Cameron Students posing for a picture on Campus

Measure 1:

Completer Impact and Effectiveness

R4.1 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 is working with our school partners to conduct case studies of graduates during their first year of teaching. 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. Specific elements addressed in the case studies include planning for instruction (goals & student background, instructional strategies, activities, and focus on two students’ strengths and challenges), teaching the lesson (instructional strategies, interacting with the students, and classroom management), and reflecting on the lesson (whole class and focus students’ evidence of learning).

Data collection for the case study began in 2018-2019 and included completers from our geographically-nearest school partners who are teaching in the field for which they were prepared. Between Fall 2018 and Spring 2023, 36 cases have been documented covering all programs (9 early childhood, 17 elementary, 6 English, 1 music, 2 social studies, and 1 special education). 

Overall the cases provided evidence that 100% of the completers studied demonstrated a positive impact on student learning and an ability to use student learning data to improve instruction.

R4.2 Indicators of teaching effectiveness

Data from the Oklahoma Teacher-Leader Effectiveness (TLE) 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 and is based on a 4-point scale: (1) ineffective, (2) needs improvement, (3) effective, (4) highly effective, (5) Superior.

The Oklahoma State Board of Education has waived the parts of the TLE that provide data on our completers for 2019-2020 and 2020-2021. Data for 2021-2022 is provided below, as well data from the 2018-2019 TLE and pre-pandemic data for three completer cohorts. The Oklahoma State Board of Education waived the parts of the TLE that provide data on our completers for 2019-2020 and 2020-2021.

1-year out (21-22 completers)


2-years out (17-18 completers)


3-years out

(16-17 completers)


Domain 1: Classroom Management




Domain 2: Instructional Effectiveness




Domain 3: Professional Growth




Domain 4: Interpersonal Skills




Domain 5: Professional Involvement & Leadership




Mean scores indicate that candidates from all three cohorts perform between effective and highly effective on all domains of the TLE. Data across the cohorts look as expected with demonstrated growth across all domains with experience and highest levels of growth between first and second year in the classroom in areas of classroom management and instructional effectiveness.