Oklahoma Joins National Conversation on Strengthening Teacher Preparation and Innovation
This summer in Charlotte, NC, the Oklahoma Office of Educational Quality and Accountability (OEQA) joined state and national leaders at the National Association of State Directors of Teacher Education and Certification (NASDTEC) conference to focus on strengthening teacher preparation and addressing shortages that directly affect students. OEQA Director of Assessments, Eric Jones, represented Oklahoma, ensuring our state was part of the national dialogue on raising expectations, improving preparation, and building stronger pipelines.
The conference highlighted strategies other states are using to grow and retain teachers. Michigan, for example, has invested in Grow Your Own programs, residency partnerships, and supports such as stipends and test fee reimbursements. These initiatives are designed to expand the teacher pipeline and ensure a better return on investment for taxpayers by putting more qualified teachers into classrooms where they are urgently needed. In Oklahoma, The Commission for Educational Quality and Accountability (CEQA) has also taken steps to strengthen the pipeline by updating rules to allow candidates to complete a qualified, job-embedded competency-based Teacher Registered Apprenticeship Program, which includes guidance from an experienced mentor with at least three years of classroom experience. Additionally, CEQA has also prioritized making assessments more accessible and affordable, including reducing costs through the new Assessment of Professional Knowledge (APK), piloting the National Evaluation Series (NES) to expand testing options, and providing Foundations of Reading scholarships along with candidate support materials. While CEQA recognizes there is still more work to be done, these actions reflect the Commission’s commitment to lowering barriers while upholding high standards for entry into the profession.
Improving math preparation was another central theme. Research is clear that students’ long-term success in school, work, and life is tied to strong early math achievement. National experts highlighted how states are raising standards for preparation programs, adopting more rigorous licensure requirements, and holding institutions accountable for results. For Oklahoma, this is an area where more work is needed, and CEQA is committed to supporting educator preparation programs and engaging with policymakers in conversations about how licensure requirements and program standards can best prepare teachers and ultimately students to succeed.
Oklahoma’s work was also highlighted through Tulsa Public Schools’ Tulsa Teacher Corps, developed under the state’s non-traditional certification pilot. Early results show stronger retention, greater teacher diversity, and gains in student outcomes. This is an encouraging example of how innovative approaches can complement traditional educator preparation, expanding pathways into the profession while keeping high standards for quality and support.
The conference also explored how artificial intelligence may shape the future of teaching and learning. Presenters emphasized the importance of aligning AI use with professional standards, protecting student privacy, and ensuring accuracy. The discussion also centered on how technology can be used to support teachers in their work, not to replace them.
Being part of this national conversation highlights both the progress Oklahoma has made and the ground we still need to cover. Every student in our state deserves a great teacher, and there is still work to do to make that a reality. CEQA will continue working with state leaders and stakeholders to build a thoughtful and coordinated policy environment that supports high-quality teacher preparation, helps teachers enter the classroom ready to succeed, keeps them in the profession, and ensures they can deliver excellent instruction to students.
