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.

The University of Nebraska-Lincoln educator preparation program prepares its graduates to serve all learners including those who face opportunity gaps (e.g., English language learners, students receiving special education services, or students from low-income families) in urban, suburban, or rural environments.

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, school counseling, and speech-language pathology.

Programs

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 recommendation for a Nebraska teaching certificate in the endorsement (Birth to Grade 3).
  • Elementary education – Students earn a B.S. in education or a Master of Arts with a recommendation for certification to teach in grades K-6.
  • Secondary education – Students earn a B.S. in education or a Master of Arts with a recommendation for 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 a recommendation for certification.

CAEP-Accredited Programs (Initial Certificate Program Only) Undergrad Post-bac MA/MS/MEd
Early Childhood and Elementary (Birth - Grade 6)
Elementary Education (K - Grade 6)xxx
Elementary & Special Education (K - Grade 6)x
Elementary Education & Early Childhood (Age 3 – Grade 6)x
Early Childhood Inclusive (Birth – Grade 3)x
Early Childhood Special Education (Birth – Age 5)xx
Secondary Education (Grades 7 – 12)
Agricultural Educationxx
Biology 7-12xxx
Business, Marketing, Information Technologyxxx
Chemistry 7-12xxx
Earth & Space Science 7-12xxx
English Language Arts 7-12xxx
Family & Consumer Sciencesxxx
Skilled & Technical Sciencexx
Mathematicsxxx
Physics 7-12xxx
Science 7-12xxx
Secondary English 7-12xxx
Social Science 7-12xxx
World Language 7-12
Chinese,French; German; Latin; Russian; Spanish
xxx
Grades K – 12
Musicx
Special Education (Grades K-12)xx
Speech Language Pathologist (Birth–Age 21)x


Advanced Level Educator Preparation Programs

School Administrative Endorsements Grade Levels
  Principal PK-8, 7-12
  Special Education Supervisor B-12
  Superintendent PK-12
Teaching Endorsements  
  Agricultural Education 6-12
  Bilingual Education K-6, 7-12
  Biology 7-12
  BMIT 7-12
  Chemistry 7-12
  Coaching 7-12
  Early Childhood Education PK-3
  Earth and Space Sciences 7-12
  English as a Second Language PK-6, 7-12
  Family and Consumer Sciences Occupational 6-12
  Health Sciences 6-12
  Information Technology PK-12
  Instructional Technology Leadership PK-12
  Journalism and Media Education 7-12
  Mathematics 6-12
  Music PK-12
  Physics 7-12
  Reading Specialist PK-12
  Science 7-12
  School Counselor PK-8, 7-12
  School Psychologist PK-12
  Skilled and Technical Sciences Education 6-12
  Skilled and Technical Sciences-Skilled Specific 9-12
  Special Education (SPED) K-6, 7-12
  SPED-Deaf or Hard of Hearing B-12
  SPED-Early Childhood B-K
  SPED-Early Intervention Specialist B-PK
  SPED-Visual Impairment B-12
  SPED-Orientation and Mobility B-12
  Speech 7-12
  Speech Language Pathologist B-12
  Theater 7-12
  Work-Based Learning 9-12
  World Language 7-12
Clinical Doctorate in Audiology (Au.D.)  
  Audiologist  


Departments

Five CEHS departments are engaged in preparing our future educators.

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

  • Special Education and Communication Disorders (SECD) – preparing undergraduate and graduate students for careers in special education endorsement programs. Graduate students can 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 Occupational. Both programs may lead to recommendation for teacher certification.

  • Educational Administration (EDAD) – offers master’s and doctoral degrees as well as specialist degrees and added endorsements in a variety of grade configurations within P-20 school educational administration.

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

Accreditations

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.

Accreditation Approvals

NDE Approval Documents

CAEP Approval Document

 

 

MEASURE 1.1. COMPLETER EFFECTIVENESS: IMPACT ON P-12 LEARNING

The EPP uses multiple measures to assess the instructional effectiveness of our program completers after the completion of their first year of employment as professional teachers. Two of these measures, the First Year Teacher and First Year Teacher Administrator Surveys, were constructed and are administered by the Nebraska Department of Education. Results from these two surveys (which provide EPP evidence to address CAEP standard 4.2) are reported back to each teacher preparation program accredited by the State of Nebraska.

In addition, in 2022-2023, the EPP has phased in a research plan to address CAEP standards 4.1 and 4.2. Research has been conducted by the EPP through a pilot study with two teachers - one secondary special education teacher located in an urban area, (Special Education 7-12 program completer) and one early childhood teacher in a rural area (Inclusive Early Childhood Education program completer). The primary data source planned is the case study (self-assessment) action research conducted by project participants. All EPP impact data sources are reviewed by the EPP faculty (yearly - fall semester) and the CEHS Professional Education Committee (yearly - spring semester).

Case Study of Education Program Completers

Program completers one year past graduation (during their second year of professional practice) generate a creative or scholarly product (i.e., a completer-conducted action research project) that demonstrates their impact on P-12 student learning. This project requirea program completers to integrate the knowledge of content and pedagogy acquired throughout the program in their classroom, develop assessment plans, collect and analyze student data, and synthesize, interpret, and reflect on students’ learning to further make improvements on their teaching practices. Program completers are asked to select one of three themes from the Nebraska Clinical Practice Evaluation Rubric (NCPER) specifically chosen because the rubric clearly delineates student learning as a direct outcome:

Assessment - Assesses for learning (NCPER Standard 6)1
Learner Development - Uses knowledge of students to meet needs (NCPER Standard 1)2
Learner Differences - Differentiates instruction to meet student needs (NCPER Standard 2)3

Program completers collect relevant evidence from their own work in the classroom over time (e.g., mid-year and end of year during their 2nd year of teaching) and use the evidence to interpret and synthesize what their students are learning and how they are making progress as a result of the completer’s instruction. Program completers are asked to create an online portfolio that includes the following components.

Part I: Program completers are asked to provide an introductory statement regarding content and pedagogical knowledge that includes the theme selected. Guiding questions are listed below. The statement, “What knowledge, skills and strategies should a teacher use to reach all learners?” serves as an anchor question to permit comparison across program completers regardless of which theme they select for their action research project.

Themes Example Questions to Consider

Assessment

  • What knowledge, skills and strategies do you use to reach all learners?
  • How do formative assessments assist your instructional decisions?
  • How do summative assessments assist your instructional decisions?
  • How do you use assessments to guide implementation of differentiated instructional strategies?
  • How do you use multiple sources of data to make instructional decisions? (Differentiated and developmentally appropriate)
Learner Development
  • What knowledge, skills and strategies do you use to reach all learners?
  • How does data about students help you in designing current and future instruction?
  • How do you adjust your teaching to build on your student’s strengths?
  • How do students’ motivation and engagement play a role in making your instructional decisions?
Learner Differences
  • What knowledge, skills and strategies do you use to reach all learners?
  • How do you identify your individual student needs?
  • In what ways is your classroom culturally responsive. Please provide a specific example or two.
  • How do you know that you are reaching individualized student needs?

Part II: Program completers are asked to provide at least three student work samples that represent student learning over time and write a reflective narrative that illustrates how their pedagogical knowledge, skills, and strategies influenced their teaching practices and enhanced student learning.

Part III: Program completers are asked to provide a summary statement concerning their impact on student learning and what steps they might undertake to enhance student learning in the future.

A sub-committee of our CAEP leadership committee serve as the lead in refining and enacting this plan. Analyses of data herein are shared with members of the Professional Education Committee (PEC). The PEC is comprised by representative EPP faculty and relevant stakeholders (as defined in our Quality Assurance System).




1Target rating of “Proficient” states “Uses student performance data and knowledge of students to identify interventions that support and/or advance students to positively impact learning.

2Target rating of “Proficient” states “Uses data about students and their development to adjust teaching” (resulting in student learning.

3Target rating of “Proficient” states “Identifies students’ needs for differentiation and responds with individualized instruction, flexible grouping, and varied learning experiences.

MEASURE 1.2. COMPLETER EFFECTIVENESS: FIRST-YEAR TEACHER SURVEY

2022 First-Year Teacher Survey on Perceived Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

First-year teacher satisfaction was assessed on a 4-point scale (i.e., 1=below standard/unacceptable, 2=developing, 3=proficient, 4=advanced). Our EPP completers reported that, on average, 98% of them perceived to meet standards toward the end of their first year of teaching (range = 92 to 100%, N=119).

NDE Standards (1-10) Descriptions Advanced (4) Proficient (3) Developing (2) Below Standard (1) N Mean Mode
n % n % n % n %
Standard 1 Learner Development Uses knowledge of students to meet needs 21 17.60 80 67.20 16 13.40 2 1.70 119 3.01 3.0
Builds on student strengths to facilitate learning 15 12.60 86 72.30 17 14.30 1 0.80 119 2.97 3.0
Standard 2 Learner Differences Identifies differentiation in student needs 20 16.80 71 59.70 27 22.70 1 0.80 119 2.92 3.0
Differentiates instruction to meet student needs 15 12.60 72 60.50 30 25.20 2 1.70 119 2.84 3.0
Brings multiple perspectives and cultural resources to content and discussions 20 16.80 69 58.00 28 23.50 2 1.70 119 2.90 3.0
Standard 3 Learning Environments Promotes a positive classroom environments through clear expectations 55 46.20 55 46.20 8 6.70 1 0.80 119 3.38 3.5
Uses and communicates clear task and behavioral expectations to support an environment of learning 32 26.90 71 59.70 13 10.90 3 2.50 119 3.11 3.0
Standard 4 Content Knowledge Uses and communicates content knowledge 27 22.70 83 69.70 8 6.70 1 0.80 119 3.14 3.0
Uses academic vocabulary and grammar 33 27.70 77 64.70 7 5.90 2 1.70 119 3.18 3.0
Provides opportunities for students to demonstrate their content knowledge 12 17.60 86 72.30 12 10.10 0 0.00 119 3.08 3.0
Standard 5 Application of Content Helps students link concepts and enagage in critical thinking 21 17.60 71 59.70 25 21.00 2 1.70 119 2.93 3.0
Engages students in the development of literacy and communication skills 15 12.60 80 67.20 24 20.20 0 0.00 119 2.92 3.0
Standard 6 Assessment Matches instructions and assessments to learning objectives 25 21.00 77 64.70 17 14.30 0 0.00 119 3.97 3.0
Uses formative and summative classroom assessments that facilitate learning 23 19.30 80 67.30 15 12.60 1 0.80 119 3.05 3.0
Amends instructional strategies and adapts interventions as needed 15 12.60 75 63.00 27 22.70 2 1.70 119 2.87 3.0
Provides differentiated instruction and assessments that positively impacts learning 16 13.40 79 66.40 21 17.60 3 2.50 119 2.91 3.0
Standard 7 Planning for Instruction Plans sequenced learning experiences and performance tasks linked to learning objectives 18 15.10 86 72.30 14 11.80 1 0.80 119 3.02 3.0
Plans and implements multiple ways for students to demonstrate their knowledge and skills 20 16.80 80 67.20 18 15.10 1 0.80 119 3.00 3.0
Standard 8 Instructional Strategies Incorporates digital tools and technologies into instruction 29 24.40 70 58.80 20 16.80 0 0.00 119 3.08 3.0
Uses evidence-based strategies to support critical thinking and content learning 17 14.30 84 70.60 16 13.40 2 1.70 119 2.97 3.0
Organizes and manages the learning environment to maximize student engagement 21 17.60 74 62.20 21 17.60 3 2.50 119 2.95 3.0
Standard 9 Professional Learning and Ethical Practice Invites constructive feedback and responds positively 33 27.70 77 64.70 7 5.90 2 1.70 119 3.18 3.0
Sets and implements goals to improve practice 29 24.40 74 62.20 14 11.80 2 1.70 119 3.09 3.0
Standard 10 Leadership and Collaboration Communicates professionally - oral, written, and electronic 49 41.20 60 50.40 8 6.70 2 1.70 119 3.31 3.0
Responds to people, problems, and crises effectively 39 32.80 63 52.90 15 12.60 2 1.70 119 3.17 3.0

MEASURE 2. SATISFACTION OF EMPLOYERS AND STAKEHOLDER INVOLVEMENT

2022 Principal Survey Data on First-Year Teachers

Employer satisfaction was assessed on a 4-point scale (i.e., 1=below standard/unacceptable, 2=developing, 3=proficient, 4=advanced). Employers of our EPP completers reported that, on average, close to 100% of our EPP completers were meeting standards toward the end of their first year of teaching (mean = 98%, range = 92 to 100%, N=119).

NDE Standards (1-10) Assessment Rubric Description Advanced (4) Proficient (3) Developing (2) Below Standard (1) N Mean Mode
n % n % n % n %
Standard 1 Learner Development Uses knowledge of students to meet needs 20 16.80 72 60.50 26 21.80 1 0.80 119 2.93 3.0
Builds on student strengths to facilitate learning 23 19.30 71 59.70 23 19.30 2 1.70 119 2.97 3.0
Standard 2 Learner Differences Identifies differentiation in student needs 27 22.70 68 57.10 23 19.30 1 0.80 119 3.02 3.0
Differentiates instruction to meet student needs 26 21.80 57 47.90 34 28.60 2 1.70 119 2.90 3.0
Brings multiple perspectives and cultural resources to content and discussions 23 19.30 71 59.70 23 19.30 2 1.70 119 2.97 3.0
Standard 3 Learning Environments Promotes a positive classroom environments through clear expectations 43 36.10 56 47.10 19 16.00 1 0.80 119 3.18 3.0
Uses and communicates clear task and behavioral expectations to support an environment of learning 37 31.10 51 42.90 28 23.50 3 2.50 119 3.03 3.0
Standard 4 Content Knowledge Uses and communicates content knowledge 30 25.20 80 67.20 7 5.90 2 1.70 119 3.16 3.0
Uses academic vocabulary and grammar 28 23.50 84 70.60 6 5.00 1 0.80 119 3.17 3.0
Provides opportunities for students to demonstrate their content knowledge 30 25.20 73 61.30 15 12.60 1 0.80 119 3.11 3.0
Standard 5 Application of Content Helps students link concepts and enagage in critical thinking 16 13.40 73 61.30 29 24.40 1 0.80 119 2.87 3.0
Engages students in the development of literacy and communication skills 20 16.80 77 64.70 21 17.60 1 0.80 119 2.97 3.0
Standard 6 Assessment Matches instructions and assessments to learning objectives 24 20.20 79 66.40 15 12.60 1 0.80 119 3.06 3.0
Uses formative and summative classroom assessments that facilitate learning 21 17.60 81 68.10 16 13.40 1 0.80 119 3.03 3.0
Amends instructional strategies and adapts interventions as needed 23 19.30 74 62.20 19 16.00 3 2.50 119 2.98 3.0
Provides differentiated instruction and assessments that positively impacts learning 18 15.10 72 60.50 27 22.70 2 1.70 119 2.89 3.0
Standard 7 Planning for Instruction Plans sequenced learning experiences and performance tasks linked to learning objectives 24 20.20 84 70.60 10 8.40 1 0.80 119 3.10 3.0
Plans and implements multiple ways for students to demonstrate their knowledge and skills 21 17.60 80 67.20 17 14.30 1 0.80 119 3.02 3.0
Standard 8 Instructional Strategies Incorporates digital tools and technologies into instruction 26 21.80 79 66.40 13 10.90 1 0.80 119 3.09 3.0
Uses evidence-based strategies to support critical thinking and content learning 14 11.80 80 67.20 24 20.20 1 0.80 119 2.90 3.0
Organizes and manages the learning environment to maximize student engagement 24 20.20 67 56.30 25 21.00 3 2.50 119 2.94 3.0
Standard 9 Professional Learning and Ethical Practice Invites constructive feedback and responds positively 34 28.60 70 58.80 13 10.90 2 1.70 119 3.14 3.0
Sets and implements goals to improve practice 24 20.20 79 66.40 13 10.90 3 2.50 119 3.04 3.0
Standard 10 Leadership and Collaboration Communicates professionally - oral, written, and electronic 26 21.80 77 64.70 13 10.90 3 2.50 119 3.06 3.0
Responds to people, problems, and crises effectively 23 19.30 80 67.20 13 10.90 3 2.50 119 3.03 3.0

MEASURE 3. CANDIDATE COMPETENCY AT COMPLETION

2022 Candidate Competency at Completion

EPP completers' teaching effectiveness was assessed on a 4-point scale (i.e., 1=unacceptable, 2=developing, 3=proficient, 4=advanced). The expected levels of performance are 3 (proficient) or 4 (advanced), and data revealed that, on average, 98% of our EPP completers are at or above the 'proficient' level on all competencies (range = 95% to 99%, N=244).

NDE Standards (1-10) Assessment Rubric Description Advanced (4) Proficient (3) (3)+(4) Developing (2) Unacceptable (1) N Mean Mode
n % n % % n % n %
1. Learner Development Uses knowledge of students to meet needs 108 44.40 135 55.60 100.00 0 0.00 0 0.00 243 3.44 3.0
2. Learner Differences Differentiates instruction to meet student needs 74 30.60 161 66.50 97.10 7 2.90 0 0.00 242 3.28 3.0
3. Learning Environments Promotes a positive classroom environments through clear expectations 107 43.90 129 52.90 96.80 8 3.30 0 0.00 244 3.41 3.0
4. Content Knowledge Uses accurate content and academic vocabulary 124 50.80 118 48.40 99.20 2 0.80 0 0.00 244 3.50 4.0
5. Application of Content Engages students in critical thinking and collaborative problem solving 87 36.10 149 61.80 97.90 5 2.10 0 0.00 241 3.34 3.0
Develops literacy and communication skills through content 85 36.80 140 60.60 97.40 6 2.60 0 0.00 231 3.34 3.0
6. Assessment Uses classroom assessment 88 36.20 150 61.70 97.90 5 2.10 0 0.00 243 3.34 3.0
Assesses for learning 69 28.90 157 65.70 94.60 13 5.40 0 0.00 239 3.23 3.0
7. Planning for Instruction Plans for instruction 114 47.30 126 52.30 99.60 1 0.40 0 0.00 241 3.47 3.0
8. Instructional Strategies Incorporates digital tools into instruction 127 53.10 109 45.60 98.70 3 1.30 0 0.00 239 3.52 4.0
Uses research-based instructional strategies 69 28.60 163 67.60 96.20 9 3.70 0 0.00 241 3.24 3.0
Uses engagement to enhance learning 105 43.40 129 53.30 96.70 8 3.30 0 0.00 242 3.40 3.0
9. Professional Learning and Ethical Practice Dispositions Accepts critique and input regarding performance 178 73.60 60 24.80 98.40 4 1.70 0 0.00 242 3.72 4.0
10. Leadership and Collaboration Conveys professional demeanor 132 55.00 101 42.10 97.10 5 2.10 2 0.80 240 3.51 4.0
Uses professional communication 123 50.80 112 46.30 97.10 5 2.10 2 0.80 242 3.47 4.0

MEASURE 4. ABILITY OF COMPLETERS TO BE HIRED

Each year, we have approximately 1-2% of candidates who fail to meet licensing requirements and graduate without certification. That means that 98-99% complete our EPP program and successfully meet licensing requirements. In addition, 98% of our EPP 2021-2022 completers received a passing score on Praxis.