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 with a recommendation for certification to teach in grades K-6.
• Secondary education – students earn a B.S. in education 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 Educator Preparation Programs

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

Five CEHS departments are engaged in preparing our future educators.

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

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

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

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

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

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

Why?

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

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

• Promotes ongoing self-assessment of programs

• Connects with national and state accountability systems

• Elevates the profession

 

Accrediting Organizations

• Educator Preparation Programs – Council for the Accreditation of Educator Preparation (CAEP) and Nebraska Department of Education. CEHS has completed a self-study report in 2017.

• 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 Folio Review Summary Report
• UNL Letter of Findings

CAEP Inquiry Brief Review

• UNL CAEP Self Study
• UNL Response to CAEP Request for Clarification

 

 

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

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

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

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

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

• School psychology, clinical placement
• Speech Language Pathology, clinical placement

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

2017-18

327 students were admitted to teacher education programs

ACT mean = 23.8
ACT median = 24
    32% have ACT greater than or equal to 26
    41% have ACT greater than or equal to 25
    51% have ACT greater than or equal to 24

GPA average is 3.405
Median High School rank is top 26%
75% female; 25 % male
86% white

2016-17

279 students were admitted to teacher education programs

ACT mean = 24.475
ACT median = 24
    35% have ACT greater than or equal to 26
    45% have ACT greater than or equal to 25
    48% have ACT greater than or equal to 24

GPA average is 3.326
Median High School rank is top 22%
75% female; 25 % male
89% white

96% of students admitted to a teacher education program completed the program and were eligible for Nebraska teacher certification

2015-2016

276 students were admitted to teacher education programs

ACT mean = 25.24
ACT median = 25
    41% have ACT greater than or equal to 26
    56% have ACT greater than or equal to 25
    66% have ACT greater than or equal to 24

Average GPA when admitted is 3.51
Their median high school rank is the top 20%
78% are female; 22% are male
89% are white

97% of students admitted to a teacher education program complete the program and are eligible for Nebraska teacher certification

2014-2015

323 students admitted to teacher education programs

ACT Mean = 24.20
ACT Median = 24
    31% have greater than or equal to 26 ACT
    41% have greater than or equal to 25 ACT
    52% have greater than or equal to 24 ACT

Average GPA when admitted is 3.48
Their median high school rank is the top 22%
76% are female; 24% are male
91% are white

98% of students admitted to a teacher education program completed the program and were eligible for Nebraska teacher certification

SLP Outcome Data

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

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
2019-2020	24.18
2018-2019	24.04
2017-2018	25.05
2016-2017	24.6
2015-2016	23.5
2012-2013	24.2
2011-2012	24
2010-2011	24

 

High School Rank of Completers

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

2017-2018
22% were in the top 10% of their graduating class
39% were in the top 20% of their graduating class
42% were in the top 30% of their graduating class

2016-2017
27% were in the top 10% of their graduating class
45% were in the top 20% of their graduating class
62% were in the top 30% of their graduating class

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

Undergraduate Grade Point Average

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

Graduation Year	GPA
2019-2020	3.60
2018-2019	3.62
2017-2018	3.63
2016-2017	3.61
2015-2016	3.57
2014-2015	3.59

 

Average Years to the Bachelor’s Degree

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

Graduation Year	Years
2018-2019	4.25
2017-2018	4.30
2016-2017	4.50
2015-2016	4.30
2014-2015	4.25

 

Performance on the CORE and Praxis II Tests

100% of UNL candidates earned a passing score on the CORE. A passing score is required by Nebraska statute for all teacher candidates for Nebraska certification. Teacher candidate completers are also required to take the Parxis II subject area tests.

Praxis Summary Pass Rates

Group	Number taking tests	Number Passing	Pass rate (%)
All program completers, 2019-20	279	272	97
All program completers, 2018-19	344	336	98
All program completers, 2017-18	327	318	97
All program completers, 2016-17	313	309	99
All program completers, 2015-16	326	320	98
All program completers, 2014-15	316	316	100

Employer and Completer Ratings

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

Graduation Year	% of Principals who agreed or strongly agreed
2019-2020	98%
2018-2019	93%
2017-2018	90%
2016-2017	95%
2015-2016	96%
2014-2015	95%

Graduation Year	% of Teachers who agreed or strongly agreed
2019-2020	92%
2018-2019	92%
2017-2018	91%
2016-2017	96%
2015-2016	91%

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.

2019-2020 Data on EPP Completers

NDE Standards (1-10)	Assessment Rubric Description	Advanced (4)		Proficient (3)		Developing (2)		Unacceptable (1)		N	Mean	Mode
		n	%	n	%	n	%	n	%
1. Learner Development	Uses knowledge of students to meet needs	60	39.22	82	53.59	11	7.19	0	0.00	153	3.32	3.0
2. Learner Differences	Differentiates instruction to meet student needs	42	27.27	90	58.44	21	13.64	1	0.65	154	3.12	3.0
3. Learning Environments	Promotes a positive classroom environments through clear expectations	75	48.70	65	42.21	11	7.14	3	1.95	154	3.38	4.0
4. Content Knowledge	Uses accurate content and academic vocabulary	65	42.21	81	52.60	8	5.19	0	0.00	154	3.37	3.0
5a. Application of Content	Engages students in critical thinking and collaborative problem solving	45	29.22	88	57.14	21	13.64	0	0.00	154	3.16	3.0
5b. Application of Content	Develops literacy and communication skills through content	40	25.97	97	62.99	17	11.04	0	0.00	154	3.15	3.0
6a. Assessment	Uses classroom assessment	50	32.47	84	54.55	19	12.34	1	0.65	154	3.19	3.0
6b. Assessment	Assesses for learning	38	24.84	97	63.40	17	11.11	1	0.65	153	3.12	3.0
7. Planning for Instruction	Plans for instruction	73	47.40	62	40.26	16	10.39	3	1.95	154	3.33	4.0
8a. Instructional Strategies	Incorporates digital tools into instruction	76	49.35	70	45.45	6	3.90	1	0.65	154	3.42	3.0
8b. Instructional Strategies	Uses research-based instructional strategies	46	29.87	90	58.44	17	11.04	1	0.65	154	3.18	3.0
8c. Instructional Strategies	Uses engagement to enhance learning	78	50.65	61	39.61	14	9.09	1	0.65	154	3.40	4.0
9. Professional Learning and Ethical Practice Dispositions	Accepts critique and input regarding performance	115	74.68	34	22.08	4	2.60	1	0.65	154	3.71	4.0
10a. Leadership and Collaboration	Conveys professional demeanor	93	60.39	56	36.36	5	3.25	0	0.00	154	3.57	4.0
10b. Leadership and Collaboration	Uses professional communication	78	50.65	70	45.45	6	3.90	0	0.00	154	3.47	4.0

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 (range = 3.12-3.57). The lowest rating was given to ‘6b. Assessment: Assessment for learning’ and ‘3. Learning Differences,’ while the highest rating was given to ‘10a. Leadership and Collaboration: Conveys professional demeanor.’

2020 Principal Survey Data on First Year Teachers

		N	Minimum	Maximum	Mean	Std. Deviation
Standard 1 Learner Development	Uses knowledge of students to meet needs	112	2.00	4.00	3.10	0.63
Standard 2 Learner Differences	Differentiates instruction to meet student needs	112	2.00	4.00	2.94	0.63
Standard 3 Learning Environments	Promotes a positive classroom environments through clear expectations	112	2.00	4.00	3.20	0.72
Standard 4 Content Knowledge	Uses accurate content and academic vocabulary	112	2.00	4.00	3.13	0.56
Standard 5a Application of Content	Engages students in critical thinking and collaborative problem solving	111	2.00	4.00	2.92	0.65
Standard 5b Application of Content	Develops literacy and communication skills through content	108	2.00	4.00	2.98	0.66
Standard 6a Assessment	Uses classroom assessment	111	2.00	4.00	3.02	0.52
Standard 6b Assessment	Assesses for learning	111	2.00	4.00	3.01	0.56
Standard 7 Planning for Instruction	Plans for instruction	110	2.00	4.00	3.15	0.61
Standard 8a Instructional Strategies	Incorporates digital tools into instruction	110	2.00	4.00	3.13	0.71
Standard 8b Instructional Strategies	Uses research-based instructional strategies	111	2.00	4.00	3.06	0.62
Standard 8c Instructional Strategies	Uses engagement to enhance learning	111	2.00	4.00	3.17	0.67
Standard 9 Professional Learning and Ethical Practice	Accepts critique and input regarding performance	111	2.00	4.00	3.34	0.60
Standard 10a Leadership and Collaboration	Conveys professional demeanor	110	2.00	4.00	3.29	0.64
Standard 10b Leadership and Collaboration	Uses professional communication	110	2.00	4.00	3.23	0.62

Satisfaction of employers 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). In general, first-year teachers who completed our EPP received at or above the ‘proficient’ rating (range=2.92-3.34); however, the areas of the lowest ratings included ‘2. Learner Differences (Differentiates instruction to meet student needs)’ and ‘5a/5b. Application of Content (Engages students in critical thinking and collaborative problem solving; Develops literacy and communication skills through content).’ The areas of the highest ratings included ‘9. Professional Learning and Ethical Practices’ (Accepts critique and input regarding performance) and ‘10a/10b. Leadership and Collaboration’ (Conveys professional demeanor; Uses professional communication).

2020 First Year Teacher Survey

		N	Minimum	Maximum	Mean	Std. Deviation
Standard 1 Learner Development	Uses knowledge of students to meet needs	156	2.00	4.00	3.03	0.51
Standard 2 Learner Differences	Differentiates instruction to meet student needs	154	2.00	4.00	2.95	0.60
Standard 3 Learning Environments	Promotes a positive classroom environments through clear expectations	155	2.00	4.00	3.18	0.64
Standard 4 Content Knowledge	Uses accurate content and academic vocabulary	155	2.00	4.00	3.13	0.59
Standard 5a Application of Content	Engages students in critical thinking and collaborative problem solving	156	2.00	4.00	2.93	0.61
Standard 5b Application of Content	Develops literacy and communication skills through content	156	2.00	4.00	2.91	0.58
Standard 6a Assessment	Uses classroom assessment	155	2.00	4.00	3.05	0.59
Standard 6b Assessment	Assesses for learning	156	2.00	4.00	3.01	0.56
Standard 7 Planning for Instruction	Plans for instruction	155	2.00	4.00	3.15	0.64
Standard 8a Instructional Strategies	Incorporates digital tools into instruction	155	2.00	4.00	3.05	0.69
Standard 8b Instructional Strategies	Uses research-based instructional strategies	155	2.00	4.00	2.94	0.65
Standard 8c Instructional Strategies	Uses engagement to enhance learning	155	2.00	4.00	3.08	0.64
Standard 9 Professional Learning and Ethical Practice	Accepts critique and input regarding performance	155	2.00	4.00	3.40	0.54
Standard 10a Leadership and Collaboration	Conveys professional demeanor	156	2.00	4.00	3.52	0.55
Standard 10b Leadership and Collaboration	Uses professional communication	156	2.00	4.00	3.50	0.56

Satisfaction of EPP completers was assessed on a 4-point scale (i.e., 1=unacceptable, 2=developing, 3=proficient, 4=advanced). The expected levels of performance were 3 (proficient) or 4 (advanced). On average, our EPP completers were at or above the ‘proficient’ level (range = 2.91-3.52) on most items. However, the areas of the lowest ratings included ‘2. Learner Differences’ (Differentiates instruction to meet student needs),’ ‘5a/5b. Application of Content’ (Engages students in critical thinking and collaborative problem solving; Develops literacy and communication skills through content), and ‘8b. Instructional Strategy’ (Uses research-based instructional strategies). The areas of the highest ratings included ‘9. Professional Learning and Ethical Practices’ (Accepts critique and input regarding performance) and ‘10a/10b. Leadership and Collaboration’ (Conveys professional demeanor; Uses professional communication).

• % of 2019-2020 completers among candidates admitted to a program in 2017-18 = 96%
• % of 2019-2020 completers among candidates admitted to a program in 2018-19 = 31%
• % of 2019-2020 completers among candidates admitted to a program in 2019-20 = 2%

Teacher candidates are usually admitted to an EPP program at the end of their second year in the college and begin taking professional courses in their third year. Most candidates who graduated in 2019-2020 completed professional course requirements within two years (96%). The 4% of the candidates who did not complete an EPP program within two years are likely to be in dual-endorsement programs (e.g., Elementary Education / Special Education and Elementary Education / Early Childhood Education).

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, 97% of our EPP 2019-2020 completers received a passing score on Praxis.

About 65% of our 2019-2020 completers were hired by school districts in Nebraska, and approximately 15% were hired by school districts in other states. Other employers included community programs, such as early childhood programs including Head Start, Educare, community child care programs. We collect these data based on employer survey administered by Nebraska Department of Education as well as self-report; therefore, we do not have a complete set of data on those hired by entities other than Nebraska school districts or schools outside of Nebraska.

Student Loan Default Rates are collected and reported by the US Department of Education by institution over a 3-year period.

	FY 2017	FY 2016	FY 2015
Official Cohort Default Rate	4.2	3.5	3.3
Number of Borrowers in Default	168	144	142
Number of Borrowers in Repay	3915	4107	4252