UNR outlines competency-based learning, high-leverage practices and pathways for educator preparation

Officials from the University of Nevada, Reno (UNR) briefed the Nevada Department of Education's Commission on Professional Standards on their work to integrate competency-based learning, high-leverage practices, and aligned assessment into educator preparation programs.

Shannon Taylor, interim department chair of educator preparation at UNR, and Richard (Winship) Barner, data and assessment coordinator at UNR, described multiple recruitment pathways, program structures and curricular changes intended to better prepare candidates for Nevada classrooms.

Taylor said UNR runs outreach programs that begin in middle and high school, such as the Dean's Future Scholars program, and maintains transfer and pathway agreements with several community colleges to smooth transitions into teacher-preparation degrees. Barner and Taylor described undergraduate and graduate licensing pathways, dual-degree secondary programs (Nevada Teach and PAC Teach), and newer offerings designed to expand the pipeline for shortage areas.

UNR staff said the college recently completed an external accreditation review with the Association for Advancing Quality in Educator Preparation (AAQEP), concluding a multi-year self-study and review process. The presenters said the accreditation review helped the college reconceive assessment and continuous-improvement processes and align course-level student learning outcomes with program competency measures.

Key programmatic initiatives described included: - Embedding high-leverage practices (HLPs) across coursework so candidates are introduced, practice and master these instructional and behavioral strategies before internships; HLP domains cited include collaboration, data-driven planning, instruction and behavioral/academic intervention. - Aligning course assessments with university-level fundamental proficiencies (quantitative reasoning, communication and critical thinking) so student growth is measurable across the program. - Developing an accelerated master's pathway that lets students take graduate-level coursework during their senior year (approximately 16 credits) to reduce time-to-master's in shortage endorsement areas such as early childhood special education and autism. - Creating graduate certificates for endorsement areas (generalist special education, autism, early childhood special education, intellectual disabilities) so experienced teachers can add endorsements without completing a full additional master's.

Taylor and Barner also summarized program outcomes the university monitors: roughly 81% of their educator candidates are Nevada residents; presenters reported a 95% pass rate on the state licensure assessments for program completers and said Title I students taught by UNR graduates achieved higher English and math scores on state tests, according to the university's internal analyses.

Commissioners asked about practicum placements and rural supervision. UNR staff said practicum experiences are layered across early coursework, that most undergraduate placements are arranged in Washoe County for convenience, and that graduate candidates statewide receive supervision remotely when necessary.

UNR requested continued collaboration with the department as Nevada reviews competency-based learning options in state educator preparation regulations. The commission accepted the presentation for information; no regulatory action was taken at the meeting.