2023-2024 Educator Preparation
Preparing the next generation of educators through community partnership, equity and innovation.
The Ohio State University Educator Preparation Programs collaborate with district and community partners to develop high-quality educators. This partnership fulfills an essential element in preparing future educators and leaders, resulting in meaningful professional experiences in diverse educational settings.
This snapshot details how educator preparation programs engage with Ohio communities and align with the mission and goals of the university and state. The information provided represents Ohio State’s Educator Preparation Programs during the 2023-2024 academic year from the colleges of: Arts and Sciences; Education and Human Ecology; Food, Agricultural and Environmental Sciences; Nursing; and Social Work.
Prepared by: Office of Accreditation, Placement and Licensure (APL)
Our Reach and Impact Throughout Ohio
385,482
Total field hours
110,966
Observation hours
57,650
Internship and practicum hours
216,866
Student teaching hours
Educator Preparation Program students were placed in 162 Ohio Public Districts in 447 Ohio Public Schools and 29 other educational settings with 1,155 site mentors. Since 2020, Ohio State has prepared approximately 400 new teacher candidates annually with about 100 other educator licensure areas, such as school administrators and pupil services. While the number of placements slightly decreased since the 2021-2022 academic year, programs continue to strategically select diverse and high-quality field placements that allow students to learn in a variety of environments. Reciprocal P-12 partnerships ensure Ohio State licensure completers are well prepared for their future careers in education.
Overview of Programs and Highlights
Ohio State's diverse, nationally ranked programs produce highly effective educators. The Art Education, Music Education, Speech Pathology and School Audiology programs are hosted by the College of Arts and Sciences. The Agriscience Education program is hosted by the College of Food, Agricultural and Environmental Sciences. The School Nurse program is hosted by the College of Nursing. The School Social Work program is hosted by the College of Social Work. All other programs are hosted by the College of Education and Human Ecology.
Programs Nationally Ranked by US News & World Report
High-Quality Completer Outcomes
"Our college is committed to serving the needs of all schools, particularly high-needs schools in urban and rural communities. We value academic excellence across our programs and endeavor to ensure that our students are prepared to join the K-12 educator workforce and address the pressing issues of schools.”
- Don Pope-Davis
Dean, College of Education and Human Ecology
Meeting Ohio School and Workforce Needs
Meeting the needs of Ohio schools is intrinsic to our mission and vision. The College of Education and Human Ecology has identified the three following pillars to prepare Educator Preparation Program students to meet the needs of an evolving Ohio workforce.
Ohio State believes in engaging with people from different cultures and experiences to gain new perspectives that enhance our global partnerships and local impact.
Ohio State is dedicated to collaborating with local and national partners to advance human health and development, well-being and economic vitality.
Ohio State is uniquely poised to partner with urban and rural communities to broaden educational opportunities and to close educational gaps.
Scholarship winners haven’t had it easy. That will make them better teachers
Student Placements Across Ohio
With campuses located across the state, Ohio State ensures that students collaborate in a variety of settings. Most Ohio State licensure students attend several placements in a year, oftentimes requiring various levels of involvement with diverse students and mentors at different buildings, grade levels, and/or subject areas to ensure they are exposed to the multiple facets their license covers. Program representatives make intentional efforts to expose Ohio State students to settings in two or more school types (urban, suburban, small town and rural) when making their placement requests.
Ohio Map Showing Number of Student Placements by Geographic Classification of Schools*
2,252
Total Placements
822 Placements in 12 urban districts
886 Placements in 34 suburban districts
190 Placements in 51 small town districts
108 Placements in 38 rural districts
246 Placements in 29 other locations**
*Placements represented do not include pre-program data.
**School geographic classifications are based on the Ohio Department of Education and Workforce’s Typology of Ohio School Districts for urban, suburban, small town and rural districts. Other locations include public non-charter schools such as career-technical schools, independent preschools or non-school placements such as after-school programs.
Expanding Reach Across Ohio
Ohio State produces uniquely prepared graduates who have been afforded diverse, practical experiences. This model best equips them to excel in school settings after graduation. As Ohio and many states across the country face teacher shortages, Ohio State not only prepares educators for these high-need areas, but the P-12 partners who host our students also play a direct role in ensuring their success. In addition, these partners often view our partnership as an integral component of their recruitment pipeline.
Placement Trends Across Ohio
Ohio Counties
Ohio Public Districts
Ohio Public Schools
Historically, Ohio State students are placed in schools in over half of Ohio’s counties. In the 2023-2024 academic year, these partnerships expanded into 25 additional public districts than recent years. Students continue to be intentionally clustered in common buildings to foster collaboration and shared learning opportunities, thereby accounting for the steady decrease in the number of school sites.
Student and School District Voices
“The Special Education program has provided me with numerous hands-on learning experiences. I participated in internships with four different school districts. Each school placement helped me learn new ways to educate students of all abilities. At the same time, the outstanding professors throughout the program helped ease my transition into my career path. I now know that after graduation, I want to teach in a middle school as an intervention specialist. And it is all thanks to this amazing program.”
"Worthington Schools recruits Ohio State University graduates because they bring a unique combination of academic excellence and a commitment to fostering inclusive learning environments. Ohio State’s teacher preparation programs equip students with the skills to meet the needs of diverse learners and to empower a community of young minds that are ready to change the world. We greatly appreciate our longstanding partnership with Ohio State and look forward to a future filled with even more successful students!"
“That concept of teacher as researcher … how once you’re teaching, you’re constantly researching and refining your craft, I saw through my research experience how much those things can overlap. If we do see ourselves as researchers, then we can create amazing classrooms.”
“Recruiting graduates from The Ohio State University consistently yields success, as their education program effectively prepares students in both educational philosophy and practical teaching. This success is attributed to OSU's exceptional professors and the numerous meaningful classroom experiences students gain throughout their four years of study.”
"The teaching placements provided by OSU were pivotal in helping me decide in what type of district I will seek employment. Placements in diverse districts and varying grade levels allowed me to gain perspective and explore several different teaching environments. I am grateful for the great mentoring that was provided, and the opportunity to explore a high school engineering class where I have expressed interest. The confidence I have gained within my placements exceeded expectations."
“I have had three placements, but my field placement (at a high school) this semester was an incredible learning experience. Both the band directors offered support and guidance, helping me gain confidence on the podium. I was given meaningful opportunities to conduct a high school band—far beyond the sectional work typical of field experience student teachers. This hands-on experience solidified my desire to teach high school ensembles in my own music school someday. Additionally, it allowed me to apply teaching methods that engaged students effectively and encouraged their musical growth.”
"At GJPS, we love hiring Ohio State University teaching graduates because their extensive classroom experience and strong foundation in instructional strategies prepare them to excel in real-world educational settings. Their readiness and effectiveness align very well with our district's values of excellence, inclusivity and putting students first."
“The faculty at Ohio State have been beyond valuable in my growth as an aspiring teacher. The faculty go above and beyond to provide support and feedback that have helped me to grow my skills both professionally and personally. I am certain that the constructive feedback and personal support provided by the faculty and my program manager will be some of my best preparation as I enter the classroom.”
“I became really close with one of the faculty. She … was really helpful with breaking down the complex ideas surrounding education. As we started our student teaching, she was willing to answer all our questions and work one on one. My mentor teacher was extremely helpful in making sure that I felt prepared and supported, and that helped me to thrive and grow.”
“The instructors I've had throughout my four years in the STEM Education program have been absolutely fantastic. They approach each class with care and intention, making sure they are getting to know each individual student. The cohort model creates close friendships, and my program manager has been a great support. I have also had diverse experiences in my field placements, which have allowed me to build my confidence and feel challenged as a future educator.”
2023-2024 Graduate and Undergraduate Enrollment in Pre-Service Teacher* Preparation Programs
*This image details teacher education candidates from various degree and licensure-only programs throughout The Ohio State University. Advanced and pupil services programs are not included in these data.
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Total enrolled teacher candidates: 966
Enrollment by college
- Food, Agriculture and Environmental Sciences: 48
- Arts and Sciences: 104
- Education and Human Ecology: 814
Enrollment by campus (EHE only)
- Columbus - 594
- Lima - 64
- Mansfield - 46
- Marion - 48
- Newark - 62
Mentors Are Critical Partners When Preparing the Next Generation of Educators
Mentor educators play a significant role in the development of The Ohio State University students. We know that coursework grounded in research and theory, along with high-quality, diverse field experiences is imperative to producing effective teachers. This is why Ohio State partners with districts throughout the state to ensure students have experiences in diverse communities with experienced mentor teachers. In the 2023-2024 term, mentors agreed at a rate of 91% that program expectations prepared students to be successful in-service teachers. Students agree that their relationships with their mentors are a hallmark of their student experience.
Transcript
SPEAKER 1:
Each year the educator preparation program in the College of Education and Human Ecology places students in about 162 Ohio public districts in 447 Ohio public schools and 29 other educational settings with 1,155 site mentors.
There were about 385,000 total field hours, nearly 111,000 observation hours, over 57,000 internship and practicum hours about 217,000 student teaching hours.
With campuses located across the state, Ohio State ensures that students collaborate in a variety of settings.
There were 2,252 placements during the academic year, 886 placements in 34 suburban districts, 822 placements in 12 urban districts, 190 placements in 51 small town districts, 108 placements in 38 rural districts, 246 placements in 29 other locations.
100% of Ohio State's initial licensure students who graduated in 2023/2024 gained experience in at least one inclusive and diverse school environment throughout their program, almost 92% in an economically disadvantaged school, about 87% with P12 special needs students, almost 87% in a racially diverse school, about 86% with English learners.
District partners and Ohio State enjoy a symbiotic relationship rooted in the benefits of experiential learning and research-driven practices. The P12 partners who host our students play a direct role in ensuring their success.
99% of teacher candidates successfully completed student teaching.
The success of our students is thanks to mentors and district partners like you who contribute so much to our future educators.
"The faculty at Ohio State have been beyond valuable in my growth as an aspiring teacher. The Faculty go above and beyond to provide support and feedback that have helped me to grow my skills both professionally and personally." - Kailyn M. Merkel.
IQRA ABDI:
Hi my name is Iqra and my mentor teacher is Kelly Susie at Briggs High School. I don't know what I did in my past life to have such an incredible mentor teacher. She genuinely embodies what it means to be a fantastic teacher, like she's been teaching for so many years and I feel like she still has the enthusiasm and passion that she's had since I feel like when she started teaching. The kids love her, I love her, and it's because she cares in every single capacity and takes on all these different roles and excels in all the roles she does and from day one when I met her she made sure that I felt included and I felt like she was a safe space for me and really laid a great foundation for my student teaching and everything. And she's always so receptive to new ideas and I would constantly be like let's do this and she's like absolutely let's do it. So, I can't sing her praises enough, she truly is the best mentor teacher and I couldn't have asked for a better mentor teacher and I'm so excited to be in Columbus City Schools because of her.
SPEAKER 1:
"I am so thankful to have Emily as my mentor teacher during this school year. I have felt so supported throughout the school year, which has allowed me to try new things and push both of us outside our comfort zones. She is a great teacher and a great woman and I look forward to the rest of our time together this year." - Bella Kennedy.
"That concept of teacher as researcher, how once you're teaching you're constantly researching and refining your craft, I saw through my research experience how much those things can overlap. If we do see ourselves as researchers then we can create amazing classrooms." - Zoe Lightcap.
ESTHELA MARQUEZ
Hello, my name is Esthela Marquez and I am a math education major currently student teaching at Pickerington Central High School in Mrs. Kirk's class, the beautiful Jen Kirk. I am so grateful for this past year with you, I'm so happy to see you every single day all day. You have been so welcoming and truly I'm just so grateful. And, I'm like tearing up a bit man, just cause I care about you so much and I know you care about me and your reassurance, your guidance, your patience, all of it it's really truly helped me, shaped me to who I am and the kind of teacher I want to be in my future classrooms. I brag about you all the time because you've supported me, you've challenged me, you've given me great advice, and because of you I feel like I can actually be a good teacher.
Again I'm just so grateful and I'm really grateful that you opened your classroom to me and I adore you so much bye.
SPEAKER 1
"I was given meaningful opportunities to conduct a high school band. This hands-on experience solidified my desire to teach high school ensembles in my own music school someday. Additionally it allowed me to apply teaching methods that engaged students effectively and encourage their musical growth." - Rohit Kolluri.
"Thank you to Mr Kennan for allowing me to spend time with you and your students. I have learned so much this semester about classroom management and building meaningful relationships with students." - Abbigail Willey.
BLAIR ANDREWS:
Hi, my name is Blair Andrews. I am a family consumer sciences education major at the Ohio State University. I'm currently student teaching at Olentangy Berlin high school and my mentor teacher's name is Tara Shoemate. Being paired with Tara has been such a gift and a blessing because she has enabled me to gain so much confidence in the classroom through her trust in me. I think that is one way to ensure confidence building and student teachers is trusting them and I'm also grateful that I can go to her with any question that I have and immediately she will jump in and help me find resources that I need. But, like I said, she also completely trusts me with her classroom and lets me try new things and lets me kind of lead classroom management and building relationships with the students and for that I am so grateful so thank you Tara.
SPEAKER 1:
"I am grateful for the mentoring that was provided and the opportunity to explore a high school engineering class where I have expressed interest. The confidence I've gained within my placements exceeded expectations." - Jacob Winslow.
"Laura my mentor teacher has been an incredible example of how to be a vital part of a school Community. She has demonstrated the importance of building positive relationships with students, parents, and colleagues earning the respect of everyone around her. In the classroom, she has shown me how to establish strong routines, manage challenging behaviors, and create engaging, inclusive learning experiences. Laura is truly loved by everyone in the school and I'm lucky to have her." - Julianne Scott.
SOPHIA GEORGIOUS:
Hey, this is Sophia here to thank Jane Roth for being an outstanding mentor throughout my whole year at Franklin Heights. From day one I was really excited to work with Jane because she was always so friendly and approachable and she was open to letting me try new things in the class to learn more about teaching. She has such a way with students and student teachers and I can say with confidence that I'm in a long line of student teachers who have appreciated Jane's help for the past 30 years. She really is at the top of her field and I don't think I could have asked for a better mentor teacher, so Jane thank you again for all that you've taught me and helped me through throughout this whole year.
SPEAKER 1:
"The special education program has provided me with numerous hands-on learning experiences each school placement helped me learn new ways to educate students of all abilities." - Angel M Taylor.
"This is my amazing mentor, Amy Jenny. I'm so incredibly grateful for all the guidance and support during my time within her classroom. Amy has provided me with valuable experiences, helped me grow as an educator, and given me the confidence to take on my own classroom. I truly appreciate all the time and effort she has put into helping me succeed." - Reagan Nelson.
Additional 20242 facts include:
There were 290 EHE Columbus student teachers in 160 schools in 22 districts and partners mentored by 299 cooperating teachers.
Thank you to our educator mentors.
Feedback
Ohio State educator preparation programs’ continuous improvement strategies incorporate student, mentor and employer feedback. Student teachers and their mentors are surveyed each term, and a representative group of Ohio employers are surveyed annually. Effective integration of technology in the classroom continues to be emphasized by programs and employers alike. Academic year 2023-2024 survey results show:
100% of employers surveyed agree that Ohio State prepares educator preparation students to use technology to promote meaningful learning experiences for learners.
95% of students surveyed agree that their mentor teachers challenged them to use a variety of technology in their practice.
92% of mentor teachers surveyed agree that Ohio State prepares students to promote the responsible use of technology to actively engage learners.
Inclusive and Diverse Placements
100% of Ohio State initial licensure students who graduated in 2023-2024 gained experience in at least one inclusive and diverse school environment throughout their program. Over half (53.8%) of the same cohort completed a placement in all four inclusive learning environments.*
91.8%
In an economically disadvantaged school
87.2%
With P-12 special needs students
86.7%
In a racially diverse school
86.2%
With English learners
*School diversity categories are defined by the Ohio Department of Education and Workforce (ODEW). Ohio State educator preparation programs quantify diversity across four areas. A school is considered diverse if the percentage of P-12 students in the four identified subgroups is above the state average for that category. APL updates school data and thresholds every five years based on school trends. More information on state student enrollment can be found on the ODEW website.
“Columbus City Schools values the deep partnership we have with The Ohio State University, College of Education and Human Ecology. Ohio State student teachers now have a place to learn from experienced CCS mentors and aspiring principals can now develop equity-centered skills and dispositions to prepare leaders to serve in our schools. Graduate students are also provided with research opportunities to help the district evaluate the impact of our investments on student outcomes. We are thankful for our longstanding relationship with OSU and look forward to a future filled with more collaboration and access.”
- Dr. Angela Chapman, PhD
Superintendent/CEO Columbus City Schools
Strategic Partnerships to Support Future Generations
Each year, College of Education and Human Ecology faculty and graduate students collaborate with P-12 educators to conduct research in schools. This research allows us to test new ideas and interventions and share findings. It adds to our collective knowledge about how to enhance teaching and learning.
In the 2023-2024 academic year, the total number of hours spent by college faculty, staff or students conducting research in schools was 6,397 hours. Ohio public districts hosted 6,197 hours of these projects.
Research by hours
Research conducted in:
A Collaborative Approach to the Future of Education
District partners and Ohio State value a symbiotic relationship rooted in the benefits of experiential learning and research-driven practices. In return for hosting research activities and college student placements in their schools, districts get a return on their investment.
Partnership aids in reduced student/teacher ratios, coordinated efforts in research and inservice practices and a pipeline of educators ready to hit the ground running. Additionally, districts receive tuition waivers for educators to take graduate courses. Partner districts earned 2,326 waivers in 2023-2024. These waivers are used by educators to participate in courses that aid in professional development, licensure renewal and obtaining additional credentials and/or new degrees.
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The College of Education and Human Ecology and school partners share in a reciprocal partnership.
The above graphic is a cycle with four text boxes:
- Teacher feedback, such as the cooperating teacher survey,impacts curricular decision making
- Reduced student/teacher ratio
- Partnership in research and in-service practices
- Coordination of professional development opportunities