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

CAEP Review

The University of Nebraska at Lincoln educator preparation program is accredited by the Council for the Accreditation of Educator Preparation (CAEP). This accreditation certifies that the University of Nebraska at Lincoln has provided evidence that it adheres to CAEP’s standards. More information can be found on the CAEP website.

The University of Nebraska at Lincoln (UNL) educator preparation program is composed of seven departments. The singular goal is to provide quality educator preparation programs for teaching, educational administration, and related service careers in education, equipping completers to enhance the lives of individuals, families, schools and communities. The UNL program prepares its completers to serve all learners, including those who face opportunity gaps, in a variety of educational environments.

With an emphasis on collaboration among programs, colleges and stakeholder groups, the UNL educator preparation program offers degree, certification and endorsement programs at the initial and advanced levels with multiple field and clinical experiences. UNL offers initial and advanced educator preparation programs.

The Data

ENDORSEMENT PROGRAM ACCREDITATION

Initial Licensure Programs

Program	Grade Bands
Agricultural Education	6-12
Biology	7-12
Business, Marketing & Information Technology	6-12
Chemistry	7-12
Early Childhood Inclusive	Birth-Grade 3
Earth & Space Science	7-12
Elementary Education	K-6
English Language Arts	7-12
Family & Consumer Sciences Occupational	6-12
Math	6-12
Music	PK-12
Physics	7-12
School Psychologist	PK-12
Science	7-12
Secondary English	6-12
Skilled & Technical Sciences	6-12
Social Sciences	6-12
Special Education Generalist	6-12, K-8, K-12
Special Education Early Childhood	Birth – PK
Speech Language Pathology	B-Age 21
World Language (Spanish, Chinese, French, German, Russian, Latin, Japanese & Arabic)	6-12

Advanced Licensure Programs

Endorsement Programs	Grade Bands
Bilingual Education	PK-6, 7-12
Coaching	9-12
Early Childhood Education	PK-3
English as a Second Language	PK-6, 7-12
Health Sciences Education	6-12
Information Technology	PK-12
Instructional Technology Leadership	PK-12
Journalism & Media Education	7-12
Orientation & Mobility Specialist (Special Services permit)	B-21
Principal	PK-12, PK-8, 7-12
Reading Specialist	PK-12
Skilled & Technical Sciences Education -Skilled Specific	9-12
Special Education Behavior Intervention Specialist	B-12
Special Education Deaf or Hard of Hearing	B-12
Special Education Early Intervention Specialist	B-PK
Special Education Supervisor	B-12
Special Education Visual Impairment	B-12
Speech	7-12
Superintendent	PK-12
Theatre	7-12
Work-Based Learning	9-12

DEPARTMENTS

Seven departments are engaged in preparing our future educators.

See our accreditation page for more information.

ACCREDITATIONS

Accreditation helps separate UNL from other teacher preparation programs.

Why?

It assists with quality assurance through external peer review.
Provides standards for what new teachers need to know and experience to enter as classroom-ready teachers.
Promotes continuous improvement and program self-assessment.
Connects with national and state accountability systems.
Supports quality preparation.

Accredited Programs

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.

MEASURE 1: COMPLETER IMPACT AND EFFECTIVENESS

The Nebraska Department of Education (NDE) collects data each year from first- and third-year teachers and their employers for initial programs. The collected data is an indicator of teacher effectiveness based on InTasc standards as reported by both the teacher and the principal. The EPP participated in a NDE committee to develop a state survey to collect completed impact and effectiveness for advanced programs and is designing its own based on the state draft. Implementation will be Fall 2026.

UNL and State survey response rates.

Assessor	Survey Type	UNL Response Rate	State Response Rate
Principals	1^st Year Teacher Survey	67%	67%
Principals	3^rd Year Teacher Survey	61%	67%
Teachers	1^st year Teacher Survey	45%	47%
Teachers	3^rd Year Teacher Survey	42%	43%

First year teachers employed in the 2024-2025 school year are May and August 2024 initial program completers.

Third year teachers employed in the 2024-2025 school year were May/August initial program completers.

Completer Effectiveness

1^st year Teacher (2024-2025 School Year)

Would you consider this teacher effectively prepared for continuing employment in your district?
	N	Yes	No
UNL FYT by Principal	120	117	3

Do you believe you were prepared to be an effective 1^st year teacher?
	N	Yes	No
UNL FYT by Teacher	80	66	14

Summary of 1^st Year Teacher Survey (2024-2025 School Year):
Principal responses indicate that UNL teachers are effectively prepared (98%). Data illustrates the majority of first year teacher respondents felt effectively prepared (82.5%). Survey results indicate that completers and employers agree the EPP effectively prepares first year teachers

3^rd Year Teacher (2024-2025 School Year)

Would you consider this teacher effectively prepared for continuing employment in your district?
	N	Yes	No
UNL TYT by Principal	90	88	2

Do you believe you were prepared to be an effective 3^rd year teacher?
	N	Yes	No
UNL TYT by Teacher	62	54	8

Summary of 3^rd Year Teacher Survey (2024-2025 School Year):
Principal responses indicate that UNL third year teachers are effectively prepared (97.7%). Data illustrates that most third-year teachers felt effectively prepared (87%). Survey results illustrate that completers and employers agree the EPP preparation is effective for third year teachers.

Impact on P-12 Learning

1^st year Teacher (2024-2025 School Year)

Based upon the performance of this first-year teacher, how would you rate his/her impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL FYT by Principal	120	2	11	51	56

Based upon your performance as a first-year teacher, how would you rate your impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL FYT by Teacher	80	0	6	55	19

Summary of 1^st Year Teacher Survey (2024-2025 School Year):
Principal responses indicate that UNL prepared teachers positively impact student learning in their first year of employment at moderately or highly effective levels (89.1%). First-year teacher results reflect a positive student impact at a moderately or highly effective level (92.5%). Survey results illustrate that the EPP effectively prepares first year teachers to positively impact student learning.

3^rd Year Teacher Survey (2024-2025 School Year)

Based upon the performance of this third-year teacher, how would you rate his/her impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL TYT by Principal	90	1	8	37	44

Based upon your performance as a third-year teacher, how would you rate your impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL TYT by Teacher	62	0	3	38	21

Summary of 3^rd Year Survey (2024-2025 School Year):
Principal responses indicate that UNL prepared teachers positively impact student learning in their third year of employment at moderately or highly effective levels (95.1%). Third-year teacher results reflect a positive student impact at a moderately or highly effective level (90%). Survey results reflect that the EPP effectively prepares teachers to have a positive impact on student learning in their third year of employment.

MEASURE 2. SATISFACTION OF EMPLOYERS AND STAKEHOLDER INVOLVEMENT

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 2025). Indicators are based on the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards.

	1^st Year Teacher Response		3^rd year Teacher Response
	UNL	State	UNL	State
Teachers	44.94%	47.36%	41.89%	42.93%
Principals	67.04%	67.00%	61.22%	67.41%

First Year Employer Impact

	N	Percentage
Highly Effective	56	46.7%
Moderately Effective	51	42.5%
Somewhat Effective	11	9.2%
Ineffective	2	1.7%

Bar graph of employer impact levels, with "Highly Effective" having the longest bar.

The referenced media source is missing and needs to be re-embedded.

Summary: 89.2% of respondents provided positive ratings for first year employer impact, indicating strong satisfaction and evidence of candidate effectiveness.

First Year Completer Impact

	N	Percentage
Highly Effective	19	23.8%
Moderately Effective	55	68.8%
Somewhat Effective	6	7.5%
Ineffective	0	0.0%

Bar chart showing impact ratings: ineffective, somewhat effective, moderately effective, highly effective.

The referenced media source is missing and needs to be re-embedded.

Summary: 92.6% of respondents provided positive ratings for first year completer impact, indicating strong satisfaction and evidence of candidate effectiveness.

First Year Employer Preparedness

	N	Percentage
Yes	117	97.5%
No	3	2.5%

Bar chart showing "Yes" significantly larger than "No" in employer preparedness responses.

The referenced media source is missing and needs to be re-embedded.

Summary: 97.5% of respondents provided positive ratings for first year employer preparedness, indicating strong satisfaction and evidence of candidate effectiveness.

First Year Completer Preparedness

	N	Percentage
Yes	66	82.5%
No	14	17.5%

Stakeholder Involvement

UNL values its stakeholders and has partnerships with numerous schools in the preparation of its candidates. These partnerships result in a variety of field and clinical experiences.

The Professional Education Committee (PEC) is the formal stakeholder group of the educator preparation program. Composed of external stakeholders (school district administrators in varying positions, teachers and post-secondary faculty from other UNL colleges) this group meets three times a year to discuss annual program reporting and data review, performance, employability, address questions and/or concerns and discuss any emergent issues.

MEASURE 3. CANDIDATE COMPETENCY AT COMPLETION

	1^st Year Teacher Response		3^rd year Teacher Response
	UNL	State	UNL	State
Teachers	44.94%	47.36%	41.89%	42.93%
Principals	67.04%	67.00%	61.22%	67.41%

1^st year Teacher Survey Responses by Principals (N=120)

NDE Standards	Assessment Rubric Description	Advanced	Proficient	Developing	Below Standard
		%	%	%	%
Standard 1 Learner Development	Uses knowledge of students and their development and adjusts teaching to facilitate student learning.	19.17%	60.83%	20.00%	0.00%
	Builds on student strengths to facilitate learning.	20.00%	55.00%	23.33%	1.67%
Standard 2 Learner Differences	Can identify differentiation in student needs.	19.17%	56.67%	24.17%	0.00%
	Responds to differentiation in student needs with individualized instruction and varied learning experiences.	19.17%	45.83%	33.33%	1.67%
	Brings multiple perspectives and cultural resources to content and discussions.	18.33%	55.83%	25.00%	0.83%
Standard 3 Learning Environments	Promotes a positive classroom environment.	32.50%	54.17%	12.50%	0.83%
	Uses and communicates clear task and behavioral expectations to support an environment of learning.	28.33%	51.67%	19.17%	0.83%
Standard 4 Content Knowledge	Uses and communicates content knowledge.	24.17%	61.67%	14.17%	0.00%
	Uses academic vocabulary and grammar.	23.33%	67.50%	9.17%	0.00%
	Provides opportunities for students to demonstrate their content knowledge.	21.67%	65.00%	12.50%	0.83%
Standard 5 Application of Content	Helps students link concepts and engage in critical thinking.	13.33%	59.17%	26.67%	0.83%
	Engages students in the development of literacy and communication skills.	17.50%	63.33%	18.33%	0.83%
Standard 6 Assessment	Matches instructions and assessments to learning objectives.	23.33%	61.67%	15.00%	0.00%
	Uses formative and summative classroom assessments that facilitate learning.	20.00%	62.50%	16.67%	0.83%
	Amends instructional strategies and adapts interventions as needed.	19.17%	51.67%	27.50%	1.67%
	Provides differentiated instruction and assessments that positively impact learning.	18.33%	52.50%	26.67%	2.50%
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives.	17.50%	67.50%	12.50%	2.50%
	Plans and implements multiple ways for students to demonstrate their knowledge and skills.	15.83%	65.00%	16.67%	2.50%
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction.	20.83%	67.50%	11.67%	0.00%
	Uses evidence-based strategies to support critical thinking and content learning.	14.17%	64.17%	20.83%	0.83%
	Organizes and manages the learning environment to maximize student engagement.	24.17%	53.33%	19.17%	3.33%
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively.	35.00%	50.00%	15.00%	0.00%
	Sets and implements goals to improve practice.	23.33%	56.67%	18.33%	1.67%
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic.	25.00%	62.50%	11.67%	0.83%
	Responds to people, problems, and crises effectively.	20.00%	62.50%	16.67%	0.83%

1^st year Teacher Survey Responses by Teachers (N=80)

NDE Standards	Assessment Rubric Description	Advanced	Proficient	Developing	Below Standard
		%	%	%	%
Standard 1 Learner Development	Uses knowledge of students and their development and adjusts teaching to facilitate student learning.	17.50%	65.00%	16.25%	1.25%
	Builds on student strengths to facilitate learning.	18.75%	65.00%	16.25%	0.00%
Standard 2 Learner Differences	Can identify differentiation in student needs.	27.50%	48.75%	22.50%	1.25%
	Responds to differentiation in student needs with individualized instruction and varied learning experiences.	21.25%	42.50%	33.75%	2.50%
	Brings multiple perspectives and cultural resources to content and discussions.	27.50%	48.75%	21.25%	2.50%
Standard 3 Learning Environments	Promotes a positive classroom environment.	48.75%	43.75%	6.25%	1.25%
	Uses and communicates clear task and behavioral expectations to support an environment of learning.	26.25%	57.50%	13.75%	2.50%
Standard 4 Content Knowledge	Uses and communicates content knowledge.	17.50%	66.25%	15.00%	1.25%
	Uses academic vocabulary and grammar.	23.75%	62.50%	10.00%	3.75%
	Provides opportunities for students to demonstrate their content knowledge.	26.25%	56.25%	16.25%	1.25%
Standard 5 Application of Content	Helps students link concepts and engage in critical thinking.	15.00%	58.75%	23.75%	2.50%
	Engages students in the development of literacy and communication skills.	16.25%	62.50%	21.25%	0.00%
Standard 6 Assessment	Matches instructions and assessments to learning objectives.	26.25%	57.50%	12.50%	3.75%
	Uses formative and summative classroom assessments that facilitate learning.	22.50%	53.75%	21.25%	2.50%
	Amends instructional strategies and adapts interventions as needed.	18.75%	51.25%	26.25%	3.75%
	Provides differentiated instruction and assessments that positively impact learning.	17.50%	53.75%	25.00%	3.75%
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives.	23.75%	53.75%	20.00%	2.50%
	Plans and implements multiple ways for students to demonstrate their knowledge and skills.	20.00%	61.25%	16.25%	2.50%
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction.	36.25%	41.25%	20.00%	2.50%
	Uses evidence-based strategies to support critical thinking and content learning.	22.50%	57.50%	17.50%	2.50%
	Organizes and manages the learning environment to maximize student engagement.	26.25%	56.25%	13.75%	3.75%
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively.	38.75%	51.25%	8.75%	1.25%
	Sets and implements goals to improve practice.	35.00%	46.25%	17.50%	1.25%
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic.	40.00%	46.25%	11.25%	2.50%
	Responds to people, problems, and crises effectively.	30.00%	42.50%	23.75%	3.75%

3^rd year Teacher Survey Responses by Principals (N=90)

NDE Standards		Advanced	Proficient	Developing	Below Standard
		%	%	%	%
Standard 1 Learner Development	Use knowledge of students and their development and adjust teaching to facilitate learning.	21.11%	63.33%	15.56%	0.00%
	Build on student strengths to facilitate learning.	18.89%	64.44%	15.56%	1.11%
Standard 2 Learner Differences	Identify differentiation in student.	16.67%	71.11%	11.11%	1.11%
	Respond to differentiation in student needs with individualized instruction and varied learning experiences.	17.78%	60.00%	21.11%	1.11%
	Bring multiple perspectives and cultural resource to content and discussions.	20.00%	61.11%	17.78%	1.11%
Standard 3 Learning Environments	Promote a positive classroom environment.	42.22%	45.56%	11.11%	1.11%
	Use and communicate clear task and behavioral expectations to support an environment of learning.	31.11%	50.00%	16.67%	2.22%
Standard 4 Content Knowledge	Use and communicate content knowledge.	25.56%	67.78%	6.67%	0.00%
	Use academic vocabulary and grammar.	23.33%	72.22%	4.44%	0.00%
	Provide opportunities for students to demonstrate their content knowledge.	30.00%	61.11%	8.89%	0.00%
Standard 5 Application of Content	Help students link concepts and engage in critical thinking.	17.78%	61.11%	20.00%	1.11%
	Engage students in the development of literacy and communication skills.	17.78%	68.89%	12.22%	1.11%
Standard 6 Assessment	Match instructions and assessments to learning objectives.	23.33%	62.22%	13.33%	1.11%
	Use formative and summative classroom assessments that facilitate learning.	25.56%	61.11%	13.33%	0.00%
	Amend instructional strategies and adapt interventions as needed.	20.00%	63.33%	16.67%	0.00%
	Provide differentiated instruction and assessments that positively impact learning.	20.00%	60.00%	20.00%	0.00%
Standard 7 Planning for Instruction	Plan sequenced learning experiences and performance tasks linked to learning objectives.	27.78%	61.11%	11.11%	0.00%
	Plan and implement multiple ways for students to demonstrate their knowledge and skills.	20.00%	67.78%	12.22%	0.00%
Standard 8 Instructional Strategies	Incorporate digital tools and technologies into instruction.	27.78%	61.11%	10.00%	1.11%
	Use evidence-based strategies to support critical thinking and content learning.	22.22%	63.33%	13.33%	1.11%
	Organized and manage the learning environment to maximize student engagement.	25.56%	55.56%	16.67%	2.22%
Standard 9 Professional Learning and Ethical Practice	Invite constructive feedback and respond positively.	25.56%	63.33%	10.00%	1.11%
	Set and implement goals to improve practice.	18.89%	67.78%	12.22%	1.11%
Standard 10 Leadership and Collaboration	Communicate professionally – oral, written, and electronic.	28.89%	61.11%	8.89%	1.11%
	Responds to people, problems, and crises effectively.	25.56%	57.78%	15.56%	1.11%

3^rd year Teacher Survey Responses by Teachers (N=62)

NDE Standards	Assessment Rubric Description	Advanced	Proficient	Developing	Below Standard
		%	%	%	%
Standard 1 Learner Development	Use knowledge of students and their development and adjust teaching to facilitate learning.	14.52%	61.29%	22.58%	1.61%
	Build on student strengths to facilitate learning.	17.74%	66.13%	14.52%	1.61%
Standard 2 Learner Differences	Identify differentiation in student.	14.52%	54.84%	27.42%	3.23%
	Respond to differentiation in student needs with individualized instruction and varied learning experiences.	9.68%	50.00%	33.87%	6.45%
	Bring multiple perspectives and cultural resource to content and discussions.	16.13%	62.90%	19.35%	1.61%
Standard 3 Learning Environments	Promote a positive classroom environment.	46.77%	43.55%	9.68%	0.00%
	Use and communicate clear task and behavioral expectations to support an environment of learning.	27.42%	48.39%	14.52%	9.68%
Standard 4 Content Knowledge	Use and communicate content knowledge.	24.19%	62.90%	12.90%	0.00%
	Use academic vocabulary and grammar.	27.42%	56.45%	14.52%	1.61%
	Provide opportunities for students to demonstrate their content knowledge.	19.35%	66.13%	12.90%	1.61%
Standard 5 Application of Content	Help students link concepts and engage in critical thinking.	14.52%	67.74%	12.90%	4.84%
	Engage students in the development of literacy and communication skills.	16.13%	59.68%	20.97%	3.23%
Standard 6 Assessment	Match instructions and assessments to learning objectives.	14.52%	64.52%	19.35%	1.61%
	Use formative and summative classroom assessments that facilitate learning.	20.97%	62.90%	14.52%	1.61%
	Amend instructional strategies and adapt interventions as needed.	14.52%	54.84%	24.19%	6.45%
	Provide differentiated instruction and assessments that positively impact learning.	9.68%	62.90%	22.58%	4.84%
Standard 7 Planning for Instruction	Plan sequenced learning experiences and performance tasks linked to learning objectives.	27.42%	62.90%	8.06%	1.61%
	Plan and implement multiple ways for students to demonstrate their knowledge and skills.	22.58%	54.84%	19.35%	3.23%
Standard 8 Instructional Strategies	Incorporate digital tools and technologies into instruction.	27.42%	54.84%	17.74%	0.00%
	Use evidence-based strategies to support critical thinking and content learning.	14.52%	62.90%	20.97%	1.61%
	Organized and manage the learning environment to maximize student engagement.	19.35%	56.45%	19.35%	4.84%
Standard 9 Professional Learning and Ethical Practice	Invite constructive feedback and respond positively.	25.81%	59.68%	12.90%	1.61%
	Set and implement goals to improve practice.	24.19%	64.52%	11.29%	0.00%
Standard 10 Leadership and Collaboration	Communicate professionally – oral, written, and electronic.	40.32%	54.84%	4.84%	0.00%
	Responds to people, problems, and crises effectively.	30.65%	48.39%	16.13%	4.84%

Summary: Candidates and employers provide consistent ratings at the proficient or advanced level in all standard areas reflecting competency as a classroom teacher.

Data collection for advanced completer and employer satisfaction will be implemented in 2026-2027. The state advanced program survey implementation was delayed, resulting in a delay in EPP data collection. As a the EPP has pivoted in its response to address this data gap and will develop an advanced completer and employer survey for implementation in 2026-2027.

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