General Teacher Preparation Policy
The state should ensure that teacher preparation programs provide teacher candidates with a high-quality clinical experience. This goal has been revised since 2017.
Cooperating Teacher Requirements:
requiring that cooperating teachers have at least three years of
experience teaching in the area in which they are certified, Oklahoma
has no other requirements for cooperating teachers.
OEQA Administrative Rules, 218: 10-5-3
Ensure that cooperating teachers have demonstrated evidence of effectiveness as measured by student learning.
Cooperating teachers in Oklahoma should be carefully screened for their ability to further student achievement. Research indicates that student teachers benefit most when cooperating teachers are selected by the preparation program rather than by the student teacher or school district staff.
Oklahoma indicated that educator preparation programs (EPPs) are required to co-select, prepare, evaluate, support, and retain high-quality cooperating teachers who demonstrate a positive impact on candidate' development and P-12 student learning and development. In collaboration with their P12 partners, EPPs use multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of cooperating teachers in all clinical placement settings.
In a follow-up response, the state submitted the following:
Oklahoma Administrative Code: 218:10-5-1 Educator preparation program accreditation and review process
(e) The OEQA is a performance-based partner with the OSRHE and CAEP. All educator preparation programs shall be expected to meet all CAEP unit and program accreditation standards, State Department of Education competencies, OSRHE teacher education policies as well as all additional standards established by the CEQA.
CAEP Standard 2.1
Partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes
CAEP Standard 2.2
Partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidates' development and P-12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings.
CAEP Standard 2.3
The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students' learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates' development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P-12 students.
1E: Student Teaching
The stakes are too high for student teaching requirements to be left to chance. Student teaching is the final clinical experience of teacher preparation, and teacher candidates have only one chance to experience the best possible placement. Student teaching will shape their own performance as teachers and help determine the type of school in which they will choose to teach. A mediocre student teaching experience, let alone a disastrous one, can never be undone.
Central to the quality of the student teaching experience is the classroom teacher who serves as the teacher candidate's mentor, or cooperating teacher. Only strong teachers with evidence of their effectiveness, as assessed by objective measures of student learning and by their principals, should be able to serve as cooperating teachers. Yet placement is much more likely to be the luck of the draw. Reports by NCTQ, including Student Teaching in the United States and the Teacher Prep Review,
found most teacher preparation programs fail to require that cooperating teachers must be effective instructors.