Educator Preparation Programs

Educator Preparation Programs



Teacher Education Quality

The Educator Preparation program is accredited by the National Council for Accreditation of Teacher Education (NCATE), Office of Educational Quality and Accountability (OEQA), and the North Central Association of Colleges and Secondary Schools. NCATE Exhibit Room Programs preparing P-12 education professionals have been accredited by the National Council for Accreditation of Teacher Education (NCATE) since 1954. For information and data on these programs, NCATE Board of Examiners may access exhibits by visiting the NCATE Exhibit Room. Please note this is a protected site; contact the dean if password is needed. NCATE Third-Party Testimony The School of Education and Behavioral Sciences at Langston University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation, under the National Council for Accreditation of Teacher Education Standards, in Fall 2015. Interested parties are invited to submit third-party comments to the visiting team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the teacher preparation or other school personnel program (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony by email to or by mail to: Third-Party Comments CAEP 1140 19th Street NW, Suite 400 Washington, DC 20036 Educator Preparation Program Completer Data 

Among 2,400 teacher preparation programs across the country, Langston University’s elementary education program ranks number one among all HBCUs and in the top ten for its secondary education (middle and high school) programs by the National Council on Teacher Quality (2014). LU offers the following majors/certifications for undergraduates interested in becoming a certified teacher:

  • Early Childhood Education (PK-3rd)
  • Elementary Education (1st-8th)
  • English Education (6th-12th)
  • Chemistry Education (6th-12th)
  • Biology Education (6th-12th)
  • Mathematics Education (6th-12th)
  • Music Education: Instrumental (PK-12th)
  • Music Education: Vocal (PK-12th)
  • Physical Education (PK-12th)
  • Special Education (Mild/Moderate) (PK-12th)


For information regarding undergraduate teacher education on the Langston campus, please contact Mrs. Gail Anderson, Director of Teacher Education, Certification, and Field Experiences by phone at (405) 466-3269 or via email at For information regarding graduate education on the Langston and Oklahoma City campuses, contact Dr. Herron , Director of Graduate Programs at For information regarding undergraduate and graduate education on the Tulsa campus, contact Dr. Lisa Weis, by phone at (918) 877-8156 or via email at

Oklahoma Teacher Supply and Demand

OK Educator Workforce Shortage Task Force Initial Report

2015-2016 Oklahoma Teacher Shortage Areas Art Elementary Education Family/Consumer Science Mathematics Physical Education/Health School Psychologist Social Studies Early Childhood Education English Foreign Languages Music School Counselor Science Special Education State Minimum Teacher Salary Schedule Minimum Teacher Salary Schedule

Conceptual Framework

  • Mission Improve teaching and learning in a diverse, rapidly changing, and increasingly technological society by preparing and supporting candidates in constructing knowledge, increasing capabilities, and developing sensitivity and responsiveness to the needs of children, families, and communities in urban centers and rural environments. Philosophy Langston University’s Teacher Education Unit is committed to the practices of social responsibility through education as a means to build a better world, especially for underserved populations in Oklahoma, the nation, and the world. We believe that teachers must demonstrate a respect for diversity, engage in ethical behaviors, establish challenging but achievable goals, embed instruction in quality curriculum, and be respectful of the teaching/learning context. We believe that instruction must be based on the integration and innovation of teaching, learning, and technology beyond the boundaries of individual disciplines, founded on current scientifically based research, and supportive of all students. We believe that assessment of ourselves and our learners through an on-going assessment practice is necessary to inform our practices, promote personal and professional growth, monitor progress and support change. We believe that the classroom and school environment holds great opportunities for developing leaders who engage in professional development opportunities and service to have a direct and positive impact on the lives of children.
  • Goals The goals of the Teacher Education Unit are to enable educators to translate their acquired knowledge and understanding of theory, research, pedagogy, and policy into effective curriculum plans, classroom management skills, and positive instructional decisions that are responsive to the needs of all P-12 students in urban and rural communities. Candidates’ knowledge, skills, and professional dispositions are highlighted in the graphic and detailed in clear, descriptive statements utilizing the acronym DECISION. A Teacher as Decision Maker is a teacher who


D Demonstrates respect for diversity (race, ethnicity, culture, socioeconomic status, gender, abilities, opinions, ideals, perspectives, etc.) and engages in ethical behaviors by maintaining high standards of conduct and character, upholding the honor of the teaching profession


E Establishes educational goals (for self and learners) with the belief that all children can learn and assesses children’s progress on a continual basis using multiple forms of assessment in a variety of forms based on state, national, and professional standards


C has a foundation of professional, pedagogical, and content knowledge upon which to make instructional decisions and evaluate teaching/learning contexts, utilizing information to maximize opportunities for all children, and creating supportive environments


I is innovative in the use of technology and instructional strategies utilizing current research on best practices to enhance teaching and learning for children at different developmental stages, with different learning styles, and from diverse backgrounds


S demonstrates social responsibility through service for underserved populations in Oklahoma, the nation, and the world


I integrates teaching and learning beyond the boundaries of disciplines and outside the classroom by planning diverse and sequenced experiences and engaging in reflective practice to make adjustments responsibly based on self-evaluations and feedback


O seeks opportunities for leadership and engages in on-going professional development


N creates supportive networks of collegiality and collaboration among educators, learners, and families while serving as a mentor for students, peers, and others to promote personal and professional growth


For information regarding Teacher Education please access the Navigating Teacher Education Handbook, you can view Navigating Teacher Education Handbook.


PASS-PORT is required for all candidates seeking teacher certification. To purchase a PASS-PORT account, click the PASS-PORT symbol below and follow the on screen instructions: