As the agency responsible for overseeing many of Washington’s educator workforce policies, the Professional Educator Standards Board (PESB) is uniquely positioned to hold preparation programs accountable for how they recruit, support, and prepare diverse and classroom-ready educators.
PESB regulates the quality and effectiveness of preparation programs through initial approval and ongoing review. Program review involves looking at their performance on multiple dimensions of merit, including design fidelity, standards alignment, key performance indicators, and the ability to demonstrate continuous improvement. The review process produces the following information:
- Better understanding of program design, implementation, and outcomes
- Opportunities for strategic input on preparation programming
- An approval decision by PESB
Initial review for new programs
PESB grants initial approval to programs that can demonstrate their ability to meet all standards and requirements, address local and state educator workforce shortages, and advance equity. During initial approval, programs serve candidates for a limited amount of time following the beginning of instruction. Before the expiration of initial approval, PESB convenes a review team to conduct site visits and determine if the program performance is aligned with state approval requirements. Based on the review results, the Board may grant full approval. Once programs are fully approved, the Board will review them on an ongoing basis. Learn more about initial review for new programs.
Ongoing review for programs by educator role
PESB conducts ongoing review of programs that prepare teachers, administrators, school counselors, and school psychologists. Each type of preparation program is reviewed differently through key performance indicators, site visits, and evidence of upholding PESB program standards.
Teacher and principal
Indicator-based program review (IBPR)
IBPR allows PESB to evaluate and support continuous improvement in educator preparation programs and better understand future educators entering the workforce. PESB conducts IBPR using annual program data and key performance indicators as metrics to monitor annual enrollment, activities, and outcomes. Learn more about IBPR.
Curriculum and instruction review
In 2025, PESB will begin conducting a curriculum and instruction review of teacher and principal preparation programs. PESB designed the new review model to align with our existing review practices through a structure that programs will find meaningful, familiar and manageable. Learn more about curriculum and instruction review.
CTE business and industry route, and career and technical education administrator
Annual data analysis
Every year, PESB reviews data submitted by preparation programs. After each review, PESB will provide programs with a written analysis of their annual data submission.
Periodic site reviews
The Board conducts periodic site reviews every 3-5 years, which includes:
- Self-study report: Prior to their review, programs complete a self-study report related to the focus components and domain(s).
- Evidence: The program provider submits evidence and a description of their performance related to the standard areas identified in the notifications.
- Review team: One PESB staff member will serve as chair on the review team but will not serve in an evaluative role. Additional members of the review team must include one member of the program’s professional educator advisory board, one P-12 practitioner with expertise in career and technical education related to the program under review, and two representatives of peer programs. Any two of these review team members, or two additional members, must be identified as individuals with expertise related to the domains of practice and standard components identified in the program’s self-study report. One of the two providers with peer representatives on the review team will be scheduled for the subsequent program review.
- Review report: The review team will provide a report to the Board identifying areas of practice associated with each program standard area and make a recommendation as to whether each standard area was met, unmet, or exceeded.
- Program response: Providers may respond to the review report’s evidence, conclusions, and recommendations, as well as offer additional evidence of factors or circumstances.
Superintendent and program administrator
Program administrator programs implemented in conjunction with principal preparation programs will be reviewed with that provider’s principal preparation program.
Annual data analysis
Every year, PESB reviews data submitted by preparation programs. After each review, PESB will provide programs with a written analysis of their annual data submission.
Periodic site reviews
The Board reviews superintendent and program administrator preparation programs every 3-5 years, which includes:
- Self-study report: Prior to their review, program providers must complete a self-study report related to the focus components and domain(s).
- Evidence: The program provider will submit evidence and a description of the provider’s performance related to the program standards domains and components.
- Review team: One PESB staff member will serve as chair on the review team during the review process but will not serve in an evaluative role. Additional members of the review team must include one member of the program’s professional educator advisory board, one P-12 practitioner with expertise in career and technical education related to the program scheduled for review, and two representatives of peer programs. Any two of these review team members, or two additional members, must be identified individuals with expertise related to the domains of practice and standard components in the program’s self-study report. One of the two providers with peer representatives on the review team will be scheduled for the subsequent program review.
- Review report: The review team will provide a report to the Board identifying areas of practice associated with each program standard area and make a recommendation as to whether each standard area was met, unmet, or exceeded.
- Program response: Providers may respond to the review report’s evidence, conclusions, and recommendations, as well as offer additional evidence of factors and circumstances.
School counselor
CACREP accreditation
To maintain approval, school counselor preparation programs must be in the process of obtaining or have obtained accreditation from CACREP. School counselor programs are reviewed on a periodic basis by CACREP. For a given school counselor program, the Board may approve the substitution of alternative national standards if they are deemed equivalent by the Board. (WAC 181-78A-225)
Annual data analysis
Every year, PESB reviews data submitted by preparation programs. After each review , PESB will provide programs with a written analysis of their annual data submission.
Periodic site reviews
The Board reviews school counselor preparation programs during the same period of time as a program’s CACREP review. All site visits are conducted virtually.
- Evidence: The program provider submits evidence and a description of the provider’s performance related to the applicable program standards domains and components.
- Review team: One staff member serves as the review team chair during the review process but does not serve in an evaluative role. Additional review team members must include one member of the program’s professional educator advisory board, one P-12 practitioner with related expertise, and two representatives of peer programs. Two review team members must be individuals with expertise related to the program’s annual data analysis.
- Review report: The review team provides a report to the Board identifying areas of practice for each program standard area and makes a recommendation as to whether each standard area was met, unmet, or exceeded.
School psychologist
NASP accreditation
To maintain approval, school psychologist preparation programs must be in the process of obtaining, or have obtained, accreditation from the National Association for School Psychology (NASP). School psychologist programs are reviewed on a periodic basis by NASP. The Board may approve the substitution of alternative national standards if they are deemed equivalent by the Board. (WAC 181-78A-225).
Annual data analysis
Every year, PESB reviews data submitted by preparation programs. After each review, PESB will provide programs with a written analysis of their annual data submission.
Periodic site reviews
The Board reviews school psychologist preparation programs during the same period as their NASP review.
- Evidence: The program provider submits evidence and a description of the provider’s performance related to the applicable program standards domains and components.
- Review team: One PESB staff member serves as the review team chair during the review process but does not serve in an evaluative role. Additional review team members shall include one member of the program’s professional educator advisory board, one P-12 practitioner with related expertise, and two representatives of peer programs. Two of these review team members must be identified as individuals with expertise related to the program’s annual data analysis.
- Review report: The review team provides a report to the Board identifying areas of practice for each program standard area and makes a recommendation as to whether each standard area was met, unmet, or exceeded.
