Art K-12
Basic Business 6-12
Biology 7-12
Business Marketing Information Tech 6-12
Chemistry 7-12
Curriculum & Instruction Transition to Teaching
Early Childhood
Elementary Ed K-6
English 7-12
English as a Second Language K-12
French 7-12
Geography 7-12
Health and Physical Ed K-12
Health and Physical Ed PK-12
Health Ed 7-12
History 7-12
Language Arts 7-12
Mathematics 7-12
Middle grades 5-9
Modern Language 7-12
Music Ed K-12
Physical Ed 7-12
Physics 7-12
Political Science 7-12
Psychology 7-12
Social Science 7-12
Spanish 7-12
Special Ed 7-12
Special Ed K-12
Special Ed K-6
Speech Communication 7-12
Theatre 7-12
Business 7-12
German 7-12
Sociology 7-12
Principal
Superintendent
Special Education Supervisor
Reading Specialist
School Counselor
School Psychologist
School Librarian
Speech-Language Pathologist
Each section represents a CAEP annual reporting measure. Measures are a mix of those described in CAEP Annual Reports, and other measures that the EPP uses for data-based decisions.
内布拉斯加州教育部(NDE)定期收集一年级和三年级教师以及这些教师的雇主的数据. 收集的数据是跨InTasc标准的教师在课堂上的有效性的指标. The scores collected and used for overall assessment are reflected on a 4.0 scale. 2022/23学年,一年级教师报告的平均得分为3分.12. 校长评价一年级教师的平均得分为3分.12. In 2022-23, employers of third year teachers rated their 体育菠菜大平台 employee highest at 3.34 (on a 4-point scale).
在Charlotte Danielson框架内完成了对学生能力测量数据的审查. 四个能力领域的平均得分与前四年的得分相似. On a four-point scale, completers demonstrated 2.867 across all four focus areas. Completers demonstrated a score of 2.87 as a mean score in the area of abilities addressing Learning and the Learner. Students demonstrated a mean score of 2.83 in the area of Content Knowledge. The area of Instructional Practices demonstrated a mean cohort score of 2.78 and the area of Professional Responsibility provided a mean score of 2.95. Each of these scores is comparable to the previous three years of data. 同样的发现也出现在学生上一年临床工作的完整队列中.
当一年级学生所在的学校的校长被要求评价教师对学生学习的影响时, 41% identified the teacher as “Highly Effective” and 41% as “Moderately Effective”. Fourteen percent identified the first-year teacher as “Somewhat Effective”. 当校长被问及第一年的老师是否为继续就业做好了有效的准备, 95% (80) said “Yes”.
When first-year teachers were asked how they would rate their impact on student learning, 34%的人回答“非常有效”,56%的人回答“一般有效”,只有10%的人回答“有些有效”。. 当老师们被问及他们是否相信他们已经准备好成为一名有效的第一年老师, 85% (66) said “Yes”. 15% (10) said “No”.
The GPA for students admitted into Teacher Education remained high (3.58) The number of students admitted (n=418) increased from the previous two years. 与过去几年相比,进入临床实践的学生人数(n=281)有所增加,完成该课程的学生人数(n=192)有所减少. 学生入学和完成课程的平均绩点保持稳定在3分.607.
实习I考试要求已经从课程和内布拉斯加州教育部中删除,作为进入专业教师教育课程的要求.
由项目教师确定的9种教育倾向的所有结果测量都显示得分高于项目基准0f 2.75 on a 4-point scale. The 2022-23 range of scores for completers was 3.37-3.7 on 4-point scale. The overall mean for the completers across all 9 professional dispositions was 3.59.The 2021-2022 range of scores was 3.47-3.66. Measures of professionalism (3.66)是最高的类别,而倾向确定积极/热情的态度, was the next highest score (3.65). The first and second highest dispositions continued from the previous year. 得分最低的是有效的书面和沟通技巧(3分).47). 2022/23年毕业的学生在整个学术生涯中,不同性格的平均得分(3).56) showed a steady rise from 2020/21(2.82) to a 2021/22 of (3.26).
完成学业的学生在他们所准备的教育岗位上被聘用的能力依赖于通过实践II内容区考试. 与往年相比,还分析了实践II科目评估的首次通过率. The percentage of students passing the subject specific examination was 85%. 在过去的5年里,学生第一次考试的平均通过率是90%.55%, ranging from 85%-94.94%. The subject area with the highest subject test scores for completers included Art, El Ed, English, HPE, Reading, PE, Soc studies, SPED, Hist. The lowest first time pass rate was 50%
跟踪留校率的过程仍然是教育学院和机构管理部门关注的焦点. 我们发现整个机构在改善和解决保留和持久性问题的管理方面存在不一致. 然而,在数据管理方面已经取得了进步,这有助于教师和行政部门在这方面做出基于数据的决策. 我们可以报告的是,在2022-23学年,有418名学生被教师教育录取. One hundred ninety-two students graduated in the same year. Four hundred thirty-eight were accepted into Teacher Education for the 2021/22 year. 我们不能按个人或群体报告保留情况,而是按特定班级的学生人数报告完成情况. 这并不能准确地报告某一学年被录取的毕业生人数,也不能准确反映真实的留校率. Thus, 我们无法按人或队列报告保留情况,而是按人报告完成情况. 我们正在努力纠正这一过程,以便更好地报告项目注册的保留和减员情况. 我们可以报告311名学生中有265名(85%)对实践II科目评估提出质疑, past on their first attempt. This would suggest that these students were able to become certified, a requirement for being hired as a teacher in Nebraska. This data does give us some insight into completer leading to employment. We are working to help all programs across COE, including those that are not Teacher Education, to develop and implement a process for better tracking employment rates by program. 这所大学确实在全校范围内测试了一份问卷,以便从毕业生那里获取数据. Further determination will be made for the future of acquiring better placement data.
体育菠菜大平台 Average Cost of Attendance
Initial certification programs are all approved by the Nebraska Department of Education (NDE) and accredited by the Council for the Accreditation of Educator Preparation (CAEP).