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

University of Nevada, Reno faculty presented the college's approach to competency‑based learning and multiple pathways into teacher preparation at the commission meeting.

Dr. Shannon Taylor, interim chair of educator preparation at UNR, and Dr. Winship Barner, data and assessment coordinator, described a range of recruitment and preparation pathways that include the Dean's Future Scholars program (which begins engagement in middle and high school), transfer pathways from community colleges, undergraduate and graduate licensure programs, alternative routes to licensure, and dual‑degree programs such as Nevada Teach and PAC Teach. Taylor said UNR aims to align its program learning outcomes with accreditation requirements and to embed "high‑leverage practices" (HLPs) and the state's Portrait of a Learner across coursework to ensure pre‑service teachers encounter and master these practices before internship.

Barner and Taylor said UNR is integrating university assessment requirements (quantitative reasoning, communication, and critical thinking) with program learning outcomes to create coherent acquisition‑practice‑mastery progressions. They said the college will identify courses where candidates first acquire, then practice, and finally demonstrate mastery of these proficiencies.

Taylor highlighted outcomes the department tracks, including higher English and math proficiency for students taught by UNR graduates and a high pass rate on required licensure exams for UNR candidates. She said about 81% of UNR's teacher candidates are Nevada residents and that the college serves the whole state through online offerings. UNR representatives said the college is implementing accelerated master's pathways and graduate certificates to address shortages in specialized areas such as early childhood special education, autism and intellectual disabilities.

Commissioners asked about practicum placements, incentives to retain graduates in state classrooms and whether specialized training could be expanded at the bachelor level. UNR faculty said practicum experiences vary and are designed to expose candidates to diverse school settings; accelerated master's and graduate‑certificate options are being pursued to reduce barriers to specialized endorsements.