Cameron University Aces NCATE Accreditation Visit

Competent, Caring, Committeed CU Education Logo

Cameron University’s teacher education programs shined brightly in 2015-2016 as we received continuing accreditation from both the National Council for the Accreditation of Teacher Education (NCATE) and the Oklahoma Office of Educational Quality and Accountability (OEQA). The Board of Examiners team that conducted the peer review found that Cameron University met all standards for initial teacher preparation and advanced preparation—a feat that the president of the Council for the Accreditation of Educator Preparation (CAEP), which has taken over NCATE, said merited “special congratulations.”

The team, which visited campus last fall, provided detailed findings of their review. Particular strengths included: collecting and analyzing candidate data, using data for continuous improvement, and the comprehensive use of writing and reflection activities focused on helping Cameron students support diverse learners.

The team also reported something that those associated with teacher education at Cameron University have known for years, “Interviews with candidates and recent graduates highlighted the close relationships built between the unit faculty and their students. The strong relationships that start with candidates during coursework continue through on-going support and mentorship for beginning teachers.”

In addition to meeting all standards Cameron University received rare commendation for reaching the target level at both the initial and advanced levels for the standard related to field experiences and clinical practice. The Board of Examiners noted that “the unit collaborates with stakeholders in an extraordinary way . . . to prepare their candidates to help all students learn.”

Cameron University is extremely proud to receive recognition from its peers in Oklahoma and nationally for having a high-quality teacher preparation program that is relationship-focused and produces caring, competent, and committed educators. We now look forward to achieving equal success under the new Council for the Accreditation of Educator Preparation (CAEP).

Cameron University Educator Preparation Dedicated to Program Improvement

Cameron University has a robust assessment system, which systemically integrates the analysis of data by all stakeholders for the purpose of program improvement. Program data are collected and generated through the year. Program faculty analyze candidate data, identify areas for improvement and areas of strength, and develop and track progress on related action plans for program improvement as part of Cameron’s Program Quality Improvement Report (PQIR) process each fall. This information is peer-reviewed by Cameron faculty members from outside the Department of Education. Data are reviewed as they come available by the Educator Preparation Council, which includes students, P-12 partners, and arts and sciences faculty among its membership. Finally, each program has its own advisory board that reviews data, makes recommendations for improvements based on the data, and reviews progress on action plans annually.

Typically the data are presented aggregated by program, broken down to the component level, and presented with ranges of scores as opposed to simple mean scores. This allows all reviewers to make a thorough review as they are better able to identify patterns of strength and weakness in the data. While the data reported annually to CAEP is aggregated, please know that the data has been examined at a finer level for the purpose of improving Cameron’s education programs.

Educator Preparation Begins Work toward CAEP Accreditation

The information that follows is required as part of the 2019 CAEP annual report and focuses on candidates from 2017-2018.

Impact Measures (CAEP Standard 4): The provider demonstrates impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.

4.1  Impact on P-12 learning and development

Because the state of Oklahoma does not use student test scores as part of teacher evaluations, Cameron University will be working with our school partners to gather data on those graduates who are currently teaching in the areas for which they were prepared and whose students participate in testing. To supplement this information, Cameron education faculty will conduct case studies of graduates during their first year of teaching. We expect this data to be available in 2019 and that it will provide quality evidence of graduates’ impact on P-12 student learning.

Cameron’s case study is designed to meet CAEP 4.1 with a look at completers’ impact on students’ learning in the completer’s first year of teaching. Data collection draws largely on Task 4 prompts from the Praxis Performance Assessment of Teaching (PPAT) through interviews and collection of relevant artifacts. Current candidates serve as researchers as they engage in data collection during the semester prior to student teaching (when they will complete PPAT themselves). The case study process serves to strengthen candidates’ understanding of quality reflection on student learning. The fact that the completers have already completed PPAT during their own student teaching increases the quality of the reflections and transfer of PPAT knowledge to the candidates. Rooting the case study design in one of the Educator Preparation Provider’s (EPP) key assessments, and using candidates as researchers engages candidates in research and use of technology to meet CAEP requirements. Data collection for the case study will begin in 2018-2019.

4.2  Indicators of teaching effectiveness

Data from the Oklahoma Teacher-Leader Effectiveness evaluation shows how CU graduates performed as determined by observations from school administrators. Probationary teachers receive two evaluations, one by the end of each semester, with the teacher having the option to request a third evaluation. The TLE is the evaluation instrument used for all public school teachers in Oklahoma. The data from the TLE are provided by the Oklahoma State Department of Education.  

Cameron program completers received a mean score of 3.40 for the instructional effectiveness domain, which situates them well into the “effective” range on a 5-point scale from “ineffective” to “superior.” While we are able to compare this overall domain score to a state mean for first-year teachers (3.47), this comparison provides only a very basic understanding of how CU completers compare. For program improvement purposes, we examine each component under Domain 2: Instructional Effectiveness to determine areas to strengthen.

Identified areas to strengthen across all program are (1) teacher embeds the components of literacy into all instructional content and (2) teacher summarizes and fits into context what has been taught. Additionally, those areas already strong across all programs are (1) teacher demonstrates/models the desired skill or process and (2) teacher checks to determine if students are progressing toward stated objectives. 

Perhaps the most interesting view of the TLE data are in conjunction with the employer satisfaction survey data described below.

4.3  Satisfaction of employers and employment milestones

The Oklahoma Educational Quality and Accountability (OEQA) office has developed a statewide survey of administrators who have hired initial program completers for all educator preparation programs across the state. Currently the data relies on administrators to determine what certification route each new teacher completed with aggregated data provided to the EPPs.

While Cameron was unable to directly verify that the new teachers being assessed are in fact our program completers, we were able to make deductions based on administrator email addresses provided coupled with our tracking of our completers into their first teaching job. We are still working with OEQA to be able to fully validate data in the future.

Twenty-three administrators completed the survey. Cameron program completers received mean scores on items ranging from 3.24 to 3.48 on a 4-point scale, as compared to a range of 3.01-3.36 for all surveys completed across the state. Cameron completers also did not receive any scores of “strongly disagree” on any survey items. While no areas for improvement stand out, the following areas of strength emerged from the 2017-2018 data:

  • The teacher encourages positive social interaction, active engagement in learning, and self-motivation. (CU mean 3.48 / OK mean 3.36)
  • The teacher understands and uses multiple methods of assessment to engage learners in their own growth and guide learners’ decision making. (CU 3.43 / OK 3.16)
  • The teacher knows how to use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving. (CU 3.43 / OK 3.17)
  • The teacher understands how learners grow and develop. (CU 3.43 / OK 3.24)
  • The teacher uses technology to manage student and assessment data. (CU 3.43 / OK 3.27)

Additionally, during the 2018-2019 school year Lawton Public Schools named six Cameron University education graduates were nominated as Rookie of the Year (for first year teachers), and six of the seven finalists for Teacher of the Year graduated from a Cameron University educator preparation program.

With regard to CU advanced program graduates, evidence of employer satisfaction will be available in 2019 as data becomes available from new items regarding employment milestones on its follow-up survey. 

4.4  Satisfaction of completers

Data from Cameron’s exit survey indicates a high level of satisfaction of initial and advanced graduates. Across all initial program, survey items focus on the extent to which Cameron’s program prepares candidates to meet InTASC standards through coursework and field experiences. The mean score provided by completers in 2017-2018 was 3.87 on a 4-point scale.

Across all advanced programs, exit survey items focus on the extent to which Cameron’s program prepares candidates to meet specialized program association standards and provided experiences to apply knowledge in the field. The mean score provided by completers in 2017-2018 was 3.62 on a 4-point scale with no clear areas for improvement indicated.

Outcome Measures: CAEP has determined that the following required reporting items are “of significance to stakeholders and consumers.”

Graduation Rates

As expected, candidate completion rates depending upon student status (full-time vs. part-time), amount of transfer credit held, and willingness to take classes during the summer semester. Generally full-time initial candidates complete their degrees four semesters after being admitted to the educator preparation program. For the 2017-2018 initial program completers, the average time from admission to completion was 3.8 semesters (range= 2-6 semesters with one outlier at 16 semesters; median & mode=3 semester).

At the advanced level for 2017-2018, M.Ed. in Reading program completers averaged 6.5 semesters from program admission to completion (range = 5-8 semesters; median & mode=6); M.S. in Educational Leadership program completers averaged 3.8 semesters to complete the program (range=2-8 semesters; median=2; mode=3).

Ability of completers to meet licensing and any additional state standards

Certification Exam Pass Rates - Test Takers 2017-2018, best attempt

(rates provided by OEQA except in the case of low N, then calculated in-house)

Exam

Cameron Pass Rate

State Pass Rate

Oklahoma General Education Test (OGET)

100%

85%

Oklahoma Subject Area Test (OSAT)

     Early Childhood Education

93%

54.2%

     Elementary Subtest 1

95%

84.6%

     Elementary Subtest 2

90%

77.5%

     English

100%

60.4%

     Music – Instrumental

-

-

     Music – Vocal

-

-

     Social Studies

75%

74.6%

     Special Education

100%

72.7%

     Elementary Principal*

78%

67.9%

     Secondary Principal*

90%

62.8%

     Reading Specialist*

100%

91.4%

Oklahoma Professional Teaching Exam (OPTE)

     Grades PK-8

100%

81.8%

     Grades 6-12

100%

94.7%

*Advanced programs

Ability of completers to be hired in education positions for which they have been prepared

Cameron University is very proud of the hiring rates for our initial candidates. Evidence of advanced candidates being hired into positions aligned with their degrees will be available in 2019 as Cameron adds items regarding interviewing and job changes to follow-up surveys.

The following information shows the Cameron teacher education graduates who seek and find full-time employment in education following graduation.

Year

# of Graduates

% Seeking & Finding Employment

17-18

52

100%

16-17

68

100%

15-16

71

99%

14-15

61

97%

13-14

87

97%

12-13

58

98%

11-12

70

95%

10-11

92

99%

09-10

86

94%

Student loan default rates

The following information shows the three-year cohort default rate for all Cameron University students. While some seem to view this data as an indication of the effectiveness of our program, we encourage you to look at the preceding information, particularly our graduates’ results on their teaching evaluations.

Cohort

Loan Default Rate

FY16 cohort

15.4%

FY15 cohort

15.7%

FY14 cohort

14.7%

Contact Information

Ross Hall, Room 117
2800 W. Gore Blvd.
Lawton, OK 73505
(580) 581-2339
(580) 581-2553 FAX