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 a component of teacher evaluations, Cameron University collaborates with its P-12 school partners to monitor first-year teachers who graduated from CU’s educator preparation programs through the Teacher Leader Effectiveness (TLE) evaluation system. This initiative supports CAEP Standard 4.1 by providing evidence of completers’ impact on student learning during their first year of teaching.
The Oklahoma Office of Educational Quality and Accountability (OEQA) administer the statewide survey to school administrators who have hired initial program completers from educator preparation programs across Oklahoma. This survey is distributed in late spring of the completer’s first year of teaching. Survey items are aligned directly with the InTASC standards and ask administrators to rate their level of agreement regarding various competencies demonstrated by the first-year teacher. Responses are recorded on a 4-point Likert scale, ranging from Strongly Disagree (1) to Strongly Agree (4).
The data collected from the TLE evaluation mirrors components of Task 4 prompts from the Praxis Performance of Assessment of Teaching (PPAT), focusing on instructional effectiveness and student learning evidence. Current candidates serve as researchers as they engage in data collection during the semester prior to student teaching. During student teaching, they will complete the 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 the PPAT during their own student teaching increases the quality of the reflections and transfer of PPAT knowledge to the candidates. The case study model, Task 4 of the PPAT, is strategically rooted as one of the Educator Preparation Provider’s (EPP) key assessments which emphasizes analyzing student learning based on instruction and assessment. This alignment ensures coherence between coursework, performance assessment, and field-based evidence collection. Using candidates as researchers engages candidates in research and in the 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 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 2024-2025, 2023-2024 and 2021-2022 is provided below, as well as data from the 2018-2019 TLE and pre-pandemic data for four completer cohorts.
