Teacher Preparation & Educational Leadership

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TEACHER Preparation and Educational Leadership

Five departments, one goal: Provide high quality preparation programs for teaching, related services and leadership careers in education so that our graduates will be well equipped to enhance the lives of individuals, families, schools and communities.

With an emphasis on collaboration among departments, the College of Education and Human Sciences (CEHS) offers certification and endorsement programs in early childhood, elementary, secondary, special education, school administration and for educational professionals in school psychology, school counseling, and speech-language pathology.

Programs

The following programs prepare qualified candidates to fill the needs of schools:


Educator Preparation Programs Leading to Initial Teacher Certification

  • Inclusive early childhood education – Students earn a Bachelor of Science (B.S.) with a recommendation for a Nebraska teaching certificate in the endorsement (Birth to Grade 3).
  • Elementary education – Students earn a B.S. in education or a Master of Arts with a recommendation for certification to teach in grades K-6.
  • Secondary education – Students earn a B.S. in education or a Master of Arts with a recommendation for certification to teach in grades 7-12.
  • Special education – Students have a choice of dual major in elementary education and special education (K-6) or a special education (7-12) degree. Both are B.S. degrees with a recommendation for certification.

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


Advanced Level Educator Preparation Programs

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


Departments

Five CEHS departments are engaged in preparing our future educators.

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

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

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

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

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

Accreditations

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

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

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

  • Promotes ongoing self-assessment of programs

  • Connects with national and state accountability systems

  • Elevates the profession

 

Accrediting Organizations

See our accreditation page for more information.

Accreditation Approvals

NDE Approval Documents

CAEP Approval Document

 

 

Performance Data

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 YearACT
2020-202124.40
2019-202024.18
2018-201924.04
 


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
2020-20213.61
2019-20203.60
2018-20193.62
 


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/



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

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

In addition, 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).




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

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

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

MEASURE 1.2. COMPLETER EFFECTIVENESS: FIRST-YEAR TEACHER SURVEY

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

MEASURE 2. SATISFACTION OF EMPLOYERS AND STAKEHOLDER INVOLVEMENT

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

MEASURE 3. CANDIDATE COMPETENCY AT COMPLETION

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

MEASURE 4. ABILITY OF COMPLETERS TO BE HIRED

Each year, we have approximately 1-2% of candidates who fail to meet licensing requirements and graduate without certification. That means that 98-99% complete our EPP program and successfully meet licensing requirements. In addition, 98% of our EPP 2020-2021 completers received a passing score on Praxis.