艺术k - 12
基础业务6-12
7 - 12生物学
业务 Marketing Information Tech 6-12
化学7
课程 & 教学向教学的转变
儿童早期
小学教育K-6
7 - 12的英语
英语作为第二语言K-12
法国7
7 - 12地理
健康和体育教育K-12
健康和体育教育PK-12
健康教育7-12
历史上广州
语言艺术7-12
数学7
5-9年级
现代语言7-12
音乐教育K-12
体育课7-12
7 - 12物理
政治学7-12
7 - 12心理学
社会科学7-12
西班牙7
特别版7-12
特殊教育K-12
特别版K-6
7-12
7 - 12剧院
7 - 12的业务
德国7
7 - 12社会学
主要
负责人
特殊教育主管
阅读专家
学校辅导员
学校心理学家
学校图书馆员
位语言病理学家
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)定期从一年级和三年级的教师以及这些教师的雇主那里收集数据. 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规模. 2021/22学年,一年级教师报告的平均得分为3分.15. 校长评价一年级教师对学生学习影响的平均得分为3分.48. In 2021-22, employers of third year teachers rated their bet36365体育 employee highest at 3.54 (on a 4-point scale) with regard to their impact on student learning.
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 three-point scale, completers demonstrated 2.在所有四个重点领域都有867个. Completers demonstrated a score of 2.85 as a mean score in the area of abilities addressing Learning and the Learner. 学生 demonstrated a mean score of 2.84 in the area of Content Knowledge. The area of Instructional Practices demonstrated a mean cohort score of 2.86 and the area of Professional Responsibility provided a mean score of 2.92. 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, 55% identified the teacher as “Highly Effective” and 41% as “Moderately Effective”. Only 3% 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, 98%(61人)回答“是”。.
When first-year teachers were asked how they would rate their impact on student learning, 19%的人回答“非常有效”,71%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, 81%(47人)回答“是”。. 19%(11人)的回答是“不”。.
The GPA for students admitted into 教师教育 remained high (3.57) The number of students admitted (n=438) increased from the previous two years. 与过去几年相比,进入临床实习的学生人数(254人)和完成课程的学生人数(224人)有所增加. 学生入学和完成课程的平均绩点保持稳定在3分.73.
There were some changes first-time pass rate for the Praxis I examination. The first-time pass rate for the reading portion dropped slightly from 84.从2020/21年度的74%降至81%.16% in 2021/22. The first-time pass rate on the writing portion also dropped from 72.37% to 70.45%. The change on the math section was a slight decrease in pass from 86.27% to 82.77%.
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. The 2020-21 range of scores for completers was 3.37-3.7分(4分制). The overall mean for the completers across all 9 professional dispositions was 3.59.The 2021-2022 range of scores was 3.46-3.70. Interestingly, measures of professionalism (3.7)是最高的类别,而确定积极/热情态度的性格, 下一个最高分是3分.67). 最低分来自于有效的书面和沟通技巧(3分).49). 2021/22学年毕业的学生在整个学术生涯中,各种性格的平均分数从2019/20-2020/21学年稳步上升.
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 88.6%. 在过去的5年里,学生第一次考试的平均通过率是90%.03%,范围从74.94-94.84. 第一次考试的通过率显然在过去5年的分数范围内. The subject area with the highest subject test scores for completers included Art, El艾德, 英语, HPE, 音乐, PE, Soc研究, 加速, 嘘. There were no subject area scores below the 80% first time pass rate.
跟踪留校率的过程已经在教育学院的管理部门中进行了讨论. We have found inconsistencies across the institution. 因此, 所收集的数据并不能准确反映教师教育项目录取和完成人员的真实保留率. 因此, 我们正在寻求改变我们如何跟踪学生入学和完成学位或证书的方式. We can report that there were 438 students accepted into the 教师教育. 224名学生在2021/22学年毕业,341名学生在2020/21学年接受教师教育. 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2018/19年度被录取的毕业生人数,也不能准确反映真实的保留率. 因此, 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,236名学生中有207名(88%)对实践II科目评估提出了质疑, 过去的. 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 教师教育, to develop and implement a process for better tracking employment rates by program. COE管理部门希望我们能够在2022/2023学年结束时实现这一目标.
消费者信息
Initial certification programs are all approved by the Nebraska Department of 教育 (NDE) 并获得了 Council for the 认证 of Educator Preparation (CAEP).