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Nebraska Department of Education Rule 24 ReportCHEMISTRY

(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

List Endorsements

SubjectLow-Enrollment 7-12

Etc.

BaccalaureatePost-BaccalaureateMaster’s

Chemistry, Grades 7-12

Is the endorsement offered at more than one site? Yes X NoIf yes, list additional sites where endorsement is offered:

Institution Accreditation Status: X National X StateIs this a Nationally Accredited Program? X Yes No

If Yes, list Accrediting Organization: CAEP Attach National Letter to Cover Sheet

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Report to the Nebraska Department of EducationUniversity 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+SciencesThis is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin.

http://www.unl.edu/gradstudies/bulletinThis is the link for the Graduate Bulletin.

http://cehs.unl.edu/This 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:

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http://cehs.unl.edu/ssc/undergraduate-advising/

http://cehs.unl.edu/

http://www.unl.edu/gradstudies/bulletin

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+Sciences

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+Sciences

https://bulletin.unl.edu/undergraduate/

http://www.unl.edu/

402-472-8626 or [email protected]

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 StatementThe 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 statewide basis.

The College of Education and Human SciencesThe 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

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http://cehs.unl.edu/cehs/nde/Rule20.pdf

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.

Teacher Education ProgramsTeacher 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-LincolnAdmission 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.

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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.

Admission to Student TeachingAll 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 compete 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.

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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).

Retention1. 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 PointsA summary of the transition points can be found in the Appendix in Table 2.

Requirements to Complete the Teacher Education Program1. 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.

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

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http://cehs.unl.edu/cehs/nde/Rule20.pdf

http://cehs.unl.edu/ssc/undergraduate-advising

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 AreaAcademic Year Number of Endorsement Program Completers

Bac Post BacAlternate

Route Masters

Ed. Specialis

t PhD

2014 to 20 15 0 3 0

2015 to 20 16 0 0 1

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SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA

ARTIFACT 1Table 5

Summary Table of Endorsement Program Key AssessmentsREGULAR FOLIOS

Name of Assessmentused for the following areas:

Type or Form of Assessment

Brief Description of Assessment, including indicated information obtained from Assessment

When Assessment is Administered

Specific Items

1Content-Praxis II or GPA

Cumulative GPASummative

Numerical computation of grades based onquality points earned divided by credit hours completed

Ongoing—throughout one’s college career. Cumulative GPA is what is reported.

Specific to content area

Praxis II Comparison to a Standard

For elementary students, this test has been used todocument one being highly qualified (minimumscore of 159) for No Child Left Behind.For secondary students, we piloted results for the2014-2015 academic year. Results will be used as a requirement for teacher certification at all

Just before or during clinical practicum (student teaching)


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levelsstarting September 1, 2015.

CEHS Student Teaching Instrument

Summative This instrument consists of 14 items that is completedby the student teacher supervisor and cooperatingteacher on the basis of one being proficient, basic orunsatisfactory on each item.

At the end of the Clinical Experience

Item 1

Administrator Survey

Summative This is a 21-item instrument that is completed byschool administrators at the end of a candidate’sfirst year of teaching. It is now administered bythe Nebraska Department of Education.

In March/April at the end of the candidate’s first year of teaching

Standards 4.1, 4.2, 4.3

Candidate Teacher Survey

Summative This is a 23-item instrument that is completed byprogram completers at the end of the first year ofteaching. It is administered by the College ofEducation and Human Sciences at UNL.


Items 1 & 2

2 Content - Knowledge

Cumulative GPA Summative Numerical computation of grades based onquality points earned divided by credit hours completed

Ongoing—throughout one’s college career. Cumulative GPA is what is reported.


Praxis II Comparison to a Standard

For elementary students, this test has been used todocument one being highly qualified

Just before or during clinical practicum (student teaching)


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(minimumscore of 159) for No Child Left Behind.For secondary students, we piloted results for the2014-2015 academic year. Results will be used as a requirement for teacher certification at all levelsstarting September 1, 2015.




Item 1




Standards 4.1, 4.2, 4.3, 5.1, 5.2




Item 14

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3 Learner/Learning Environments




Items 2 & 3




Standards 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3




Items 3 & 4

4 Instructional Practices - Knowledge




Items 2, 3, & 6

Administrator Summative This is a 21-item In March/April at Standards

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Survey instrument that is completed byschool administrators at the end of a candidate’sfirst year of teaching. It is now administered bythe Nebraska Department of Education.

the end of the candidate’s first year of teaching

7.1, 7.2, 7.3, 8.1, 8.2, 8.3




Items 7, 8, 9, 16, 17 & 20

5 Instructional Practices - Effectiveness




Items 2, 3, & 5




Standards 6.1, 6.2


Summative This is a 23-item instrument that is completed by

In March/April at the end of the candidate’s first

Item 10

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program completers at the end of the first year ofteaching. It is administered by the College ofEducation and Human Sciences at UNL.

year of teaching

6 Professional Responsibility




Items 12 & 14




Standards 9.1, 9.2, 9.3, 9.4, 10.1, 10.2




Items 12 & 15

7 Overall Proficiency


Summative This is a 21-item instrument that is completed byschool administrators at


Standard 11.1

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the end of a candidate’sfirst year of teaching. It is now administered bythe Nebraska Department of Education.




Item 23

8 Optional Assessment

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

UNL science teacher education program (TEP) graduates exceed state standards for subject matter knowledge (SMK) as measured using average Praxis II scores. Our confidence in our graduates’ SMK is bolstered by our candidates’ strong GPAs, positive ratings of their content knowledge received from university supervisors during student teaching, and positive perceptions from self-evaluations and the evaluations of their administrators during their first year of teaching. We attribute this performance to strong connections with academic departments in College of Arts and Sciences and College of Agricultural Sciences and Natural Resources, high expectations of teacher candidates (candidates must meet a minimum GPA for admission to program), and the willingness and ability of our teacher candidates to meet these high expectations.

University supervisor and first-year administrator ratings show (as indicated in our Science 7-12 full folio) that our Chemistry (7-12) TEP graduates effectively plan for learning in the middle and high school settings, accommodate all students, provide and maintain a positive learning environment, and produce and use assessments to promote student learning [Note: Because chemistry teacher candidates meet the same entrance requirements (e.g., GPA, Praxis 2) and complete the same professional education curriculum and field experiences as our Science 7-12 candidates, we are confident that these candidates are equally qualified and perform comparably.] All TEP candidates, including single subject candidates, complete courses in adolescent development, instructional technology, multicultural education, and meeting the needs of exceptional learners. Undergraduate TEP students complete courses in learning and motivation, and the role of schools in society. Additionally, graduate TEP students complete coursework in content area reading instruction, and teaching English learners in the content area.

Both undergraduate and graduate chemistry TEP students complete two science-specific teaching methods classes, focusing on research-based (a) learning and teaching and (b) curriculum principles and practices. Together, the methods courses address InTASC and NSTA teacher preparation standards. Areas of special focus during the two-semester sequence are: selecting appropriate learning activities, lesson and unit planning, developing and using effective assessments (diagnostic, formative, summative), ensuring a student safety in laboratory settings, history and nature of science, and providing a variety of opportunities for science students to engage in scientific inquiry. The teaching methods

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classes are taken concurrently with the second (practicum) and third (student teaching) phases of the teaching internship program.

Chemistry TEP students complete a three-phase teaching internship. During Phase 1, undergraduate students complete 50 hours of observation and teaching with a host teacher in a Lincoln Public school during a 5-week period in the spring semester. Graduate students complete at least 50 hours of observation and teaching during a summer science enrichment program and during 3 weeks of LPS summer school. During Phase 2 (practicum), all TEP students work with a host teacher to complete 120 hours (2 hours per day, 5 days per week, 12 weeks). Phase 3 (student teaching) requires interns to assume full responsibility for teaching 60% of a full-time teaching assignment (preparation for two courses, and teaching an equivalent of four 50-minute class periods) for a minimum of 640 hours.

Since 2013, the graduate-level science (including single-subject chemistry) TEP has included two classes designed to prepare our graduates to teach in increasingly diverse classrooms. Content Area Reading and Teaching English Learners in the Content Area prepares our TEP graduates to differentiate instruction to accommodate struggling readers and students whose first language is other than English. Beyond the obvious program strengths delineated above, we recognize the need to monitor progress and engage in continuous improvement.

Areas for improvement: Consistent with the data analyzed in our full folios for Science and Biology, our chemistry TEP graduates and their administrators report lower average proficiencies, in comparison to other, more positive attributes, for our first year teachers to provide opportunities for active engagement in learning, work with culturally diverse communities, and enact effective classroom management.

Plan for improvement: Since 2013, the graduate-level science TEP has included two classes designed to prepare our graduates to teach in increasingly diverse classrooms. Content Area Reading and Teaching English Learners in the Content Area prepares our TEP graduates to differentiate instruction to accommodate struggling readers and students whose first language is other than English. Provided 6 credit hours can be made available under the 120-credit hour limit for undergraduate programs, these classes can be required for undergraduate TEP students. Beginning with freshman admissions (2017-2018) all undergraduate science TEP candidates will be required to take Teaching English Learners in the Content Area (TEAC 413/813M).

Class and behavior management, and learning to effectively communicate with parents are now addressed during the teaching internship; however,

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differences in each teacher candidate’s placement (teaching environment) may produce inconsistencies within the program. In concert with our school partners, we strive to reinforce and monitor our strengths and recognize our deficiencies. We also strive to address our teacher candidates’ needs through shared problem-solving and mutual support to improve the school-based (internship and related practicum) experiences of all teacher candidates.

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REQUIRED RULE 24 FOLIO APPENDICES

Table 1UNL Admission Requirements

English 4 units of EnglishAll units must include intensive reading and writing experience

Mathematics 4 units of mathematicsMust include Algebra I, II. Geometry and one additional unit that builds on a knowledge of algebra or geometry.

Natural Science

3 units of natural sciencesIncluding 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 studiesAt least one unit of American and/or world history and one additional unit of history, American government and/or geography

Foreign Language

2 units of foreign languageMust 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 ACT/SAT

For assured admission you must also graduate in the upper half of 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

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Table 2Major Transition Points

Acceptance into University(Prior to Freshman year)

Acceptance into Teacher Education program(Sophomore year)

Acceptance into Student Teaching(Semester before Student Teaching)

Program Completion/Graduation(After Student Teaching)

-- Completion of specific number of high school units.-- Appropriate ACT /SAT score

--Credit hour minimum--Minimum grades in specific courses-- PPST-- Faculty recommendations-- Completion of Prof. & Personal Fitness Form-- Criminal History check

-- Admission to TEP-- Credit Hour /overall 2.75 GPA minimum-- 2.5 GPA in content areacourses, no grade below a C--2.5 GPA in Prof. ed – specific grade requirements for methods courses-- Criminal History check

-- 120 + credit hours-- successful completion of Student Teaching-- Maintain GPA minimum requirements-- Completion of a senior check--Met all financial obligations-- Apply for degree

Table 3 Summary Table of Practicum and Clinical Experiences

Course

Cr

Days/Wk

Hrs/Day

Weeks

Total Hrs

ELED

Sec. Ed.

ELED/SPED

ECE Unif

ELED/ECE

TEAC 297A

1 2 3 14 84 84 84 84 84

297B 2 2 7 14 140 140 140 140EDPS 297

1 2 1 14 25

397A 3 2 7 14 196 196 196 196497A 1

25 8 16 640 640 640 640

297 1 2 1 10 20 20397 3 5 2 12 120 12

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0397D 3 2 8 15 240 240497 1

25 8 16 640 64

0497A 6 5 8 40 400 400SPED 397

3 3 4 12 144 120

SPED 496Y

1 2 4 14 56 56

497M 9 5 8 10 400 400CYAF 270L

2 1 4 14 52 52 52

271L 1 1 3 12 36 36 36374L 1 1 3 15 45 45 45497A 9 5 4 16 320 320 320Total -- ----- -------

---------- ------- 106

0780

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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