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 and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)
Mentor/Administrator Survey OEQA administers the Mentor/Administrator Survey to mentors/administrators within the state who have hired the EPP’s graduates as first-year teachers. The survey is aligned to the InTASC standards and seeks information from mentors/administrators about the EPP’s program completer preparedness and overall satisfaction with the SWOSU Department of Education graduates. The survey uses a Likert rating scale of 1 – 4 with 1=Strongly Disagree; 2=Disagree; 3=Agree; 4=Strongly Agree to each of the statements. No data was provided from the Oklahoma State Department of Education for the Mentor/Administrator Survey for 2022-2023. Data on completers for 2022-2023 will be provided when the current Memorandum of Understanding for the data-sharing agreement is approved by the Oklahoma State Department of Education.
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.
