Nebraska Administrative Code › Topic - EDUCATION, DEPARTMENT OF › Title 92 - NEBRASKA DEPARTMENT OF EDUCATION › Chapter 20 - GUIDELINES RECOMMENDED FOR USE WITH RULE 20 (APPROVAL OF TEACHER EDUCATION PROGRAMS) › Section 92-20-006.05 - Unit Program Standards

Current through June 17, 2024
Each Nebraska teacher education institution must have on
				  file, within the institution, a plan which identifies the program standards and
				  data which will be used to assess the quality of the teacher education
				  unit.
THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR
				  INCLUSION AS PART OF THE INSTITUTION'S PLAN UNDER THIS
				  STANDARD
A. A
				conceptual framework(s) establishes the shared vision for the unit's efforts in
				preparing educators to work effectively in P-12 schools. It provides direction
				for programs, courses, teaching, candidate performance, scholarship, service,
				and unit accountability. The conceptual framework(s) is knowledge-based,
				articulated, shared, coherent, consistent with the unit and/or institutional
				mission, and continuously evaluated.
B. Candidate Performance
1. Candidate Knowledge, Skills and
				Dispositions. Candidates preparing to work in schools as teachers or other
				professional school personnel know and demonstrate the content, pedagogical,
				and professional knowledge, skills, and dispositions necessary to help all
				students learn. Assessments indicate that candidates meet professional, state,
				and institutional standards.
Element- content knowledge for teacher candidates:
				  Teacher candidates have in-depth knowledge of the subject matter they plan to
				  teach as described in professional, state, and institutional standards. They
				  demonstrate their knowledge through inquiry, critical analysis, and synthesis
				  of the subject.
Element- content knowledge for other professional
				  school personnel: Candidates for other professional school roles have a
				  thorough understanding of the central concepts, tools of inquiry, and
				  structures of their fields as delineated in professional, state, and
				  institutional standards and shown through inquiry, critical analysis, and
				  synthesis.
Element- pedagogical content knowledge for teacher
				  candidates: Teacher candidates reflect a thorough understanding of pedagogical
				  content knowledge delineated in professional, state, and institutional
				  standards.
Element- professional and pedagogical knowledge and
				  skills for teacher candidates: Candidates reflect a thorough understanding of
				  professional and pedagogical knowledge and skills delineated in professional,
				  state, and institutional standards, as shown in their development of meaningful
				  learning experiences to facilitate student learning for all students. They
				  reflect on their practice and make necessary adjustments to enhance student
				  learning. They know how students learn and how to make ideas accessible to
				  them. They consider school, family, and community contexts in connecting
				  concepts to students' prior experience, and applying the ideas to real-world
				  problems.
Element-professional knowledge and skills for other
				  school personnel: Candidates have an in-depth understanding of professional
				  knowledge in their fields as delineated in professional, state, and
				  institutional standards. They collect and analyze data related to their work,
				  reflect on their practice, and use research and technology to support and
				  improve student learning.
Element-dispositions for all candidates: Candidates'
				  work with students, families, and communities reflects the dispositions
				  expected of professional educators as delineated in professional, state, and
				  institutional standards. Candidates recognize when their own dispositions may
				  need to be adjusted and are able to develop plans to do so.
Element-student learning for teacher candidates:
				  Teacher candidates accurately assess and analyze student learning, make
				  appropriate adjustment to instruction, monitor student learning, and have a
				  positive effect on learning for all students.
Element-student learning for other professional
				  school personnel: Candidates for other professional school roles critique and
				  reflect on their work within the context of student learning. They establish
				  educational environments that support student learning, collect and analyze
				  data related to student learning, and apply strategies for improving student
				  learning within their own jobs and schools.
2. Assessment System and Unit Evaluation. The
				unit has an assessment system that collects and analyzes data on the applicant
				qualifications, candidate and graduate performance, and unit operations to
				evaluate and improve the unit and its programs.
Element-assessment system: The unit, with the
				  involvement of its professional community, is implementing an assessment system
				  that reflects the conceptual framework(s) and incorporates candidate
				  proficiencies outlined in professional and state standards. The unit
				  continuously examines the validity and utility of the data produced through
				  assessments and makes modifications to keep abreast of changes in assessment
				  technology and in professional standards. Decisions about candidate performance
				  are based on multiple assessments made at multiple points before program
				  completion. Data show the strong relationship of performance assessments to
				  candidate success. The unit conducts thorough studies to establish fairness,
				  accuracy, and consistency of its performance assessment procedures. It also
				  makes changes in its practices consistent with the results of these
				  studies.
Element-data collection, analysis, and evaluation:
				  The unit is implementing its assessment system and providing regular and
				  comprehensive data on program quality, unit operations, and candidate
				  performance at each stage of a program, including the first years of practice.
				  Data from candidates, graduates, faculty; and other members of the professional
				  community are based on multiple assessments from both internal and external
				  sources. Data are regularly and systematically collected, compiled, summarized,
				  analyzed, and reported publicly for the purpose of improving candidate
				  performance, program quality, and unit operations. The unit is developing and
				  testing different information technologies to improve its assessment
				  system.
Element-use of data for program improvement: The unit
				  has fully developed evaluations and continuously searches for stronger
				  relationships in the evaluations, revising both the underlying data systems and
				  analytic techniques as necessary. The unit not only makes changes when
				  evaluations indicate, but also systematically studies the effects of any
				  changes to assure the effects of any changes to assure that the intended
				  program strengthening occurs and that there are no adverse consequences.
				  Candidates and faculty review performance data on their performance regularly
				  and develop plans for improvement.