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UNR presents competency-based learning approach to Nevada commission
Summary
University of Nevada, Reno officials described multiple pathways, high-leverage practices and a portrait-of-a-learner approach as the university aligns educator preparation with competency-based learning.
University of Nevada, Reno faculty presented the college’s approach to competency-based learning in educator preparation and outlined multiple pathways intended to recruit and prepare teachers across Nevada.
Shannon Taylor, professor of special education and interim department chair for educator preparation at the University of Nevada, Reno, and Richard Barner, data and assessment coordinator at UNR, described the university’s multiple recruitment pathways (including the Dean’s Future Scholars program and transfer agreements with regional colleges), undergraduate and graduate teacher-preparation programs, and efforts to align programs with accreditation and statewide priorities.
Taylor and Barner said UNR is integrating “high-leverage practices” (HLPs) into coursework so candidates are introduced to, practice and master these practices before internship. Barner explained that the HLPs are organized into domains such as collaboration, data-driven planning, instruction and behavior/academics, and that the department aims for candidates to demonstrate proficiency in HLPs by internship.
UNR staff also described alignment work between the university’s internal assessment process and program accreditation, and plans to embed a “portrait of a learner” framework into coursework so preservice teachers are familiar with the model before entering school classrooms.
The presenters reviewed pathways to add endorsements and graduate certificates that are being developed to address shortages in special education and other high-need areas. Taylor described an “accelerated master’s” pathway that allows students to take graduate-level courses during their senior year and reduce additional time to complete a master’s and endorsement.
Commissioners asked about field work and retention incentives. Taylor said undergraduate students have multiple practicum experiences prior to internship and that graduate candidates often complete field work in their employing districts, with supervision provided remotely when needed. Commissioners discussed making specialized endorsements more accessible; UNR is pursuing graduate certificates and accelerated pathways in areas including early childhood special education, autism and intellectual disabilities.
The commission received the presentation; staff said additional educator preparation providers will be scheduled for future meetings.
