.
The survey also provides direct evidence of preparation to work with diverse P–12
students and families. Employers rated completers’ ability to support diverse learners,
including neurodiverse and linguistically diverse students, at a mean of 3.5. Additionally,
data indicate that completers effectively communicate with families as part of their
professional responsibilities. Areas identified for growth, such as differentiated
instruction and support for diverse populations, are used by the EPP to inform continuous
program improvement.
Measure 2 (Advanced): Satisfaction of employers and stakeholder involvement (RA4.1)
SWOSU utilizes a comprehensive employer survey instrument to collect evidence of employer
satisfaction for our Psychometry and Psychology Students. The instrument employs a
mixed-methods approach, incorporating both quantitative ratings and qualitative feedback
to provide a holistic view of completer preparation.
The survey is structured to assess key areas of professional practice, including personal
work-related characteristics, specialized psychometry competencies, and professional
responsibilities. These components align with expectations for evaluating candidates’
ability to apply knowledge, demonstrate ethical and professional behaviors, and effectively
perform job-related responsibilities in P–12 settings.
In addition to quantitative measures, the instrument includes qualitative sections that allow stakeholders to provide detailed feedback on candidate performance, strengths, and areas for continued professional growth. This design ensures that the EPP gathers actionable, stakeholder-informed data to continuously monitor and demonstrate employer satisfaction with the relevance and effectiveness of completer preparation.
Measure 2 (Initial & Advanced): Satisfaction of employers and stakeholder involvement (R4.2, R5.3, RA4.1)
During Spring 2025, the Southwestern Oklahoma State University (SWOSU) Educator Preparation
Provider (EPP) convened program-specific advisory council meetings. These meetings
intentionally engaged a broad range of internal and external stakeholders in structured,
evidence-based dialogue to support program evaluation and continuous improvement.
Internal participants, including EPP administrators, program directors, faculty, and
program coordinators, facilitated discussions, analyzed program data, and identified
areas for refinement aligned to accreditation expectations and ongoing assessment
efforts. Faculty and coordinators also guided artifact review processes and contributed
to program redesign planning, ensuring that recommendations were grounded in current
candidate performance data and program outcomes.
External stakeholders provided critical practice-based perspectives that informed
program improvement decisions. PK–12 teachers offered feedback on candidate preparedness
in key instructional areas such as literacy, English learner supports, special education,
classroom management, and data-informed instruction. School and district administrators
contributed insights related to leadership preparation, including field experience
expectations, ethical practice, and alignment with the Teacher and Leader Effectiveness
framework. Alumni perspectives, representing both early-career and experienced graduates,
highlighted program strengths and areas for growth across time. Additionally, content-area
advisors and community partners provided targeted recommendations related to discipline-specific
preparation, recruitment, and authentic clinical experiences. Collectively, this collaborative
advisory structure demonstrates a systematic approach to stakeholder engagement, ensuring
that multiple perspectives are used to inform program design, implementation, and
continuous improvement.
Measure 3: Candidate Competency at Completion
Initial Programs Certification Exams
Oklahoma Subject Area Tests (OSAT) assess candidates’ knowledge and skills in content area. Candidates completing SWOSU's Educator Preparation Program consistently demonstrate strong content knowledge as measured by the Oklahoma Subject Area Tests (OSAT). Over the past three years, SWOSU candidates in our highest-enrollment programs — Elementary Education, Early Childhood, and secondary content areas — have outperformed Oklahoma state averages, reflecting the depth of preparation our program provides.
We are committed to continuous improvement and regularly review OSAT data to ensure our graduates are ready to meet the demands of Oklahoma classrooms. SWOSU's EPP is proud to prepare highly qualified educators who are equipped with the content knowledge and pedagogical skills to make a meaningful difference for students across the state.
OSAT pass rate data are reviewed annually and used to guide program improvement in alignment with CAEP accreditation standards.
The Performance-Based Assessment for Teachers (PPAT) is a summative assessment completed by teacher candidates during the student teaching experience. PPAT evaluates candidates' ability to plan and deliver instruction, assess student learning, and reflect on professional practice.
Over the past three years, SWOSU's College of Education has administered the PPAT across 11 certification areas. In 2022–2023, SWOSU candidates achieved an overall pass rate of 90% (n=71). In 2023–2024, 90 candidates completed the assessment with a pass rate of 77%, and in 2024–2025, SWOSU again served 90 candidates, with a cumulative pass rate of 69%.
SWOSU's educator preparation faculty and program coordinators actively monitor PPAT results by certification area to identify trends and implement targeted supports for candidates.
Advanced Programs Certification Exams
The Oklahoma Subject Area Tests (OSAT) assess the content knowledge of candidates completing advanced educator preparation programs. SWOSU's advanced programs span five certification areas, and candidate results are reported alongside the Oklahoma state average for context.
SWOSU's advanced programs faculty use OSAT data as part of an ongoing continuous improvement cycle, examining results annually to identify areas of strength and opportunities to better prepare candidates for certification and professional practice.
Title II Reports
Measure 4 (Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (Initial and Advanced Licensure Programs)
U.S Department of Education Teacher Shortage Areas Report for Oklahoma In Oklahoma, there exists a severe scarcity of teachers for both elementary and secondary grades across various subject areas. The need for educators is high across all certification fields. The United States Department of Education has furnished the following report, which highlights the specific areas experiencing shortages in Oklahoma.
