Teacher Preparation and Educational Leadership | College of Education and Human Sciences

CAEP Review

The University of Nebraska at Lincoln Education Provider Program completed the onsite review process for continuing accreditation by the Council for the Accreditation or Education Preparation in April 2025 and is continuing through the process to renew its national accreditation.

Seven departments, one goal: Provide high quality educator preparation programs for teaching, educational administration, and related service careers in education, equipping graduates and completers to enhance the lives of individuals, families, schools and communities.

The University of Nebraska-Lincoln educator preparation program prepares its graduates and completers to serve all learners, including those who face opportunity gaps, in a variety of educational environments.

With an emphasis on collaboration among programs and colleges and with stakeholder group, the UNL educator preparation program offers degree, certification and endorsement programs at the initial and advanced levels. Offering multiple field and clinical experiences during preparation, UNL prepares educators for success as they teach and lead for student success. Initial programs are offered in elementary education, secondary education, early childhood inclusive, and special education. Advanced programs offered include educational leadership and supervision, school psychology, speech language pathology, reading specialist, visual impairment and deaf or hard of hearing.

The Data

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)	x	x	x
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)		x	x
Secondary Education (Grades 7 – 12)
Agricultural Education	x	x
Biology 7-12	x	x	x
Business, Marketing, Information Technology	x	x	x
Chemistry 7-12	x	x	x
Earth & Space Science 7-12	x	x	x
English Language Arts 7-12	x	x	x
Family & Consumer Sciences	x	x	x
Skilled & Technical Science	x	x
Mathematics	x	x	x
Physics 7-12	x	x	x
Science 7-12	x	x	x
Secondary English 7-12	x	x	x
Social Science 7-12	x	x	x
World Language 7-12 Chinese,French; German; Latin; Russian; Spanish	x	x	x
Grades K – 12
Music	x
Special Education (Grades K-12)		x	x
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

Seven 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.
Music Education (Glen Korff School of Music) – prepares students in undergraduate and graduate programs to be directors of high school bands, choirs, and orchestras and elementary general music teachers. Graduate students can earn a master’s degree. The program leads to recommendation for licensure.
Agricultural Education (Institute of Agriculture & Natural Resources) – prepares undergraduate and graduate students to teach high school agricultural education and serve as advisors for FFA chapters. Graduate students can earn a master’s degree and the program leads to recommendation for licensure.
Skilled & Technical Sciences (Institute of Agriculture & Natural Resources) – prepares undergraduate students to teach high school welding, auto mechanics, engineering and other skilled and technical sciences and serve as advisors for SkillsUSA chapters. The program leads to recommendation for licensure.

Every UNL program that leads to certification is accredited by a national accrediting agency, which separates UNL from other educator preparation programs. More than 3,000 colleges and universities nationwide offer educator preparation programs, but only 300 are accredited. UNL is proud to hold accreditation. See our accreditation page for more information.

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

Educator Preparation Programs – Council for the Accreditation of Educator Preparation (CAEP) and Nebraska Department of Education.
School Psychology – The Ph.D. in school psychology is accredited by the Commission on Accreditation of the American Psychological Association, and the Ph.D. and Ed.S. in school psychology are approved by the National Association of School Psychologists.
Speech Language Pathology – The M.S. in speech-language pathology and the Au.D. in audiology are accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA)
Music Education – The Bachelor’s and Master’s in Music Education are accredited by the National Association of Schools of Music.

See our accreditation page for more information.

ACCREDITATION APPROVALS

NDE Approval Documents

UNL Letter of Findings

CAEP Approval Document

CAEP Accreditation Approval Letter

MEASURE 1: COMPLETER EFFECTIVENESS AND IMPACT ON P-12 LEARNING

The EPP uses multiple measures to assess the effectiveness and impact of program completers. The First- and Third-Year Teacher Surveys and the First- and Third-Year Principal Surveys, constructed and administered by the Nebraska Department of Education (NDE), are utilized each spring (Spring 2024). Evaluation indicators are based on the Council of Chief State School Officers (CCSSO) and Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards (2011). The University of Nebraska-Lincoln (UNL) results are below.

In addition to the data provided below, the EPP will provide opportunities in 2025-2026 academic year for data collection specific to reflections and incidents of documented P-12 student learning. The data collection will be a part of the implementation of the next iteration of the QAS with the purpose of collecting additional and specific evidence to support meeting the standard. Data analysis should begin with data collected during the 2025-2026 year.

1^st Year Teacher (FYT) Response Rates:
The UNL principal response rate was 60.09% and the first-year teacher response rate was 59.48%. The statewide survey response rate by principals was 58.09% and by first year teachers was 54.91%.

First year teachers employed in the 2023-2024 school year are May 2023 graduate completers at the initial undergraduate and graduate level for the 2022-2023 school year.

3^rd Year Teacher (TYT) Response Rates:
UNL principal response rate was 57.23% and the third-year teacher response rate was 51.20%. The statewide survey response rate by principals was 63.84% and by third year teachers was 56.15%.

Third year teachers employed in the 2023-2024 school year are May 2021 graduate completers at the initial level at the undergraduate and graduate level during the 2020-2021 school year.

Completer Effectiveness

1^st year Teacher (2023-2024 School Year)

Would you consider this teacher effectively prepared for continuing employment in your district?
Survey/Assessor	N=	Y	N
UNL FYT by Principal	137	97%	3%
Nebraska FYT by Principal	504	97%	3%

Do you believe you were prepared to be an effective 1^st year teacher?
Survey/Assessor	N=	Y	N
UNL FYT by Teacher	136	82%	18%
Nebraska FYT by Teacher	487	86%	14%

Summary of 1^st Year Teacher Survey (2023-2024 School Year):
The above charts indicates that 97% of principals believe UNL teachers are prepared to remain in the job. The first-year teacher responses showed that 82% were confident in their preparation to be an effective first year teacher. The overall responses reflect highly positive information from both completers and employers.

3^rd Year Teacher (2023-2024 School Year)

Would you consider this teacher effectively prepared for continuing employment in your district?
Survey/Assessor	N=	Y	N
UNL TYT by Principal	95	99%	1%
Nebraska TYT by Principal	376	98%	2%

Do you believe you were prepared to be an effective 3^rd year teacher?
Survey/Assessor	N=	Y	N
UNL FYT by Teacher	85	95%	5%
Nebraska FYT by Teacher	337	93%	7%

Summary of 3^rd Year Teacher Survey (2023-2024 School Year):
The above charts indicates that 99% of principals believe UNL teachers are prepared to remain in the job. The third-year teacher responses showed that 95% were confident in their preparation to be an effective third year teacher. The overall responses reflect highly positive information from both completers and employers.

Impact on P-12 Learning

1^st year Teacher (2023-2024 School Year)

Based on performance of this first year teacher, how would you rate their impact on student learning?
Survey/Assessor	N=	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL FYT by Principal	137	2%	13%	51%	34%
Nebraska FYT by Principal	504	2%	13%	45%	41%

Based on your performance as a first year teacher, how would you rate your impact on student learning?
Survey/Assessor	N=	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL FYT by Teacher	136	0%	9%	72%	19%
Nebraska FYT by Teacher	487	0%	9%	66%	25%

Summary for 1^st Year Teacher Survey (2023-2024 School Year)
Principals evaluated first year teacher impact on student learning and 34% rated teachers as highly effective and 51% as moderately effective. Overall, 85% of principals rated teachers as moderately effective or highly effective. First year teacher self-evaluation on student learning indicated that 19% considered their impact as highly effective and 72% rated themselves as moderately effective. Overall, 91% of first year teachers rated themselves as moderately effective or highly effective.

3rd Year Teacher Survey (2023-2024 School Year)

Based on performance of this third-year teacher, how would you rate their impact on student learning?
Survey/Assessor	N=	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL TYT by Principal	95	0%	11%	36%	54%
Nebraska TYT by Principal	376	1%	10%	38%	52%

Based upon your performance as a third-year teacher, how would you rate your impact on student learning?
Survey/Assessor	N=	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL TYT by Teacher	85	0%	2%	44%	54%
Nebraska TYT by Teacher	337	0%	47%	50%	47%

Summary for 3^rd Year Survey (2023-2024 School Year)

Principal responses indicate that 54% rated teachers as highly effective and 36% as moderately effective. Third year teachers indicated that 44% considered their impact as moderately effective and 54% as highly effective. Principal overall responses indicated that 90% of 3^rd year teachers were rated as moderately to highly effective. Third year teacher overall responses indicated that 98% rated themselves as moderately to highly effective on student learning.

MEASURE 2. SATISFACTION OF EMPLOYERS AND STAKEHOLDER INVOLVEMENT

Stakeholder Involvement

UNL initial programs engage with P-12 partners in a variety of collaborative partnerships. Memorandums of Understanding (MOUs) and other agreements are developed between the P-12 partners with the UNL educator preparation programs to support clinical experiences for candidates. These P-12 partners also engage in annual Professional Education Committee (PEC) meetings with educator preparation faculty. The primary focus of the PEC is to review program data, including the Nebraska Department of Education 1^st and 3^rd Year survey data, Nebraska Clinical Practice Evaluation data as well as new and existing assessments from other instruments the program uses to assess candidates. An additional Advisory Board will be implemented for the EPP in academic year 2025-2026 to improve and increase stakeholder involvement and input.

Satisfaction of Employers/Completers

The Nebraska Department of Education (NDE) administers the Nebraska First Year Teacher Survey and Third Year Survey to both principals and to 1^st and 3^rd year teachers (Spring 2024). Evaluation indicators are based on the Council of Chief State School Officers (CCSSO) and Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, 2011.

NDE 1^st Year Survey

2023-2024 1^st Year Teacher Survey by Principals*

UNL response rates: First year teacher survey by principals: 60%

Nebraska response rates: First year teacher survey by principals: 58%

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	23	16.79%	83	60.58%	29	21.17%	2	1.46%	137	1.93	2
	Builds on student strengths to facilitate learning	22	16.06%	84	61.31%	29	21.17%	2	1.46%	137	1.92	2
Standard 2 Learner Differences	Identifies differentiation in student needs	17	12.41%	87	63.50%	30	21.90%	3	2.19%	137	1.86	2
	Differentiates instruction to meet student needs	17	12.41%	80	58.39%	38	27.74%	2	1.46%	137	1.82	2
	Brings multiple perspectives and cultural resources to content and discussions	15	10.95%	93	67.88%	27	19.71%	2	1.46%	137	1.88	2
Standard 3 Learning Environments	Promotes a positive classroom environments through clear expectations	40	29.20%	76	55.47%	19	13.87%	2	1.46%	137	2.12	2
	Uses and communicates clear task and behavioral expectations to support an environment of learning	28	20.44%	74	54.01%	31	22.63%	4	2.92%	137	1.92	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	22	16.06%	100	72.99%	14	10.22%	1	0.73%	137	2.04	2
	Uses academic vocabulary and grammar	26	18.98%	99	72.26%	11	8.03%	1	0.73%	137	2.09	2
	Provides opportunities for students to demonstrate their content knowledge	22	16.06%	95	69.34%	19	13.87%	1	0.73%	137	2.01	2
Standard 5 Application of Content	Helps students link concepts and enagage in critical thinking	14	10.22%	82	59.85%	38	27.74%	3	2.19%	137	1.78	2
	Engages students in the development of literacy and communication skills	17	12.41%	93	67.88%	24	17.52%	3	2.19%	137	1.91	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	18	13.14%	96	70.07%	22	16.06%	1	0.73%	137	1.96	2
	Uses formative and summative classroom assessments that facilitate learning	16	11.68%	96	70.07%	23	16.79%	2	1.46%	137	1.92	2
	Amends instructional strategies and adapts interventions as needed	14	10.22%	87	63.50%	33	24.09%	3	2.19%	137	1.82	2
	Provides differentiated instruction and assessments that positively impacts learning	10	7.30%	90	65.69%	35	25.55%	2	1.46%	137	1.79	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	17	12.41%	97	70.80%	20	14.60%	3	2.19%	137	1.93	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	16	11.68%	88	64.23%	31	22.63%	2	1.46%	137	1.86	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	21	15.33%	100	72.99%	15	10.95%	1	0.73%	137	2.03	2
	Uses evidence-based strategies to support critical thinking and content learning	12	8.76%	87	63.50%	37	27.01%	1	0.73%	137	1.80	2
	Organizes and manages the learning environment to maximize student engagement	22	16.06%	83	60.58%	28	20.44%	4	2.92%	137	1.90	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	37	27.01%	82	59.85%	15	10.95%	3	2.19%	137	2.12	2
	Sets and implements goals to improve practice	25	18.25%	89	64.96%	20	14.60%	3	2.19%	137	1.99	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	30	21.90%	90	65.69%	16	11.68%	1	0.73%	137	2.09	2
	Responds to people, problems, and crises effectively	28	20.44%	81	59.12%	24	17.52%	4	2.92%	137	1.97	2

2023-2024 1^st Year Teacher Survey by Teachers*

UNL response rates: First year teacher survey by teachers: XX%

Nebraska response rates: First year teacher survey by teachers: 54.91%

*First year teachers employed in the 2023-2024 school year are May 2023 graduates and initial completers at the undergraduate level and initial completers during the 2022-2023 academic year at the graduate level.

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	21	15.22%	87	63.04%	30	21.74%	0	0.00%	138	1.93	2
	Builds on student strengths to facilitate learning	28	20.29%	88	63.77%	21	15.22%	1	0.72%	138	2.04	2
Standard 2 Learner Differences	Identifies differentiation in student needs	19	13.77%	85	61.59%	33	23.91%	1	0.72%	138	1.88	2
	Differentiates instruction to meet student needs	14	10.14%	76	55.07%	44	31.88%	4	2.90%	138	1.72	2
	Brings multiple perspectives and cultural resources to content and discussions	29	21.01%	83	60.14%	21	15.22%	5	3.62%	138	1.99	2
Standard 3 Learning Environments	Promotes a positive classroom environment through clear expectations	60	43.48%	63	45.65%	13	9.42%	2	1.45%	138	2.31	2
	Uses and communicates clear task and behavioral expectations to support an environment of learning	34	24.64%	71	51.45%	25	18.12%	8	5.80%	138	1.95	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	28	20.29%	95	68.84%	14	10.14%	1	0.72%	138	2.09	2
	Uses academic vocabulary and grammar	28	20.29%	92	66.67%	18	13.04%	0	0.00%	138	2.07	2
	Provides opportunities for students to demonstrate their content knowledge	22	15.94%	93	67.39%	23	16.67%	0	0.00%	138	1.99	2
Standard 5 Application of Content	Helps students link concepts and enagages in critical thinking	16	11.59%	87	63.04%	35	25.36%	0	0.00%	138	1.86	2
	Engages students in the development of literacy and communication skills	14	10.14%	89	64.49%	33	23.91%	2	1.45%	138	1.83	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	28	20.29%	88	63.77%	21	15.22%	1	0.72%	138	2.04	2
	Uses formative and summative classroom assessments that facilitate learning	32	23.19%	83	60.14%	21	15.22%	2	1.45%	138	2.05	2
	Amends instructional strategies and adapts interventions as needed	21	15.22%	79	57.25%	34	24.64%	4	2.90%	138	1.85	2
	Provides differentiated instruction and assessments that positively impacts learning	19	13.77%	84	60.87%	33	23.91%	2	1.45%	138	1.87	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	28	20.29%	82	59.42%	27	19.57%	1	0.72%	138	1.99	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	25	18.12%	78	56.52%	34	24.64%	1	0.72%	138	1.92	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	31	22.46%	79	57.25%	24	17.39%	4	2.90%	138	1.99	2
	Uses evidence-based strategies to support critical thinking and content learning	21	15.22%	92	66.67%	25	18.12%	0	0.00%	138	1.97	2
	Organizes and manages the learning environment to maximize student engagement	19	13.77%	78	56.52%	37	26.81%	4	2.90%	138	1.81	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	51	36.96%	73	52.90%	14	10.14%	0	0.00%	138	2.27	2
	Sets and implements goals to improve practice	37	26.81%	84	60.87%	17	12.32%	0	0.00%	138	2.14	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	55	39.86%	72	52.17%	10	7.25%	1	0.72%	138	2.31	2
	Responds to people, problems, and crises effectively	45	32.61%	70	50.72%	18	13.04%	5	3.62%	138	2.12	2

2023-2024 3rd Year Teacher Survey by Principals**

UNL response rates: Third year teacher survey by principals: 57%

Nebraska response rates: Third year teacher survey by principals: 64%

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	27	28.42%	56	58.95%	12	12.63%	0	0.00%	95	2.16	2
	Builds on student strengths to facilitate learning	30	31.58%	54	56.84%	11	11.58%	0	0.00%	95	2.20	2
Standard 2 Learner Differences	Identifies differentiation in student needs	27	28.42%	58	61.05%	10	10.53%	0	0.00%	95	2.18	2
	Differentiates instruction to meet student needs	23	24.21%	57	60.00%	15	15.79%	0	0.00%	95	2.08	2
	Brings multiple perspectives and cultural resources to content and discussions	24	25.26%	60	63.16%	11	11.58%	0	0.00%	95	2.14	2
Standard 3 Learning Environments	Promotes a positive classroom environment through clear expectations	46	48.42%	39	41.05%	10	10.53%	0	0.00%	95	2.38	3
	Uses and communicates clear task and behavioral expectations to support an environment of learning	34	35.79%	49	51.58%	11	11.58%	1	1.05%	95	2.22	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	32	33.68%	58	61.05%	5	5.26%	0	0.00%	95	2.28	2
	Uses academic vocabulary and grammar	30	31.58%	59	62.11%	6	6.32%	0	0.00%	95	2.25	2
	Provides opportunities for students to demonstrate their content knowledge	34	35.79%	56	58.95%	5	5.26%	0	0.00%	95	2.31	2
Standard 5 Application of Content	Helps students link concepts and enagages in critical thinking	24	25.26%	56	58.95%	15	15.79%	0	0.00%	95	2.09	2
	Engages students in the development of literacy and communication skills	26	27.37%	58	61.05%	11	11.58%	0	0.00%	95	2.16	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	33	34.74%	55	57.89%	7	7.37%	0	0.00%	95	2.27	2
	Uses formative and summative classroom assessments that facilitate learning	29	30.53%	57	60.00%	9	9.47%	0	0.00%	95	2.21	2
	Amends instructional strategies and adapts interventions as needed	28	29.47%	56	58.95%	11	11.58%	0	0.00%	95	2.18	2
	Provides differentiated instruction and assessments that positively impacts learning	28	29.47%	57	60.00%	10	10.53%	0	0.00%	95	2.19	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	32	33.68%	60	63.16%	3	3.16%	0	0.00%	95	2.31	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	31	32.63%	57	60.00%	7	7.37%	0	0.00%	95	2.25	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	28	29.47%	65	68.42%	2	2.11%	0	0.00%	95	2.27	2
	Uses evidence-based strategies to support critical thinking and content learning	26	27.37%	56	58.95%	13	13.68%	0	0.00%	95	2.14	2
	Organizes and manages the learning environment to maximize student engagement	35	36.84%	51	53.68%	8	8.42%	1	1.05%	95	2.26	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	37	38.95%	51	53.68%	7	7.37%	0	0.00%	95	2.32	2
	Sets and implements goals to improve practice	33	34.74%	55	57.89%	7	7.37%	0	0.00%	95	2.27	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	32	33.68%	51	53.68%	12	12.63%	0	0.00%	95	2.21	2
	Responds to people, problems, and crises effectively	30	31.58%	48	50.53%	16	16.84%	1	1.05%	95	2.13	2

2023-2024 3rd Year Teacher Survey by Teachers**

UNL response rates: Third year teacher survey by teachers: 51%

Nebraska response rates: Third year teacher survey by teachers: 56%

**Third year teachers employed in the 2023-2024 school year are May 2021 graduates and initial completers at the undergraduate level and initial completers during the 2020-2021 academic year at the graduate level.

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	14	16.47%	63	74.12%	8	9.41%	0	0.00%	85	2.07	2
	Builds on student strengths to facilitate learning	19	22.35%	60	70.59%	6	7.06%	0	0.00%	85	2.15	2
Standard 2 Learner Differences	Identifies differentiation in student needs	15	17.65%	54	63.53%	16	18.82%	0	0.00%	85	1.99	2
	Differentiates instruction to meet student needs	7	8.24%	49	57.65%	29	34.12%	0	0.00%	85	1.74	2
	Brings multiple perspectives and cultural resources to content and discussions	17	20.00%	53	62.35%	15	17.65%	0	0.00%	85	2.02	2
Standard 3 Learning Environments	Promotes a positive classroom environment through clear expectations	45	52.94%	38	44.71%	2	2.35%	0	0.00%	85	2.51	3
	Uses and communicates clear task and behavioral expectations to support an environment of learning	24	28.24%	49	57.65%	10	11.76%	2	2.35%	85	2.12	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	29	34.12%	53	62.35%	3	3.53%	0	0.00%	85	2.31	2
	Uses academic vocabulary and grammar	27	31.76%	54	63.53%	4	4.71%	0	0.00%	85	2.27	2
	Provides opportunities for students to demonstrate their content knowledge	26	30.59%	56	65.88%	3	3.53%	0	0.00%	85	2.27	2
Standard 5 Application of Content	Helps students link concepts and enagages in critical thinking	10	11.76%	62	72.94%	13	15.29%	0	0.00%	85	1.96	2
	Engages students in the development of literacy and communication skills	14	16.47%	64	75.29%	7	8.24%	0	0.00%	85	2.08	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	16	18.82%	58	68.24%	11	12.94%	0	0.00%	85	2.06	2
	Uses formative and summative classroom assessments that facilitate learning	20	23.53%	56	65.88%	9	10.59%	0	0.00%	85	2.13	2
	Amends instructional strategies and adapts interventions as needed	13	15.29%	53	62.35%	18	21.18%	1	1.18%	85	1.92	2
	Provides differentiated instruction and assessments that positively impacts learning	9	10.59%	59	69.41%	16	18.82%	1	1.18%	85	1.89	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	26	30.59%	52	61.18%	7	8.24%	0	0.00%	85	2.22	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	21	24.71%	57	67.06%	7	8.24%	0	0.00%	85	2.16	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	29	34.12%	48	56.47%	8	9.41%	0	0.00%	85	2.25	2
	Uses evidence-based strategies to support critical thinking and content learning	21	24.71%	55	64.71%	9	10.59%	0	0.00%	85	2.14	2
	Organizes and manages the learning environment to maximize student engagement	14	16.47%	57	67.06%	13	15.29%	1	1.18%	85	1.99	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	29	34.12%	52	61.18%	4	4.71%	0	0.00%	85	2.29	2
	Sets and implements goals to improve practice	26	30.59%	55	64.71%	4	4.71%	0	0.00%	85	2.26	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	35	41.18%	44	51.76%	6	7.06%	0	0.00%	85	2.34	2
	Responds to people, problems, and crises effectively	24	28.24%	47	55.29%	14	16.47%	0	0.00%	85	2.12	2

MEASURE 3. CANDIDATE COMPETENCY AT COMPLETION

Initial Completer Licensing

Praxis Content Assessment: Required by the Nebraska Department of Education for licensure, the purpose of this test is to assess a beginning teacher’s understanding, knowledge and skills. In addition to content knowledge, the exam also assesses teaching strategies, educational psychology, instructional processes, diverse learners and professional issues.

The table below provides information on the UNL educator preparation program candidate performance at completion by endorsement program as designated by the Nebraska Department of Education for the last two years. Praxis content exam data was not reported for programs with five or less test takers.

Initial Program

UNL				Nebraska
Academic Year	# Taking Exam	% Passing	Mean	Exam Cut Score	% Passing	Mean	# Taking Exam
Agricultural Education
2022-2023	19	95%	167.37		95%	167.3	19
2023-2024	12	100%	174		92%	171	13
Biology
2022-2023	1	*	*	154	90%	158.02	10
2023-2024	3	*	*	154	38%	151.13	8
BMIT
2022-2023	9	89%	164.67	154	90%	171.34	29
2023-2024	2	*		154	86%	166.93	14
Chemistry
2022-2023	2	*	*	146	100%	154.61	5
2023-2024	1	*	*	146	*	*	1
Early Childhood Inclusive
2022-2023	6	100%	173	160	83%	169	84
2023-2024	2	*	*	160	74%	166	82
Earth & Space Science – no program completers
Elementary Education
2022-2023	165	93%	167.73		91%	166.96	566
2023-2024	94	89%	166.3		86%	166.1	421
English Language Arts/Secondary English
2022-2023	22	75%	176.41	168	86%	175.44	108
2023-2024	4	*	*	168	72%	172.20	66
Family & Consumer Sciences
2022-2023	17	88%	163.82	153	85%	162.11	27
2023-2024	7	86%	162.29	153	93%	160.36	14
Math
2022-2023	15	93%	182.07	159	88%	175.7	57
2023-2024	3	*	*	159	77%	168.27	26
Music
2022-2023	19	89%	165.16	152	88%	161.57	74
2023-2024	17	88%	165.47	152	84%	163.82	45
Physics
2022-2023	0	*	*	145	*	*	2
2023-2024	0	*	*	145	*	*	0
Science
2022-2023	1	*	*	141	*	*	3
2023-2024	4	*	*	141	95%	168	20
Skilled & Technical Sciences – No exam required for licensure
Social Science
2022-2023	30	97%	169	154	92%	167.44	91
2023-2024	15	87%	166	154	82%	164	71
Special Education Generalist
2022-2023	34	97%	170.88	151	98%	172.26	216
2023-2024	19	100%	170.05	151	97%	171.88	156
World Language-Spanish
2022-2023	7	57%	165.29	156	56%	160.31	32
2023-2024	2	*	*	156	73%	169.13	15
World Language-French
2022-2023	4	*	*	162	43%	159.43	7
2023-2024	2	*	*	162	67%	162.83	6
World Language-German
2022-2023	1	*	*	163	*	*	1
2023-2024	0	*	*	163	*	*	0
World Language-Latin
2022-2023	1	*	*	155	*	*	1
2023-2024	0	*	*	155	*	*	0
*no completers in Russian (inactive) and no exam required for other languages

Advanced Program Candidate Competency at Completion

Advanced Program Completer Licensing

Praxis Content Assessment: Required by the Nebraska Department of Education for licensure, the purpose of this test is to assess a completer’s understanding, knowledge and skills required for specialized educational work. In addition to content knowledge, the exam also assesses strategies, leadership, educational psychology, instructional processes, diverse learners and professional issues.

The table below provides information on the UNL educator preparation program advanced program completer performance by endorsement program as designated by the Nebraska Department of Education. Praxis content exam data was not reported for programs with five or less test takers.

UNL				Nebraska
AY	# Taking Exam	% Passing Exam	Mean	Exam Cut Score	% Passing Exam	Mean	# Taking Exam
Educational Administration Leadership Superintendent (district)
2022-2023	2	*	*	162	92%	171.68	37
2023-2024	2	*	*	162	86%	169	37
Educational Administration Leadership(building)
2022-2023	14	93%	168.93	146	98%	167.88	291
2023-2024	12	100%	167.25	146	99%	168.25	177
School Psychologist
2022-2023	6	100%	178	155	100%	178.50	28
2023-2024	3	*	*	155	38%	151.13	8
Reading Specialist
2022-2023	0	*	*	165	81%	169.41	32
2023-2024	1	*	*	165	65%	166.93	14
School Counselor – no completers (inactive program)
SPED Deaf or Hard of Hearing
2022-2023	4	*	*	160	67%	169	6
2023-2024	3	*	*	160	*	*	3
SPED Visual Impairments
2022-2023	4	*	*	163	*	*	4
2023-2024	4	*	*	163	*	*	4

MEASURE 4. ABILITY OF COMPLETERS TO BE HIRED

Candidates who complete the UNL educator preparation program have a high rate of employment in the area in which they were prepared and pursuing licensure in both Nebraska and other states. The data illustrates the employability of initial and advanced program completers for positions for which they have been prepared. Completer data for those who have not chosen employment or licensure, are pursuing other opportunities or who have not notified the EPP of employment status are included.

Initial Completers

Year

Certified

FT Teacher

PT Teacher

State

Substitute

Other or Unknown

2024-2025

May 24 completers

N=319

27%

13%

2023-24

May 23 completers

N=260

225

87%

Initial Completer Employment Status by Content Area for 2024-2025 (2023-2024 completers)

Please note that candidates are counted in more than one subject area if they completed multiple programs but are only counted once in the employment data. For example, a candidate prepared in Elementary Education & Special Education is counted as a completer in both programs but only counted in the area in which they are employed). The employment data is based on survey information and licensure verifications for employment. Completers are counted in the Other/Unknown column because they may have chosen other fields of employment, pursued of out of state licensure without verification or failed to report their plans/employment status.

Preparation Area	Completers	Teaching FT/PT	Other Or Unknown
Agricultural Education	9	7	2
Biology	1	1	0
Business, Marketing, Info Tech	3	3	0
Chemistry	1	1	0
Early Childhood Inclusive	4	3	1
Elementary Education	126	98	28
Special Education	19	19	0
English Language Arts/Secondary English	9	7	2
FCS Occupational	11	10	1
Math	9	6	3
Music (Nationally Accredited)	26	16	10
Science	6	6	0
Social Science	26	24	2
Skilled & Technical Sciences	3	3	0
Early Childhood Special Education	1	1	0
World Language (French, Spanish, German, Latin)	6	5	1

2023-2024 Initial Completers are employed in the following School Districts for the 2024-2025 School Year:

Ashland Greenwood Public Schools
Battle Creek Public Schools
Beatrice Public Schools
Bellevue Public Schools
Bennington Public Schools
Chase County Schools
Crete Public Schools
Diller-Odell Public Schools
Elkhorn Public Schools
Fairbury Public Schools
Fremont Public Schools
Hayes Center Public Schools
High Plains Community Schools
Lakeview Community Schools
Lincoln Public Schools
Malcolm Public Schools
Meridian Public Schools
Millard Public Schools
Newman Grove Public Schools
North American Martyrs School
Omaha Public Schools
Papillion LaVista Community Schools
Sandy Creek Schools
Seward Public Schools
St. Vincent De Paul Elementary
Sutherland Public Schools
Waverly School District 145
Wayne Community Schools
Westside Community Schools
Wynot Public Schools
York Public Schools

Advanced Program Completers Hiring

UNL Advanced Program completers are employed in a variety of public and private school districts. Below is information from 2023-2024 completers who have obtained endorsements from the Nebraska Department of Education in the fields of their preparation, qualifying them for positions for which they may be employed. A list of districts employing our advanced completers is also included.

Educational Leadership and Supervision Graduate Endorsement

3 completers obtained licensure as a Superintendent with the Nebraska Department of Education. (district)
18 completers obtained licensure as a P-12 administrator, 1 completer obtained out of state licensure and 17 obtained licensure by the Nebraska Department of Education (building)

Special Education Graduate Endorsement

7 Visual Impairment completers obtained licensure, with 4 completers obtaining out of state licensure and 3 being issued licensure by the Nebraska Department of Education.
- UNL offers one of the few Visual Impairment preparation programs in the nation resulting in completers being from across the country.
9 Deaf or Hard of Hearing completers obtained licensure, with 3 completers receiving out of state licensure and 6 being issued licensure by the Nebraska Department of Education.

Reading Specialist Graduate Endorsement

There were no completers in 2023-2024

Speech Language Pathologists Program (nationally accredited by ASHA)

19 completers obtained licensure from the Nebraska Department of Education

School Psychology Program (nationally accredited by NASP)

Four completers obtained licensure, 3 from the Nebraska Department of Education and 1 from the Illinois Department of Education

2023-2024 Advanced Program Completers in the UNL educator preparation program are employed in the following districts or the 2024-2025 school year:

Papillion LaVista Community Schools
Lincoln Public Schools
High Plains Community Schools
Battle Creek Public Schools
Omaha Public Schools
Westside Community Schools

Other states in which completers hold employment:

Colorado
Illinois
Kansas
South Dakota
Tennessee
Wisconsin