Teacher Preparation & Educational Leadership

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TEACHEr Preparation and Educational Leadership

Five departments, one goal: Provide high quality preparation programs for teaching, related services and leadership careers in education so that our graduates will be well equipped to enhance the lives of individuals, families, schools and communities.

With an emphasis on collaboration among departments, the College of Education and Human Sciences (CEHS) offers certification and endorsement programs in early childhood, elementary, secondary, special education, school administration and for educational professionals in school psychology and speech-language pathology.



Five CEHS departments are engaged in preparing our future educators.

  • Teaching, Learning and Teacher Education (TLTE) – preparing undergraduate students for teaching careers in elementary and secondary education. Graduate students can earn master’s, Ph.D. and Ed.D. degrees. Additional teacher certification and endorsement programs are also available.

  • Special Education and Communication Disorders (SECD) – preparing undergraduate students for careers in special education teaching through certification and endorsement programs. Graduate students earn master’s and Ph.D. degrees in special education. SECD also prepares students to become speech-language pathologists and audiologists with master’s and Au.D programs.

  • Child, Youth and Family Studies (CYAF) – preparing undergraduate students to serve children birth to grade 3 with a bachelor’s degree in inclusive early childhood education. CYAF also offers bachelor’s and master’s degrees in Family and Consumer Sciences.

  • Educational Administration (EDAD) – offers master’s and doctoral degrees in P-20 school educational administration.

  • Educational Psychology (EDPS) – prepares graduate students to be national certified school psychologists through either an educational specialist degree or Ph.D. A master’s in counseling psychology is also available.

Every CEHS program that leads to certification is accredited by a national accrediting agency. Accreditation helps separate UNL from other teacher preparation programs. More than 3,000 colleges and universities nationwide offer teacher preparation programs, but only 300 are accredited. It makes a difference.

Why?
  • It helps assure quality in educator preparation through external peer review

  • Sets standards for what new teachers need to know and for clinical training, which allows teachers to enter the classroom ready to teach effectively

  • Promotes ongoing self-assessment of programs

  • Connects with national and state accountability systems

  • Elevates the profession

 

Accrediting organizations

See our accreditation page for more information.


*Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979
apaaccred@apa.org
www.apa.org/ed/accreditation

The following programs prepare qualified candidates to fill the needs of schools:


Educator Preparation Programs Leading to Initial Teacher Certification

  • Inclusive early childhood education – students earn a bachelor of science (B.S.) with a Nebraska teaching certificate endorsement (Birth to Grade 3).
  • Elementary education – students earn a B.S. in education with certification to teach in grades K-6.
  • Secondary education – students earn a B.S. in education with certification to teach in grades 7-12.
  • Special education – students have a choice of dual major in elementary education and special education (K-6) or a special education (7-12) degree. Both are B.S. degrees with certification.

Evidence of Effectiveness


Advanced Educator Preparation Programs

  • School administration – students can earn a master’s or doctor of education in P-12 school leadership. The M.Ed. provides Nebraska principal endorsement and the Ed.D. provides Nebraska superintendent endorsement.
  • School psychology – in a three-year program, students earn an educational specialist degree (Ed.S.) that meets the requirements to become a National Certified School Psychologist (NCSP).
  • Speech language pathology – a B.S. degree prepares students to pursue their master’s or doctoral degree. The master’s degree meets requirements for the Certificate of Clinical Competence and a Nebraska teaching endorsement in speech language pathology.
  • Audiology – the Clinical Doctorate in Audiology (Au.D.) meets the requirements for the Nebraska special services standard audiologist certificate.

The experience of student teaching is an essential component in the development of educators. CEHS faculty and staff consider it to be the “capstone” in the preparation process for teacher education. For more information, visit Practicum and Student Teaching. This page includes contact information for Sara Skretta, director of professional experiences.

Preservice teachers with questions about initial teaching certification or teachers interested in renewing a certificate can find details at Teacher Certification and Renewal. Contact information for Tom Wandzilak, certification officer, can also be found here.

Teacher education applicants must complete the Praxis I Core Academic Skills for Educators examination. More information is available at the Praxis webpage.

To review a summary of how CEHS teacher candidates perform academically, visit the teacher education candidate performance data page.

Criminal history background checks are also required of all teacher candidates. Details are available at the criminal history background checks webpage.

Clinical placements are an integral part of the school psychology program and the speech language pathology program. Please see the following links for more information.

Average ACT Composite score

Graduates of UNL teacher education programs had the following average ACT Composite Score at the time of their admission to the university:

Graduation YearACT
2015-2016 23.5
2012-2013 24.2
2011-2012 24
2010-2011 24
 

High School Rank of Completers

2015-2016
21% were in the top 10% of their graduating class
42% were in the top 20% of their graduating class
60% were in the top 30% of their graduating class
 

High School Class Rank

Students enrolled in UNL teacher education programs had the following high school class rank:

Fall 2016
21% were in the top 10% of their graduating class
39% were in the top 20% of their graduating class
57% were in the top 30% of their graduating class
Fall 2015
21% were in the top 10% of their graduating class
40% were in the top 20% of their graduating class
59% were in the top 30% of their graduating class

 

Fall 2013
22% were in the top 10% of their graduating class
43% were in the top 20% of their graduating class
59% were in the top 30% of their graduating class
Fall 2012
23% were in the top 10% of their graduating class
45% were in the top 20% of their graduating class
62% were in the top 30% of their graduating class

Undergraduate Grade Point Average

The cumulative Grade Point Average for graduates of UNL teacher education programs was:

Graduation YearGPA
2015-2016 3.57
2014-2015 3.59
2012-2013 3.57
2011-2012 3.57
2010-2011 3.57
2009-2010 3.55
2008-2009 3.51
 

Average Years to the Bachelor’s Degree

The average number of years-to-completion that graduates of UNL teacher education programs required to complete their Bachelor’s Degree was:

Graduation YearYears
2015-2016 4.30
2014-2015 4.25
2012-2013 4.22
2011-2012 4.28
2010-2011 4.38
2009-2010 4.38
2008-2009 4.56
 

Performance on the Praxis Pre-Professional Skills Test

In 2015-2016, 100% of UNL teacher education students earned a passing score on the PPST; All graduates of the program met the basic skills requirement before completing the program. All graduates of the program met the basic skills requirement before completing the program.

Employer ratings

Principals of first year teachers who graduated from the UNL teacher education programs complete surveys to describe the quality of the teachers’ preparation. An overwhelming majority of the principals agreed or strongly agreed that the program graduates were well-prepared to teach in their content area:

Graduation Year% of Principals who agreed or strongly agreed
2014-2015 95%
2013-2014 97%
2011-2012 90%
2010-2011 90%
2009-2010 95%