Nebraska
Teaching Standards and Leadership Standards
Teaching Standards
Is working with and meeting the needs of students with disabilities addressed in state teaching standards?
While the Nebraska Teacher Standards do not specifically address students with disabilities, standards 4 and 5 outline example indicators of strategies teachers use to meet the learning needs of all students.
Standard 4: The teacher intentionally uses a variety of effective instructional strategies to ensure growth in student achievement. The teacher:
- Uses a range of developmentally and culturally appropriate instructional strategies and resources that are targeted to meet learning goals.
- Modifies, adapts, and differentiates instruction and accommodations based on data analysis, observation, and student needs.
- Assumes various roles in the instructional process appropriate to the content, purposes of instruction, and the needs of students.
Standard 5: The teacher systematically uses multiple methods of assessment to measure student progress and to inform ongoing planning, instruction, and reporting. The teacher develops and uses varied and appropriate assessments and accommodations based on instructional objectives and student needs.
Source: Nebraska Department of Education (NDE), Nebraska Teacher Standards (2011)
School Leadership Standards
Is knowledge of working with students with disabilities included in leader standards?
While the Nebraska Principal Standards do not directly address required knowledge of working with students with disabilities, principals are expected to create a school culture that enhances the academic, social, physical, and emotional development of all students. The principal is expected to provide full and equitable access to educational programs, curricular, and extra-curricular opportunities that address the needs, interests, and abilities of all students.
Source: NDE, Nebraska Principal Standards
Teacher and Principal Preparation
Teacher Preparation – Program Approval/Accreditation
Required course work in teaching special education students/diverse learners
Nebraska program approval requirements state that preparation programs must ensure that teacher candidates take one or more courses that provide systematic and continuing opportunities to develop knowledge, skills, and professional dispositions for teaching students with disabilities, including knowledge of the areas enumerated by Nebraska Revised Statute, Section 79-807(7):
- The exceptional educational needs of the disabilities;
- The major characteristics of each disability in order to recognize its existence in children;
- Various alternatives for providing the least restrictive environment for children with disabilities;
- Methods of teaching children with disabilities in the regular classroom; and
- Prereferal alternatives, referral systems, multidisciplinary team responsibilities, the individualized education plan process, and the placement process.
Source: NDE, Rule 20: Regulations for the Approval of Teacher Education Programs
Clinical time in diverse settings/teaching special populations
State regulations require teacher education programs to offer practicum and clinical experiences that provide candidates opportunities to work with students and school partners to develop knowledge, skills, and professional dispositions. These must include “opportunities to work with diverse students which may include, but is not limited to, differences based on ethnicity, race, socioeconomic status, gender, exceptionalities, and language.” Practicum experience consists of a minimum of 100 clock hours of contact with students. Field-based practicum experiences are completed prior to clinical practice and provide opportunities for candidates to observe, assist, tutor, instruct, or conduct research. A clinical practice experience is required for initial teacher certification in which candidates demonstrate knowledge, skills, and professional dispositions by assuming responsibility for whole class instruction in the area of the endorsement and within the grade level for which they are preparing.
Source: NDE, Rule 20: Regulations for the Approval of Teacher Education Programs
Teacher Preparation – Accountability
Quality of teacher preparation programs
Nebraska does not collect program-specific, objective data that reflect preparation program performance, nor has it established minimum performance standards that can be used for accountability purposes. Under its teacher preparation program approval standards, the state requires programs to report information regarding “program outcomes,” but does not specify specific metrics.
The Educator Preparation section of the Nebraska Department of Education is charged with the responsibility of reviewing and approving teacher education programs that lead to certification to teach. State regulations require a full state review of each teacher education program at least once every seven years. For institutions participating in a national accreditation review of education preparation programs, the state program review should be conducted to coordinate with the national accreditation process. National accreditation processes are transitioning to the Council for Accreditation of Educator Preparation (CAEP) by 2016.
Sources:
NDE, Rule 20: Regulations for the Approval of Teacher Education Programs
National Council on Teacher Quality, 2014 State Teacher Policy Yearbook
Principal Preparation – Program Approval/Accreditation
Require course work in leading a school/district that serves special education students/diverse learners
Nebraska program approval requirements state that preparation programs must ensure that candidates take one or more courses that provide systematic and continuing opportunities to develop knowledge, skills, and professional dispositions for teaching students with disabilities, including knowledge of the areas enumerated by Nebraska Revised Statute, Section 79-807(7):
- The exceptional educational needs of the disabilities;
- The major characteristics of each disability in order to recognize its existence in children;
- Various alternatives for providing the least restrictive environment for children with disabilities;
- Methods of teaching children with disabilities in the regular classroom; and
- Prereferal alternatives, referral systems, multidisciplinary team responsibilities, the individualized education plan process, and the placement process.
Sources:
NDE, Rule 20: Regulations for the Approval of Teacher Education Programs
NDE, Rule 21: Regulations for the Issuance of Certificates and Permit to Teach, Provide Special Services, and Administer in Nebraska Schools
Principal Preparation – Accountability
Are programs reviewed based on outcomes of graduates’ success? Can school principals be linked back to institutions of higher education and preparation programs?
The Educator Preparation section of the Nebraska Department of Education is responsible for reviewing and approving administrator education programs that lead to certification. State regulations require a full state review of each program at least once every seven years. For institutions participating in a national accreditation review of education preparation programs, the state program review should be conducted to coordinate with the national accreditation process.
Source: NDE, Rule 20: Regulations for the Approval of Teacher Education Programs
Teacher and Principal Certification/Licensure
Teacher Certification/Licensure – Structure
Is a specific certificate, license or endorsement related to special education required?
The state of Nebraska offers Initial, Standard, and Professional teaching certificates. In special education, the state offers a K-12 as well as a K-6 and 7-12 grade-specific certification options.
Sources:
NDE, Rule 21: Regulations for the Issuance of Certificates and Permit to Teach, Provide Special Services, and Administer in Nebraska Schools
National Council on Teacher Quality, 2014 State Teacher Policy Yearbook
Teacher Certification – Examination
Does the state require teachers to pass a basic skills exam for initial certification? What are the pass rates on the exams? Does the state require Praxis II or more pedagogical assessment for licensure? Does it include anything about teaching diverse learners or special populations?
The basic skills competency is also a requirement for issuance of a Nebraska Initial, Standard or Professional certificate. The Praxis Core Academic Skills for Educators (Reading, Writing and Mathematics) is the approved basic skills test. Effective September 1, 2015, passing a Praxis II subject content test will be required for those seeking an initial endorsement on a Nebraska certificate.
State statute requires all teacher candidates complete a basic skills competency, special education competency, and human relations training.
Sources:
NDE, Rule 23: Regulations for the Basic Skills Competency Testing of Teachers and Administrators
ETS, Overview of Nebraska Testing Requirements
Teacher Certification/Licensure – Requirements
Is professional development around working with special populations required to move from initial to a professional license?
Candidates for a regular teaching certificate in Nebraska are required to demonstrate special education training in one of two ways:
- Demonstrate the completion of at least one general special education course that provides an overview of all disabilities.
- Verify work experience that has provided the opportunity to acquire the skills for the Special Education Training requirement and submit a written narrative.
Sources:
NDE, Teacher Certification
NDE, Rule 21: Regulations for the Issuance of Certificates and Permit to Teach, Provide Special Services, and Administer in Nebraska Schools
Principal Certification/Licensure – Requirements
Is prior teaching experience required to become a principal and/or a superintendent? Is specific coursework or other evidence required around working with special populations?
Nebraska requires principal candidates to have obtained a Master’s degree in education (or an approved subject area), have prior teaching experience and complete of a state-approved preparation program. Principal candidates must qualify for or hold one or more educational administration endorsements. Within five years prior to the date of application candidates must have received six semester hours of graduate credit for specified course work or within five years prior to the date of application have administered half-time or more for two consecutive school years in the same accredited or approved school or educational service unit in another state wherein the applicant held a standard administrative certificate or its equivalent. In addition, initial certification requirements include submission of evidence of “coursework or employment experiences that provide an individual with the knowledge of (a) the exceptional needs of the disabilities defined under the Special Education Act; (b) the major characteristics of each disability in order to recognize its existence in children; (c) the various alternatives for providing the least restrictive environment for children with disabilities; (d) methods of teaching children with disabilities in the regular classroom; and (e) pre-referral alternatives, referral systems, multidisciplinary team responsibilities, the individualized education plan process, and the placement process.”
Sources:
NDE, Rule 21: Regulations for the Issuance of Certificates and Permit to Teach, Provide Special Services, and Administer in Nebraska Schools
ECS, Administrator License Requirements, Portability, Waivers and Alternative Certification
George W. Bush Institute, Operating in the Dark
Teacher and Principal Induction
Teacher Induction
Is mentoring required for all new teachers (special education) and for how many years? If so, do program guidelines/requirements specifically address teaching diverse learners?
State policy does not require new teachers to receive induction support.
Source: New Teacher Center, Review of State Policies on Teacher Induction
Principal Induction
Is coaching/mentoring required for all new principals/administrators/ superintendents and for how many years? If so, do program guidelines/requirements specifically serving diverse learners?
State policy does not require new school administrators to receive induction support.
Source: New Teacher Center, Review of State Policies on Teacher Induction
Teacher and Principal Professional Development Standards
Teacher Professional Development Standards
Does the state have professional development standards for teacher PD?
Our state policy scan did not identify any existing standards for teacher professional development.
Principal Professional Development Standards
Does the state have professional development standards for leadership PD?
Our state policy scan did not identify any existing standards for school administrator or principal professional development.