COVER PAGE

Nebraska Department of Education Rule 24 Report INFORMATION TECHNOLOGY (Content Area) Educator Preparation Content Program Review

Name of institution University of Nebraska-Lincoln Date Submitted 3.20.2017 Contact Person Thomas Wandzilak Phone/Fax 402-472-8626 Email [email protected]

Folio type: Regular X Mini Advanced Program

Program(s) Covered by this Folio Press tab in last column to add rows Endorsement(s) Type Grade Level Program Level PK-12 Baccalaureate Supplemental Post-Baccalaureate Low-Enrollment List Endorsements Information Technology, Grades PK-12

Is the endorsement offered at more than one site? Yes X No If yes, list additional sites where endorsement is offered:

Institution Accreditation Status: X National X State Is this a Nationally Accredited Program? X Yes No Attach National Letter to If Yes, list Accrediting Organization: CAEP Cover Sheet

Page | 1 Report to the Nebraska Department of Education University of Nebraska—Lincoln Folio Initial Level—June 2017

INTRODUCTION AND WELCOME The purpose of this section is to provide general background information on the University of Nebraska-Lincoln and the College of Education and Human Sciences. In addition, information is provided on the teacher education program, admission and retention standards, the field experiences in which students participate, and information on the key assessments used in Section 2 concerning data that have been collected in support of our programs.

Here is a list of websites that can provide some additional information on the university, the college, and our teacher education program: http://www.unl.edu/ This is the University of Nebraska-Lincoln website. https://bulletin.unl.edu/undergraduate/ This is the link for the undergraduate bulletin. https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+Sciences This is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin. http://www.unl.edu/gradstudies/bulletin This is the link for the Graduate Bulletin. http://cehs.unl.edu/ The is the link for the website for the College of Education and Human Sciences http://cehs.unl.edu/ssc/undergraduate-advising/ This is the link for our program sheets for all of the programs offered through the College of Education and Human Sciences. Program sheets will also be available for multiple years.

If you have any questions, feel free to contact Tom Wandzilak, Certification Officer, College of Education and Human Sciences at:

402-472-8626 or at [email protected]

Page | 2 SECTION 1: CONTEXTUAL INFORMATION NARRATIVE

SECTION 1A: ENDORSEMENT PROGRAM/CONTEXTUAL INFORMATION

The link to the Rule 20 Folio is: http://cehs.unl.edu/cehs/nde/Rule20.pdf

Mission Statement ion Statement The University of Nebraska-Lincoln (UNL), chartered by the Legislature in 1869, is the part of the University of Nebraska system that serves as both the land-grant and the comprehensive public University for the State of Nebraska.

Through its three primary missions of teaching, research, and service, UNL is the state's primary intellectual center providing leadership throughout the state through quality education and the generation of new knowledge. UNL's graduates and its faculty and staff are major contributors to the economic and cultural development of the state. UNL attracts a high percentage of the most academically talented Nebraskans, and the graduates of the University form a significant portion of the business, cultural, and professional resources of the state. The quality of primary, secondary, and other post-secondary educational programs in the state depends in part on the resources of UNL for curricular development, teacher training, professional advancement, and enrichment activities involving the University's faculty, museums, galleries, libraries, and other facilities. UNL provides for the people of the state unique opportunities to fulfill their highest ambitions and aspirations, thereby helping the state retain its most talented youth, attract talented young people from elsewhere, and address the educational needs of the nontraditional learner.

The University of Nebraska-Lincoln has been recognized by the Legislature as the primary research and doctoral degree granting institution in the state for fields outside the health professions. Through its service and outreach efforts the University extends its educational responsibilities directly to the people of Nebraska on a state-wide basis.

The College of Education and Human Sciences The College of Education and Human Sciences (CEHS) was founded on August 18, 2004, by Teachers College and The College of Human Resources and Family Sciences, with each founding college contributing extensive history and tradition. The College of Education and Human Sciences offers excellent educational advancement to both undergraduate and graduate students, serving approximately 2,800 undergraduates and 1,000 graduate students each year.

Education courses first became a part of the University curriculum in 1895 with the organization of a Department of Education designed to prepare students for teaching careers. On Valentine’s Day, 1908, the Board of Regents established a Teachers College. Since that time, the College has been highly respected for its programs preparing teachers, administrators, and specialists for the education of children, youth, and adults. The quality of these programs is reflected in outstanding educational leadership in communities across the state and in the nation in teaching, administration, communication disorders, special education, and educational psychology.

Page | 3 Teacher Education Programs Teacher education programs are found in five departments in CEHS as well as in two other colleges on campus. The College of Fine and Performing Arts (CFPA) oversees Music Education, whereas Agriculture Education, Horticulture Education, and Industrial Technology are located in the College of Agricultural Sciences and Natural Resources. Even though these programs are housed outside of CEHS, they must comply with state rules and regulations tied to teacher education. The majority of the teacher education programs are located in the Department of Teaching, Learning and Teacher Education (TLTE). There are currently 40 endorsement areas offered at the undergraduate and graduate levels through the University. Options exist for students to complete initial teacher certification and teaching endorsements at the undergraduate and graduate levels. All programs leading to an initial teaching certificate will also require the completion of an undergraduate or graduate degree. Individuals interested in adding one or more teaching endorsements may do so without pursuing a degree.

1B. STANDARDS OF ADMISSION, RETENTION, TRANSITION, AND COMPLETION

Admission to the University of Nebraska-Lincoln Admission to the University is based on a student’s demonstrated academic preparation for University-level work (see Appendix—Table 1). Admission standards to the University are established by the University of Nebraska Board of Regents and apply to all new, first time degree-seeking students. This includes freshman as well as transfer students. The admission standards apply to general admission to the University as well as admission to the College of Education and Human Sciences.

Admission to the Teacher Education Program (TEP) Admission to the College of Education and Human Sciences does not guarantee admission to a teacher education program. Admission to the advanced phases of teacher education is selective and, in some endorsements, highly competitive. Selection to a TEP is based upon the following criteria:

1. Completion of at least 30 credit hours (Elementary Education) or 42 credit hours (Secondary Education) with a minimum 2.5 GPA. 2. Completion of TEAC 331 or 430 or 431 or 434 or 437 or 496 (3 hrs.) or approved course, and EDPS 250 or 251 with a 2.5 cumulative average in the two classes, no grade lower than a C. 3. Documentation of proficiency in reading, writing, and mathematics through successful completion of a basic skills examination that meets the Nebraska Department of Education competency requirement. 4. Completion of one course in communication studies selected from COMM 109, 205, 209, 210, or 341, or an approved substitute. 5. Faculty recommendations. 6. Demonstration of attaining particular learning outcomes in the program. 7. Completion of a personal and professional fitness self-disclosure form.

Page | 4 Admission to Student Teaching All students who are candidates for an appropriately endorsed Nebraska Teacher’s certificate are required to student teach. Students who plan to student teach in the fall semester must complete the student teaching application form and submit it by the preceding March 1 to the Director of Field Experiences in 104 Henzlik Hall; students planning to student teach in the spring semester must apply by the preceding October 1. The basic program for student teaching provides for a full-day experience on a semester basis. Students enrolled in an elementary education dual major will complete requirements for student teaching in both majors. Admission to student teaching requires the following:

1. Matriculation in a teacher education program in the College of Education and Human Sciences, the Graduate College, or dual matriculation in the College of Education and Human Sciences and another college. 2. Admission to a teacher education program. 3. Senior standing (89 hours or more) with a minimum cumulative GPA of 2.75. 4. Application for and completion of a senior check. 5. Minimum average of 2.5 in each endorsement area (in the case of Middle Grades Endorsement, a 2.5 in each academic area) with no grade below C. 6. A minimum grade point average of 2.5 in pre-professional and professional education courses with no grade below a C in pre-professional education courses and no grade below a C+ in professional education courses. 7. Completion of a criminal history check that will be conducted by an independent party (lab fee required).

Retention 1. Must maintain a minimum cumulative GPA of 2.75. 2. Must maintain a minimum average of 2.5 in each endorsement area (in the case of Middle Grades Endorsement, a 2.5 in each academic area) with no grade below C. 3. Must maintain a minimum grade point average of 2.5 in pre-professional and professional education courses with no grade below a C in pre-professional education courses and no grade below a C+ in professional education courses. 4. Must meet student teaching application deadlines. 5. Must meet criminal history requirements at all times.

Transition Points A summary of the transition points can be found in the Appendix in Table 2.

Requirements to Complete the Teacher Education Program 1. Successful completion of student teaching. 2. Successful completion of all remaining courses as identified in the senior check with grades meeting the minimum requirements as identified in the “Admission to Student Teaching” section as described above. 3. Satisfy any additional requirements as described under teacher education in the undergraduate bulletin. 4. Address all financial obligations tied to the University of Nebraska-Lincoln. 5. Apply for the degree.

Page | 5 The Student Advising Sheet for the program(s) associated with this Folio can be found at: http://cehs.unl.edu/ssc/undergraduate-advising

1C. FIELD EXPERIENCES

The link to the Rule 20 Folio is: http://cehs.unl.edu/cehs/nde/Rule20.pdf

Field experience “courses” can be divided into the following areas: Early Childhood, Inclusive, Elementary Education, Elementary Education/Mild Moderate Disabilities, and Secondary Education. Practicum experiences at the 200 level are initial experiences in the schools for our students. They can be placed in a classroom with a teacher at the appropriate grade level for their respective content area. Secondary students are placed individually in middle grades or secondary classrooms, whereas elementary students are placed in pairs in elementary classrooms. In all instances, university students have opportunities to work with K-12 learners individually or in small groups. In some instances, they may be given full- class opportunities to work with learners. Students completing 397 level practica have expanded responsibilities where they will have greater classroom responsibilities that will include the teaching of multiple lessons as a requirement for the experience as well as teacher assistant roles during each day. The 497 experience is student teaching where the university student takes on more and more responsibilities that would be equivalent to those taken on by the classroom teacher. These responsibilities include, but are not limited to, the preparation of lesson plans and materials for teaching and assessment, the teaching of classes, grading formative and summative materials, working with students after class, attending staff/faculty meetings, and speaking with parents where necessary, all under the guidance of a cooperating teacher. Please see Table 3 in the Appendices for a summary of the Field Experience hour requirements associated with each practicum course and the related endorsements.

1D. PROGRAM COMPLETERS Table 4—Program Completers

Program Completers and Level – Content Area Academic Year Number of Endorsement Program Completers Alternate Ed. Bac Post Bac Route Masters Specialist PhD 20 14 to 20 15 0 0 20 15 to 20 16 0 0

Page | 6 SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA

ARTIFACT 1 Table 5 Summary Table of Endorsement Program Key Assessments REGULAR FOLIOS

Name of Type or Form Brief When Specific Assessment of Description of Assessment is Items used for the Assessment Assessment, Administered following areas: including indicated information obtained from Assessment Content-Praxis II or GPA 1

Cumulative GPA Numerical Ongoing—throughout Specific to Summative computation of one’s college career. content area grades based on Cumulative GPA is quality points what is reported. earned divided by credit hours completed Praxis II Comparison to a For elementary Just before or during Specific to Standard students, this test clinical practicum content area has been used to (student teaching) document one being highly qualified (minimum score of 159) for No Child Left Behind. For secondary students, we piloted results for the 2014-2015 academic year. Results will be used as a requirement fro teacher certification at all levels starting September 1, 2015.

Page | 7 CEHS Student Summative This instrument At the end of the Item 1 Teaching Instrument consists of 14 items Clinical Experience that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. Administrator Summative This is a 21-item In March/April at the Standards 4.1, Survey instrument that is end of the candidate’s 4.2, 4.3 completed by first year of teaching school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Summative This is a 23-item In March/April at the Items 1 & 2 Survey instrument that is end of the candidate’s completed by first year of teaching program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. 2 Content - Knowledge Cumulative GPA Summative Numerical Ongoing—throughout Specific to computation of one’s college career. content area grades based on Cumulative GPA is quality points what is reported. earned divided by credit hours completed Praxis II Comparison to a For elementary Just before or during Specific to Standard students, this test clinical practicum content area has been used to (student teaching) document one being highly qualified (minimum score of 159) for No Child Left Behind.

Page | 8 For secondary students, we piloted results for the 2014-2015 academic year. Results will be used as a requirement fro teacher certification at all levels starting September 1, 2015. CEHS Student Summative This instrument At the end of the Item 1 Teaching Instrument consists of 14 items Clinical Experience that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. Administrator Summative This is a 21-item In March/April at the Standards 4.1, Survey instrument that is end of the candidate’s 4.2, 4.3, 5.1, 5.2 completed by first year of teaching school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Summative This is a 23-item In March/April at the Item 14 Survey instrument that is end of the candidate’s completed by first year of teaching program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. 3 Learner/Learning Environments

CEHS Student Summative This instrument Teaching Instrument consists of 14 items At the end of the Items 2 & 3 that is completed Clinical

Page | 9 by the student teacher supervisor Experience and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. Administrator Summative This is a 21-item In March/April at the Standards 1.1, Survey instrument that is end of the candidate’s 1.2, 1.3, 2.1, completed by first year of teaching 2.2, 2.3, 3.1, school 3.2, 3.3 administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Summative This is a 23-item In March/April at the Items 3 & 4 Survey instrument that is end of the candidate’s completed by first year of teaching program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. 4 Instructional Practices - Knowledge CEHS Student Summative This instrument At the end of the Items 2, 3, & 6 Teaching Instrument consists of 14 items Clinical Experience that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. Administrator Summative This is a 21-item In March/April at the Standards 7.1, Survey instrument that is end of the candidate’s 7.2, 7.3, 8.1, completed by first year of teaching 8.2, 8.3 school administrators at the end of a candidate’s

Page | 10 first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Summative This is a 23-item In March/April at the Items 7, 8, 9, Survey instrument that is end of the candidate’s 16, 17 & 20 completed by first year of teaching program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. 5 Instructional Practices - Effectiveness CEHS Student Summative This instrument At the end of the Items 2, 3, & 5 Teaching Instrument consists of 14 items Clinical Experience that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item.

Administrator Summative This is a 21-item In March/April at the Standards 6.1, Survey instrument that is end of the candidate’s 6.2 completed by first year of teaching school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Summative This is a 23-item In March/April at the Item 10 Survey instrument that is end of the candidate’s completed by first year of teaching program completers at the end of the first year of teaching. It is

Page | 11 administered by the College of Education and Human Sciences at UNL. 6 Professional Responsibility CEHS Student Summative This instrument At the end of the Items 12 & 14 Teaching Instrument consists of 14 items Clinical Experience that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. Administrator Summative This is a 21-item In March/April at the Standards 9.1, Survey instrument that is end of the candidate’s 9.2, 9.3, 9.4, completed by first year of teaching 10.1, 10.2 school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Summative This is a 23-item In March/April at the Items 12 & 15 Survey instrument that is end of the candidate’s completed by first year of teaching program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. 7 Overall Proficiency

Administrator Survey Summative This is a 21-item In March/April at the Standard 11.1 instrument that is end of the candidate’s completed by first year of teaching school administrators at the end of a candidate’s first year of teaching. It is now administered

Page | 12 by the Nebraska Department of Education. Candidate Teacher Summative This is a 23-item In March/April at the Item 23 Survey instrument that is end of the candidate’s completed by first year of teaching program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. 8 Optional Assessment

Page | 13 SECTION 3: USE OF RELATED DATA AND INFORMATION FOR CONTINUOUS PROGRAM IMPROVEMENT OF ENDORSEMENT PROGRAM

Strengths of the Program

The Department of Teaching, Learning, and Teacher Education provides a robust set of resources and experiences for providing the Information Technology Supplemental Endorsement. Additional new faculty have provided new perspectives and expertise in Instructional Technology and STEM. We have a core group of six faculty within TLTE who have an instructional technology focus. These faculty have considered and developed the endorsement program. New emphasis includes development of ‘making’ experiences for teachers.

In 2012 the Information Technology Supplemental Endorsement was reviewed and revised. At that time it was decided to focus on graduate courses for the endorsement because it was not feasible to provide the additional coursework in an already crowded undergraduate curriculum. The focus on graduate courses allows students to complete their initial endorsement and then focus on the supplemental endorsement. The new revision also recognizes a shifting emphasis in Business Education programs to now include information technology. The intent is to recognize this common element and facilitate the relationship between the two areas. The 2012 revision identified 15 hours to be completed to meet requirements for the endorsement. These courses included:

TEAC 452J Methods in BMIT TEAC 860 Production of Instructional Materials TEAC 800A Survey of Instructional Technology TEAC 882B Instructional Applications of Technology: Database and Web Applications TEAC 882J Instructional Applications of Technology: Special Topics

Courses include opportunities for both pedagogy related to teaching information technology and the development of skills in media, technology management, and programming. As a result of providing these courses at the graduate level, both theory and application can be addressed in ways that support the development of professional educators (please see 14 dimensions in the main document). We are able to provide these courses within the department so that they are designed and targeted at levels appropriate to teachers of information technology.

One of the intentions of the updated requirements is to make the endorsement more accessible and relevant to teachers. With the updated requirements we are able to offer quality coursework even when enrollment in the program is low.

Program Issues

One of the challenges in providing the program is the low enrollment for this endorsement. Low enrollments make it difficult to identify and provide classes dedicated solely

Page | 14 to the endorsement. To meet this challenge we have looked for commonalities with Business Education and with other areas of instructional technology. We have identified a set of courses that address the intent of the endorsement and can be provided as part of our regular course offerings.

We are encouraged by a recent upswing in interest both in making and in the development of technology skills in K-12 schools and are hopeful that the increased accessibility and relevance will provide a much needed opportunity for teachers.

Steps Taken to Address Issues

In addition to revitalization of the Information Technology Endorsement the Department has created a set of related programs that both support and expand the usefulness of the Information Technology Supplemental Endorsement. As of Fall 2016, the graduate faculty in TLTE have developed the following three related programs.

Instructional Technology Leadership. This new program provides training and helps educators who will be assuming leadership roles in instructional technology in schools meet NDE requirements for a supplemental endorsement in instructional technology leadership.

Graduate Certificate in Educational Technology Leadership. A complementary program has been developed to allow students to receive a graduate certificate in educational leadership with the completion of 17-18 credit hours in instructional technology courses.

Specialization in Instructional Technology at the Masters level. The department has also created the opportunity to receive a Masters degree with a specialization in instructional technology. The specialization requires at least 18 hours in instructional technology in conjunction with other requirements of the Masters.

Each of these three programs compliment and support the Information Technology Endorsement. The programs provide new emphasis on instructional technology and create new opportunities for building resources and creating interest in the program. The expanded approach offers greater opportunities for students and faculty.

The Department is increasing effort to make teachers aware of the opportunities provided by the Information Technology Endorsement and by the related programs. These include web materials, print materials, and personal contacts.

Page | 15 REQUIRED RULE 24 FOLIO APPENDICES

Table 1 UNL Admission Requirements

English 4 units of English All units must include intensive reading and writing experience Mathematics 4 units of mathematics Must include Algebra I, II. Geometry and one additional unit that builds on a knowledge of algebra or geometry. Natural Science 3 units of natural sciences Including at least 2 units selected from biology, chemistry, physics, and earth sciences. One of the units must include laboratory instruction. Social Studies 3 units of social studies At least one unit of American and/or world history and one additional unit of history, American government and/or geography Foreign 2 units of foreign language Language Must include 2 units of the same foreign language. Students who are unable to take two years of foreign language in high school may still qualify for admission. Such students will be required to take two semesters of foreign language at the University of Nebraska. These students are required to complete 16 units of academic courses for admission. Class Rank or For assured admission you must also graduate in the upper half of ACT/SAT your class, or have an ACT composite score of 20 or higher, or an SAT combined score of 950. All freshman applicants under the age of 23 are required to submit an official ACT or SAT score. Transfer For assured admission, in addition to completion of core course requirements, you must also show a C average (2.0 on a 4.0 scale) for your cumulative grade point average and a C average on your most recent term of college enrollment

Table 2 Major Transition Points

Acceptance into Acceptance into Acceptance into Student Program

Page | 16 University Teacher Teaching Completion/ (Prior to Education (Semester before Student Graduation Freshman year) program Teaching) (After Student (Sophomore year) Teaching) -- Completion of --Credit hour -- Admission to TEP -- 120 + credit hours specific number minimum -- Credit Hour /overall 2.75 -- successful of high school --Minimum grades GPA minimum completion of Student units. in specific courses -- 2.5 GPA in content area Teaching -- Appropriate -- PPST courses, no grade below a C -- Maintain GPA ACT /SAT score -- Faculty --2.5 GPA in Prof. ed – minimum recommendations specific grade requirements requirements -- Completion of for methods courses -- Completion of a Prof. & Personal -- Criminal History check senior check Fitness Form --Met all financial -- Criminal History obligations check -- Apply for degree

Table 3 Summary Table of Practicum Experiences Summary Table of Practicum and Clinical Experiences

Course C Days/ Hrs Weeks Total ELE Sec. ELED ECE ELED r Wk /Day Hrs D Ed. / Unif / SPED ECE TEAC 1 2 3 14 84 84 84 84 84 297A 297B 2 2 7 14 140 140 140 140 EDPS 1 2 1 14 25 297 397A 3 2 7 14 196 196 196 196 497A 12 5 8 16 640 640 640 640 297 1 2 1 10 20 20 397 3 5 2 12 120 120 397D 3 2 8 15 240 240 497 12 5 8 16 640 640 497A 6 5 8 40 400 400 SPED 3 3 4 12 144 120 397 SPED 1 2 4 14 56 56 496Y 497M 9 5 8 10 400 400 CYAF 2 1 4 14 52 52 52 270L 271L 1 1 3 12 36 36 36

Page | 17 374L 1 1 3 15 45 45 45 497A 9 5 4 16 320 320 320 Total ------1060 780 1340 1473 1513 -

Instruments Used in Key Assessments:

In order to view the instruments used for the different surveys the provided data for this report, go to the “Instruments” folder at the State Approval website and select each of the following:

Student Teaching Final Evaluation used in Fall 2014–Spring 2015—All Program Completers

Student Teaching Final Evaluation used in Fall 2015–Spring 2016—All Program Completers

NDE First-Year Administrator Survey

First-Year Teacher Survey

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