Teacher Preparation & Educational Leadership

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.

Advanced Level Educator Preparation Programs

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.

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)

See our accreditation page for more information.

NDE Approval Documents

• UNL Letter of Findings

CAEP Approval Document

• CAEP Accreditation Approval Letter

 

 

2020-21

305 students were admitted to teacher education programs

ACT mean = 24.2
ACT median = 24
    35% have ACT greater than or equal to 26
    44% have ACT greater than or equal to 25
    55% have ACT greater than or equal to 24

GPA average is 3.45
Median High School rank is top 31%
78% female; 22 % male
89% white

Note: UNL no longer requires the ACT for admission.

2019-20

342 students were admitted to teacher education programs

ACT mean = 23.61
ACT median = 23
    28% have ACT greater than or equal to 26
    34% have ACT greater than or equal to 25
    45% have ACT greater than or equal to 24

GPA average is 3.33
Median High School rank is top 22%
75% female; 25 % male
86% white

2018-19

328 students were admitted to teacher education programs

ACT mean = 24.3
ACT median = 24
    35% have ACT greater than or equal to 26
    45% have ACT greater than or equal to 25
    56% have ACT greater than or equal to 24

GPA average is 3.62
Median High School rank is top 24%
79% female; 21 % male
84% white

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 Year	ACT
2020-2021	24.40
2019-2020	24.18
2018-2019	24.04

 

High School Rank of Completers

2020-2021
22% were in the top 10% of their graduating class
48% were in the top 20% of their graduating class
64% were in the top 30% of their graduating class

2019-2020
23% were in the top 10% of their graduating class
42% were in the top 20% of their graduating class
57% were in the top 30% of their graduating class

2018-2019
18% were in the top 10% of their graduating class
38% were in the top 20% of their graduating class
58% 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 Year	GPA
2020-2021	3.61
2019-2020	3.60
2018-2019	3.62

 

Performance on the Praxis Core Exam and Praxis Subject Assessments

100% of UNL candidates earned a passing score on the Praxis Core. A passing score is required by Nebraska statute for all teacher candidates for Nebraska certification. Teacher candidates are also required to pass the Praxis Subject Assessment for their endorsement area for Nebraska certification.

Praxis Summary Pass Rates

Group	Number Taking Tests	Number Passing	Pass Rate (%)
All program completers, 2020-21	296	289	98
All program completers, 2019-20	279	272	97
All program completers, 2018-19	344	336	98

SLP Outcome Data

https://cehs.unl.edu/secd/slp-outcome-data/

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, the EPP will phase in a research plan to address CAEP standards 4.1 and 4.2. Research will be conducted by the EPP of 6-8 program completers representing a cross-section of our programs (e.g., 1-2 elementary, 1-2 secondary, 1-2 special, and 1-2 early childhood educators). Data sources planned are: (a) direct observation of completers’ classroom performance (measured by the Nebraska Clinical Practice Assessment); (b) interviews with 3-5 students identified by our completers from among their students; and (c) case study (self-assessment) action research conducted by completers. All EPP impact data sources will be 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) will 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 will require 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 will be 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 will 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 will be asked to create an online portfolio that includes the following components.

Part I: Program completers will be 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 will be 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 will be 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 will serve as the lead in refining and enacting this plan. Analyses of data herein will be 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).

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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.

2021 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, 98.47% of them perceived to meet standards toward the end of their first year of teaching (mean = 98.47%, range = 96.67 to 99.17%).

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	23	19.17	73	60.83	23	19.17	1	0.83	120	2.98	3.0
	Builds on student strengths to facilitate learning	24	20.00	72	60.00	23	19.17	1	0.83	120	2.99	3.0
Standard 2 Learner Differences	Identifies differentiation in student needs	23	19.17	72	60.00	24	20.00	1	0.83	120	2.98	4.0
	Differentiates instruction to meet student needs	15	12.50	64	53.33	37	30.83	4	3.33	120	2.75	3.0
	Brings multiple perspectives and cultural resources to content and discussions	27	22.50	58	48.33	33	27.50	2	1.67	120	2.92	3.0
Standard 3 Learning Environments	Promotes a positive classroom environments through clear expectations	57	47.50	55	45.83	5	4.17	3	2.50	120	3.38	3.0
	Uses and communicates clear task and behavioral expectations to support an environment of learning	40	33.33	54	45.00	23	19.17	3	2.50	120	3.09	3.0
Standard 4 Content Knowledge	Uses and communicates content knowledge	32	26.67	70	58.33	17	14.17	1	0.83	120	3.11	3.0
	Uses academic vocabulary and grammar	29	24.17	79	65.83	11	9.17	1	0.83	120	3.13	4.0
	Provides opportunities for students to demonstrate their content knowledge	35	29.17	69	57.50	15	1.00	1	0.83	120	3.15	3.0
Standard 5 Application of Content	Helps students link concepts and enagage in critical thinking	16	13.33	65	54.17	37	30.83	2	1.67	120	2.79	3.0
	Engages students in the development of literacy and communication skills	16	13.33	72	60.00	30	25.00	2	1.67	120	2.85	4.0
Standard 6 Assessment	Matches instructions and assessments to learning objectives	27	22.50	70	58.33	22	18.33	1	0.83	120	3.03	4.0
	Uses formative and summative classroom assessments that facilitate learning	28	23.33	64	53.33	27	22.50	1	0.83	120	2.99	4.0
	Amends instructional strategies and adapts interventions as needed	17	14.17	73	60.83	29	24.17	1	0.83	120	2.88	4.0
	Provides differentiated instruction and assessments that positively impacts learning	20	16.67	66	55.00	32	26.67	2	1.67	120	2.87	4.0
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	23	19.17	70	58.33	23	19.17	4	3.33	120	2.93	4.0
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	23	19.17	71	59.17	22	18.33	4	3.33	120	2.94	4.0
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	34	28.33	65	54.17	20	16.67	1	0.83	120	3.10	4.0
	Uses evidence-based strategies to support critical thinking and content learning	20	16.67	70	58.33	29	24.17	1	0.83	120	2.91	4.0
	Organizes and manages the learning environment to maximize student engagement	25	20.83	68	56.67	24	20.00	3	2.50	120	2.96	4.0
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	45	37.50	61	50.83	13	10.83	1	0.83	120	3.25	4.0
	Sets and implements goals to improve practice	37	30.83	65	54.17	17	14.17	1	0.83	120	3.15	4.0
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	55	45.83	54	45.00	9	7.50	2	1.67	120	3.35	4.0
	Responds to people, problems, and crises effectively	42	35.00	61	50.83	15	12.50	2	1.67	120	3.19	4.0

2021 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 = 99.62%, range = 97.35 to 100%).

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	28	24.78	69	61.06	15	13.27	1	0.88	113	3.10	3.0
	Builds on student strengths to facilitate learning	30	26.55	64	56.64	18	15.93	1	0.88	113	3.09	3.0
Standard 2 Learner Differences	Identifies differentiation in student needs	24	21.24	65	57.52	22	19.47	2	1.77	113	2.98	4.0
	Differentiates instruction to meet student needs	22	19.47	62	54.87	26	23.01	3	2.65	113	2.91	3.0
	Brings multiple perspectives and cultural resources to content and discussions	25	22.12	65	57.52	21	18.58	2	1.77	113	3.00	3.0
Standard 3 Learning Environments	Promotes a positive classroom environments through clear expectations	51	45.13	53	46.90	7	6.19	2	1.77	113	3.35	3.0
	Uses and communicates clear task and behavioral expectations to support an environment of learning	33	29.20	56	49.56	22	19.47	2	1.77	113	3.06	3.0
Standard 4 Content Knowledge	Uses and communicates content knowledge	29	25.66	73	64.60	10	8.85	1	0.88	113	3.15	3.0
	Uses academic vocabulary and grammar	34	30.09	72	63.72	6	5.31	1	0.88	113	3.23	4.0
	Provides opportunities for students to demonstrate their content knowledge	29	25.66	71	62.83	12	1.00	1	0.88	113	3.13	3.0
Standard 5 Application of Content	Helps students link concepts and enagage in critical thinking	16	14.16	69	61.06	27	23.89	1	0.88	113	2.88	3.0
	Engages students in the development of literacy and communication skills	17	15.04	72	63.72	23	20.35	1	0.88	113	2.93	4.0
Standard 6 Assessment	Matches instructions and assessments to learning objectives	22	19.47	73	64.60	17	15.04	1	0.88	113	3.03	4.0
	Uses formative and summative classroom assessments that facilitate learning	23	20.35	68	60.18	20	17.70	2	1.77	113	2.99	4.0
	Amends instructional strategies and adapts interventions as needed	17	15.04	65	57.52	30	26.55	1	0.88	113	2.87	4.0
	Provides differentiated instruction and assessments that positively impacts learning	15	13.27	66	58.41	30	26.55	2	1.77	113	2.83	4.0
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	29	25.66	70	61.95	11	9.73	3	2.65	113	3.11	4.0
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	24	21.24	71	62.83	15	13.27	3	2.65	113	3.03	4.0
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	34	30.09	69	61.06	8	7.08	2	1.77	113	3.19	4.0
	Uses evidence-based strategies to support critical thinking and content learning	17	15.04	75	66.37	20	17.70	1	0.88	113	2.96	4.0
	Organizes and manages the learning environment to maximize student engagement	31	27.43	59	52.21	20	17.70	3	2.65	113	3.04	4.0
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	45	39.82	61	53.98	7	6.19	0	0.00	113	3.34	4.0
	Sets and implements goals to improve practice	34	30.09	66	58.41	12	10.62	1	0.88	113	3.18	4.0
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	45	39.82	62	54.87	5	4.42	1	0.88	113	3.34	4.0
	Responds to people, problems, and crises effectively	40	35.40	61	53.98	11	9.73	1	0.88	113	3.24	4.0

2020-2021 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, our EPP completers are at or above the ‘proficient’ level on all competencies (range = 94% to 100%).

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	129	43.88	159	54.08	97.96	6	2.04	0	0.00	294	3.42	3.0
2. Learner Differences	Differentiates instruction to meet student needs	99	33.00	186	62.00	95.00	15	5.00	0	0.00	300	3.28	3.0
3. Learning Environments	Promotes a positive classroom environments through clear expectations	170	58.02	110	37.54	95.56	13	4.44	0	0.00	293	3.54	4.0
4. Content Knowledge	Uses accurate content and academic vocabulary	138	46.78	151	51.19	97.97	6	2.03	0	0.00	295	3.45	3.0
5. Application of Content	Engages students in critical thinking and collaborative problem solving	109	37.33	168	57.53	94.86	15	5.14	0	0.00	292	3.32	3.0
	Develops literacy and communication skills through content	111	37.88	166	56.66	92.78	16	5.46	0	0.00	293	3.32	3.0
6. Assessment	Uses classroom assessment	121	41.58	149	51.20	92.78	21	7.22	0	0.00	291	3.34	3.0
	Assesses for learning	96	32.88	185	63.36	96.23	11	3.77	0	0.00	292	3.29	3.0
7. Planning for Instruction	Plans for instruction	141	48.12	136	46.42	94.54	16	5.46	0	0.00	293	3.43	4.0
8. Instructional Strategies	Incorporates digital tools into instruction	180	60.61	114	38.38	98.99	3	1.01	0	0.00	297	3.60	3.0
	Uses research-based instructional strategies	100	34.25	175	59.33	94.18	17	5.82	0	0.00	292	3.28	3.0
	Uses engagement to enhance learning	146	49.43	136	45.95	95.27	12	4.05	2	0.68	296	3.44	4.0
9. Professional Learning and Ethical Practice Dispositions	Accepts critique and input regarding performance	223	77.70	57	19.86	97.56	7	2.44	0	0.00	287	3.75	4.0
10. Leadership and Collaboration	Conveys professional demeanor	183	62.89	107	36.77	99.66	1	0.34	0	0.00	291	3.63	4.0
	Uses professional communication	167	57.59	115	39.66	97.24	8	2.76	0	0.00	290	3.55	4.0

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 2020-2021 completers received a passing score on Praxis.