UNR presents competency‑based approach for educator preparation emphasizing high‑leverage practices

Representatives from the University of Nevada, Reno (UNR) presented the college's work to integrate competency‑based learning into educator preparation, outlining multiple pathways to recruitment, data from accreditation, and curricular changes that emphasize practice and measurable proficiency.

Shannon Taylor, professor of special education and interim department chair of educator preparation at UNR, and Richard (Winship) Barner, data and assessment coordinator, briefed the commission on program structure and planned changes. They described recruitment pathways that begin as early as junior high through the Dean's Future Scholars program and include agreements to ease transfer from community colleges (TMCC, WNC, GBC, CSN). Taylor said UNR offers a mix of undergraduate and graduate teacher preparation programs, including an integrated elementary teaching program that typically confers a primary elementary license plus a secondary strand (for example, special education or English language development).

UNR said its programs underwent an accreditation review with AQUAP (Association for Advancing Quality in Educator Preparation, as presented) and used that review to identify continuous improvement changes. The presenters described three university "fundamental proficiencies" (quantitative reasoning, communication, and critical thinking) and UNR's plan to map course experiences where those proficiencies are acquired, practiced and mastered. They also plan to embed high‑leverage practices (HLPs) in coursework across 4 domains (collaboration; data‑driven planning; instruction and behavior/academics; intensifying/intervening) so candidates demonstrate proficiency by internship.

Taylor and Barner said UNR will also embed the state's "portrait of a learner" into coursework so preservice teachers are familiar with it before entering classrooms. UNR highlighted outcome data the program collects: approximately 81% of UNR students are from Nevada, the presenters reported a 95% pass rate on relevant licensure measures (as presented), and the Dean's Future Scholars participants were described as twice as likely to earn dual credits in high school and more likely to graduate. The presenters outlined program options to reduce time to specialized endorsements, including accelerated master's pathways (senior year courses taken at graduate level) and graduate certificates for special education endorsements (generalist, autism, early childhood special ed, intellectual disabilities).

Commissioner Hawkins asked whether the competency work included field experiences that promote retention in high‑need fields; presenters said UNR uses multiple practicum experiences, remote supervision for graduate students across the state, and is piloting accelerated and certificate pathways to address shortages in specialized areas. Commissioner Haugen asked about offering specialized endorsements at the bachelor's level; presenters said credit limits constrain undergraduates, so the university is pursuing accelerated master's options and graduate certificates to speed specialization without adding credits to undergraduate programs.

Why it matters: The presentation was part of a departmental series to inform the commission as it considers whether competency‑based learning should be reflected in state regulations governing educator preparation, particularly practical clinical experience requirements.

Ending: The commission will hear additional university preparation program presentations in future meetings as regulators consider regulatory alignment with competency‑based approaches.