Section 92-20-005 - Teacher Preparation Academic Program Requirements005.01General Education Requirements. The institution must require all candidates meet the institution's general education requirements. which may also be used to meet endorsement requirements.005.02Professional Education Requirements. The educator preparation program must identify required coursework and/or competency leading to candidate demonstration of the following: 005.02AStudent Development. The candidate understands how students grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmental appropriate and challenging learning experiences;005.02BLearning Differences. The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each student to meet high standards;005.02CLearning Environments. The candidate works with others to create environments supporting individual and collaborative learning, and encouraging positive social interaction, active engagement in learning, and self-motivation;005.02DContent Knowledge. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for students to assure mastery of the content, including the ability to integrate the Nebraska Content Standards (92 NAC 10 Appendices A-D) into instruction;005.02EApplication of Content. The candidate understands how to connect concepts and use differing perspectives to engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues;005.02FAssessment. The candidate understands and uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the candidate's and student's decision makings;005.02GPlanning for Instruction. The candidate plans instruction supporting every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, technology, and pedagogy, as well as knowledge of the student and the community context;005.02HInstructional Strategies. The candidate understands and uses a variety of instructional strategies to encourage students to develop deep understanding of content areas and their connections, build reading and writing skills through the application of the science of reading, and to apply knowledge in meaningful ways. This includes developing competency for utilizing technology for instruction, assessment, and communication;005.02IProfessional Learning and Ethical Practice. The candidate engages in ongoing professional learning, models ethical professional practice, and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student;005.02JLeadership and Collaboration. The candidate seeks opportunities to take responsibility for student learning, to collaborate with students, families, colleagues, other school professionals, and community members to ensure student growth, and to advance the profession;005.02KHuman Relations. The candidate has met the human relations requirement; and005.02LSpecial Education. The candidate has met the special education requirement.005.03Field Experience. The educator preparation program must require practicum and clinical experiences that provide candidates opportunities to work with students and school partners to develop knowledge, skills, and professional dispositions. Field experiences are central to candidate preparation and must provide 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. These experiences range from candidate interaction with students to assuming responsibility for instructional planning and implementation, and assessment of student learning. 005.03A Practicum experience consists of a minimum of one hundred (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. Practicum experiences may occur in settings such as school systems, or other settings serving students.005.03BClinical Practice. The educator preparation program must require a clinical practice experience 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. 005.03B1 The educator preparation program must have a clear statement of policies and procedures relating to clinical practice available, together with the Standards for Professional Practices Criteria in 92 NAC 27, to all persons involved in the clinical practice experience.005.03B2 All clinical practice must be conducted in a Nebraska school system, or in an approved, accredited, or otherwise legally operated school in another state or country where teachers and administrators in the school are required by law or regulation to be certificated by the state or nation's educational authority.005.03B3 The educator preparation program must engage with school partners on a regular and ongoing basis to develop and communicate the roles and responsibilities of candidates, college supervisors, cooperating educators, and other school personnel; to provide opportunities for school partners to provide input to the program regarding candidate placements, candidate performance, and program improvement; and to develop opportunities for faculty and school-based educators to work collaboratively to enhance candidate development. 005.03B3a The educator preparation program must negotiate written agreements delineating the roles and responsibilities of candidates in clinical practice, college supervisors, and the cooperating educators.005.03B4 The educator preparation program must require a clinical practice experience equivalent to: 005.03B4a A minimum of one (1) semester (at least fourteen (14) full-day weeks) for one (1) field endorsement; one (1) field endorsement and one (1) subject endorsement which is a content area specified in the field endorsement and is at the same grade level; or up to two (2) subject endorsements at the same grade level;005.03B4b A minimum of eighteen (18) full-day weeks for two (2) field endorsements; one (1) field endorsement and one (1) subject endorsement which is not a content area specified in the field endorsement; one (1) field endorsement and one (1) subject endorsement which is a content area specified in the field endorsement but is not at the same grade level; or two (2) subject endorsements which are not at the same grade level; and005.03B4c A minimum of an additional nine (9) full-day weeks for each field or subject endorsement added to those described in Section 005.03B4a or Section 005.03B4b of this chapter.005.03B5 The educator preparation program must ensure that a minimum of five (5) formal observations by faculty are conducted during clinical practice for candidates preparing for initial level teaching certification. Two (2) observations must be onsite and three (3) of the observations may be conducted utilizing technology which allows for visual contact between the parties.005.03CSpeech Language Pathology and School Psychologist Preparation Programs at the Initial Teacher Certification Level Field Experience. The educator preparation program must shall ensure that a minimum of three (3) formal onsite observations by faculty are conducted.92 Neb. Admin. Code, ch. 20, § 005
Amended effective 7/16/2019Amended effective 6/2/2024