Educator Preparation Programs in Ohio


Becoming a Teacher in Ohio

Offering Education Programs

All new education licensure programs must be approved by the Chancellor of the Ohio Department of Higher Education before they are offered.  Periodic review of license and endorsement programs will occur on a schedule determined by the Chancellor. Ohio institutions may select one of the three options below for continuing program review:

  1. Limited State Review [available only to programs holding full Specialized Professional Association (SPA) recognition (without conditions) or CAEP Program Review with Feedback]: This option requires submission of evidence to the Ohio Department of Higher Education of evidence demonstrating alignment to Ohio-Specific Requirements, e.g. Value-Added, Dyslexia, Ohio Standards for the Teaching Profession, Ohio School Operating Standards - To be completed no later than the semester prior to term listed on approval documentation. 
  2. State Program Review - To be completed no later than the semester prior to term listed on approval documentation. 


Information for Institutions Proposing or Renewing Educator Licensure Preparation Programs

Accountability and Continuous Improvement Resources

Principal Preparation Innovation Grant Recipients

Congratulations to the following institutions that received grant funding from the Ohio Department of Education for Principal Preparation Innovation: 

Bowling Green State University - Create an innovative principal preparation program designed to meet the unique needs of prospective leaders in career and technical education (CTE) settings as they endeavor to prepare students for the demands of the 21st century work force.

Cleveland State University - Through a close partnership with Cleveland Metropolitan School District, the Akron City School District, and the Canton City school District, the educaitonal leadership faculty will update their current licensure program and develop a new Urban Pricnipal Endorsement to meet the specific needs of urban scohol districts. 

Ohio Dominican University - "We will develop eight modules aligned with eight courses and/or practicums in our Master’s in Educational Leadership. We will specifically design the modules to help principals effectively collaborate with teacher leaders to improve the effectiveness and efficiency of leadership within the school. Teacher leadership modules in the Educational Leadership courses would be written around such topics as: community engagement, instructional leadership, working with data teams of teachers, developing and fostering a collaborative culture." 

Ohio State University - "Preparing Principals for Personalized Learning Environments (P3LE) is designed to equip future principals to serve as instructional leaders in current and evolving P-12 schools through (a) situating principal preparation in the practice of leading learning centered, personalized education3 (b) developing and piloting instructional resources and activities that leverage virtual platforms and provide students more authentic and reflective learning experiences, (c) further integrating academic coursework and internships, (d) increasing engagement with P-12 stakeholders, and (e) expanding the continuum of leadership preparation."

University of Akron - The educational leadership faculty will "1) engage in a formal process of strategic problem identification and planning with regional superintendents, principals, and School District Partners to 2) mutually create an evidence and competency-based principal preparation program that is not limited by the bounds of the Carnegie unit. 

University of Cincinnati - "Our primary aim is to shift our current principal preparation program to one that prepares candidates who can dynamically address educational problems, issues, and practices...foregrounding the principles of justice and equity."

Youngstown State University - An advisory group representing school districts, educational service centers, community schools and community organizations will discuss the evolving role of principals as school leader and identify specific and complex needs of Ohio’s Pk-12 system. Stakeholder input will direct change and innovation to determine the models that will focus of the field experiences and clinical practice.