I Am An Administrator

PPCS and Veterans Education

2017-10-18T20:58:40+00:00

Private Postsecondary Career Schools Mission Statement

The Private Postsecondary Career Schools and Veterans Education section of the Nebraska Department of Education has the responsibility of authorizing private postsecondary career schools to operate educational programs and to recruit students for their schools.

Veterans Education Mission Statement

We are designated as the State Approving Agency to promote and safeguard quality education and training programs for all Veterans and other eligible persons to ensure greater education and training opportunities that meet the changing needs of Veterans, and to protect the GI Bill resources available for these programs.

 

PPCS and Veterans Education 2017-10-18T20:58:40+00:00

Research and Evaluation

2017-10-18T20:59:27+00:00

The Nebraska Department of Education is committed to providing high-quality evidence to inform statewide educational policy and decision-making. As such, the Research & Evaluation operation is dedicated to pursuing the research priorities of the Commissioner of Education and the Nebraska State Board of Education. What follows is a selection of studies created in this effort.

Research Studies

Student outcomes in school and college remain one of the primary areas of focus for the Nebraska Department of Education. In the quest to understand and improve outcomes for every student in the state, a series of research studies related to student college-going behavior in Nebraska was conducted. These studies, described below, assessed the impact of the Nebraska ACT Pilot Project, Dual Enrollment, and Advanced Placement (AP) Courses, respectively, on college-going for Nebraska high school students.

 


Investigating the Impact of the Nebraska ACT Pilot Project on Student College-Going Behavior

Abstract:
With the goal of increasing college-going among Nebraska high school students, the ACT Pilot Project was conducted by administering the ACT for all 11th graders in 13 selected public high schools in the state. This study utilizes several statistical tools like propensity score matching and logistic regression to assess the impact of being in the ACT Pilot on college-going during the time of the ACT Pilot Project in 2011-12 to 2013-14. Results indicate that participation in the ACT Pilot Project increases the odds of going on to college, although only marginally, for the high school students in the study. Other variables of interest like gender, race/ethnicity, household income status, and performance on the NeSA are greater predictors of college-going. Performance which exceed standards on the NeSA Math is found to increase the odds of going on to college by almost two times; thus suggesting that continued efforts should be directed to improving Math outcomes for Nebraska high school students. Implications of this study’s findings and direction for future research are discussed.

Keywords:
College-going; ACT; ACT Pilot Project; NeSA; College and Career Ready; Assessment; Transitions

Key Findings:

  • Being in the ACT Pilot Project significantly increases the odds of college-going by about 8%.

  • Females have a larger odds of going on to college than males.

  • Hispanic students have a smaller odds of going on to college than White students.

  • Students from low income households have less than half the odds of going on to college compared to those from non-low income households.

  • The performance on all 3 NeSA subjects (Reading, Math, and Science) are significant predictors of college-going, with NeSA Math Performance being the strongest predictor of the odds of going on to college.

Report Link: ACT Pilot Project Study (Published on September 2016)

 


An Examination of Advanced Placement (AP) Course Taking and College-Going in Nebraska

Abstract:
This study examines the relationship between high school students’ participation in Advanced Placement (AP) courses and college-going in Nebraska. Using a series of logistic regression models and propensity score matching method, results of this quasi-experimental study indicate that students who participate in AP courses have significantly higher odds of going on to college compared to those who do not participate in AP courses. Other demographic variables such as gender, race/ethnicity, immigration status, and NeSA performance are also tested as covariates in the statistical models. Findings from this study may be used to provide information to assist Nebraska policy-makers in making decisions with regards to AP programs and to better prepare Nebraska students for post-secondary education.

Keywords:
College-going; Advanced Placement; NeSA; College and Career Ready; Assessment; Transitions

Key findings:

  • It is more likely for Nebraska high school students who participate in AP courses to go on to college compared to those who do not participate in AP courses.
  • Native American students, Black or African American students, and Hispanic students are less likely to go on to college compared to White students.=
  • Students from low-income families are less likely to go on to college compared to non-low income families.
  • Students who score below NeSA performance levels have consistent lower chances of going on to college compared to those who meet the performance levels across all three subjects: Math, Science, and Reading.

Report Link: An Examination of Advanced Placement (AP) Couse Taking and College-Going in Nebraska (Published on December 2016)


The Effects of Question Customization on the Quality of an Open-Ended Question

Abstract:
This study examines the effect of question wording on data quality from an open-ended question. The open-ended question used in the study is from a web-based survey – 2016 Nebraska First Year Teacher Survey. Data quality indicators including item nonresponse, response target, ineligible response, general response, and response length are examined in the study using a series of general linear regression models. Findings from this study may be used in future survey projects with regards to improving data quality. Implications and directions for future research are also discussed in this paper.

Keywords:
First Year Teacher Survey, Survey Methodology, Data Quality Indicators, Open-ended Questions

Key findings:

  • Customized question wording leads to better data quality.
  • Customized question wording produced longer responses.
  • Respondents answering the question in customized wording produced more correctly targeted answers.

Report Link: The Effects of Question customization on the Quality of an Open-Ended Question (Published on February 2017)


An Evaluation of the Impact of Dual Credit and Dual Enrollment on College-Going in Nebraska

Abstract:
The focus of this study is to investigate the effects of enrolling for and earning dual credit on the college-going behavior of Nebraska public high school students. Dual enrollment or being enrolled for dual credit is defined as the state when a student is enrolled in a course eligible for earning both high school and post-secondary credit, but may or may not necessarily earn it. Dual credit or earning dual credit, on the other hand, is when a student is enrolled in a course eligible for earning both high school and post-secondary credit and earns it. This study utilizes statistical techniques such as propensity score matching and logistic regression to investigate the impact of dual enrollment and earning dual credit on college-going. Results indicate that enrolling for and earning dual credit significantly increase the odds of going on to college. Among other variables that are strong predictors of college-going, gender, enrollment in Advanced Placement (AP) classes, high ability learner status, and performance on the NeSA Math assessment stand out. Implications of this study’s findings and suggestions for future research are discussed in the following report.

Keywords:
College-going; Dual Credit; Dual Enrollment; NeSA; College and Career Ready; Assessment; Transitions; Earning dual credit; Enrolling for dual credit; Advanced Coursework; AP; Advanced Placement

Key Findings:

  • Enrolling for and earning dual credit in high school are strong predictors of college-going.
  • Enrolling for Advanced Placement classes increase the odds of going on to college.
  • Being a high ability learner or a gifted student helps increase the odds of going on to college.
  • Among all 3 NeSA subjects, performance on NeSA Math strongly predicts college-going. Exceeding standards on NeSA Math is associated with increased college-going odds.

Report Link: An Evaluation of the Impact of Dual Credit and Dual Enrollment on College-Going in Nebraska. (Published on July 2017)

Research and Evaluation 2017-10-18T20:59:27+00:00

Response to Intervention

2017-10-17T16:56:29+00:00

Welcome to RtI

Welcome to Nebraska’s Response to Intervention (RtI) website!

In Nebraska, each school district is responsible for assuring that high quality services are provided to every child. Response to intervention (RtI) is a framework that allows Nebraska school districts to expand their capacity to effectively educate all students and improve educational outcomes.

RtI begins with strong instruction in general education, and at the first sign that a student is lagging behind his/her peers in an academic area, more intense instruction is provided. Data on a student’s instructional progress informs instruction and interventions. Based on IDEA 2004, data from an RtI system may be used as part of the comprehensive evaluation for special education eligibility.

The Nebraska Department of Education supports the implementation of RtI. Specifically, NDE has endorsed the Essential Elements for the implementation of RtI. The Essential Elements for RtI, which define the distinctive features of a scientifically-supported process for meeting students’ academic needs, are based upon principles identified in research for an effective RtI system. Administration of these features may differ from district to district, and districts have latitude in determining appropriate assessments, curriculum and interventions that meet their needs. The RtI framework can be tailored to fully integrate into the district’s current organizational structure and priorities as well as the overall school improvement plan.

The purpose of this website is to provide information and resources for the implementation of Response to Intervention (RtI) to those school districts in Nebraska that elect to do so.

 

Response to Intervention 2017-10-17T16:56:29+00:00

reVISION

2017-11-07T15:28:34+00:00

reVISION is a year-long process that provides Nebraska schools with the opportunity to analyze and transform their current career education systems in order to improve their ability to educate a qualified workforce that meets industry needs within an ever-changing economy. Working in collaboration with postsecondary education and regional workforce/economic development leaders, the reVISION process links career educators, school administrators, school counselors, and industry professionals. Under the leadership of the Nebraska Department of Education and in partnership with the Nebraska Departments of Labor and Economic Development, the reVISION process is a strategic approach for schools to analyze their current career education system and make plans, as needed, for adjustments.

2017-2018 reVISION Initial Grant Recipients!


Congratulations to the 2017-2018 reVISION Initial Grant award recipients! We look forward to working with each of you throughout this year! 

Arapahoe Public Schools

Brady Public Schools

Central City Public Schools

David City Public Schools

ESU 01

Riverside Public Schools

Sumner-Eddyville-Miller Schools

Tri County Public Schools

reVISION has been awarding grants since 2011. Learn about past grant recipients (coming soon)

Important Dates and Application Information 


  • February 5, 2018: Application Available 
  • May 1, 2018: Applications Due by 5:00pm CST 
  • June 15, 2018: Award Notification 
  • July 1, 2018 – June 30, 2019: Grant Award Year 

Click here to find out more about the reVISION grant program, including types of grants, eligibility,  selection criteria, and FAQ. 

In the News!


Rural communities often face unique challenges associated with improving the quality of CTE programming. Check out reVISION as a featured program addressing this issue from AdvanceCTE! Download the article here

 

Learn More 


For more information, contact: 

Katie Graham
Deputy State Director, Career Education
402-471-3104
katie.graham@nebraska.gov

 

The reVISION grant program is made possible through reserve funds from the Carl D. Perkins Career and Technical Education Act of 2006 and statewide leadership funds. 

 

   

reVISION 2017-11-07T15:28:34+00:00

reVISION Action Grant

2017-10-24T13:32:55+00:00

Program Overview

The purpose of the reVISION Action grant is to improve, modernize, or expand career education programs to align with Nebraska’s economic priorities and workforce labor demands. The Perkins reVISION Action Grant program provides Perkins funds for secondary school districts to help implement the reVISION Action Plan developed in the reVISION process.

 Eligible Recipients


Applicants must have completed the reVISION process and filed their reVISION Action Plan with NDE. Districts are eligible to apply for a reVISION Action Grant for the three consecutive years following their initial reVISION process, regardless of whether or not they applied for or received an Action Grant award in a prior year.

Use of Funds


Grant activities proposed under the reVISION Action Grant must be directly related to the implementation of the reVISION Action Plan completed during the reVISION process. Only those activities that align with high-skill, high-wage, high-demand (H3) occupational preparation and are aligned with the following economic priorities of Nebraska as defined in SRI’s Nebraska’s Next Economy report will be considered for funding:

  • Advanced Manufacturing (Precision Metals, Materials & Chemicals, Automotive & Transportation Equipment, Packaging)
  • Agribusiness and Food Processing (Primary Agriculture, Food Processing, Agricultural Machinery, Agricultural & Food Related Wholesale)
  • Biosciences (Agricultural Bioscience, Medical Bioscience)
  • Business Services (Legal & Accounting Services, Management of Companies & Enterprises, Business Process Outsourcing & Employment/Temporary Services, Business Support & Security Services)
  • Financial Services (Financial Institutions, Securities, Insurance)
  • Health and Medical Services (Ambulatory Health Services, Hospitals, Nursing & Residential Care)
  • Renewable Energy (Renewable Energy Production, Environmental Consulting & Organization)
  • Transportation and Logistics (Freight, Distribution, & Warehousing, Air Transportation, Rail Transportation)

Allowable activities under this grant include those that:

  • Are targeted to overall CTE improvement and Program of Study changes; and
  • Support the implementation of career guidance, entrepreneurship awareness and exploration, workplace experiences, career academies, and occupational-based professional development for teachers.

Grant funds may not be used to purchase instructional materials, equipment, or professional development for current CTE programs unless the proposed expenditures are addressed in the reVISION Action Plan and are aligned to H3 priorities. Funds may similarly not be used for general use equipment, broad, whole-school faculty professional development, or for students below grade seven. Only professional development opportunities and equipment that are directly connected to action items identified throughout the reVISION process and well detailed and justified in the reVISION Action Plan will be considered fundable.

Additionally, administrative expenditures are limited to 5% of the total budget and can be spent for meeting the general requirements of administering the grant (records retention, financial management). Any funds requested for personnel will be considered using the following scale: for year one applicants, 100% of a salary will be considered for funding; for year two applicants, 50% of a salary will be considered for funding; and for year three applicants, 25% of a salary will be considered for funding.

The Perkins Guidelines for use of Federal Perkins Funds as defined in the Nebraska Perkins Management Guide apply to these funds as well. In particular, no consumable items, furniture, or items that become part of a permanent structure may be purchased. Please visit https://www.education.ne.gov/NCE/Manuals_Booklets/Mngmnt_Guide.html for additional information related to allowable uses of funds.

The maximum amount of grant funds that may be requested is $50,000.

 

Download the reVISION Action Grant Application. 
(coming soon) 

reVISION Action Grant 2017-10-24T13:32:55+00:00

reVISION Initial Grant

2017-10-25T21:26:51+00:00

Program Overview

The purpose of the Perkins reVISION Initial grant is to assist local school districts in completing the reVISION Career Education strategic planning process. Working in collaboration with postsecondary education and regional workforce/economic development leaders, the reVISION process links career educators, school administrators, school counselors, industry professionals, and community leaders. Through this process, schools will have the opportunity to analyze and transform their current Career Education (CE) system to improve their ability to educate a qualified workforce that meets employers’ needs. This will help ensure that high quality CE programs are in place in all Nebraska schools, and that such programs are aligned with college and career readiness standards as well as the needs of employers, industry, and labor.

Specifically, the outcomes of reVISION include: 

  • Aligning and supporting CE systems with local, regional, and/or statewide economic initiatives
  • Developing Nebraska’s talent pipelines for economic growth and workforce development
  • Analyzing and updating current CE Programs of Study and curricular offerings
  • Strengthening secondary CE program alignment with Nebraska postsecondary education entrance expectations
  • Engaging local/regional businesses in CE programming 

Eligible Recipients


Districts that have not completed a reVISION evaluation process are eligible to participate in this reVISION grant opportunity. An Educational Service Unit (ESU) may apply on behalf of a group of schools and serve as the single fiscal agent for the grant. Similarly, a lead school may apply for a group of schools and serve as the single fiscal agent.

Requirements 


Participation in the reVISION process requires the following:

  • The identification of a reVISION team. This team should consist of all CE teachers from each CE discipline/career field, school counselors, and at least one school administrator (building principal required). In addition, teams may consider additional team members such as school board members, core academic teachers, middle school teachers, or
    other key stakeholders. 
  • Participation in an initial meeting facilitated by Nebraska Career Education (NCE) staff. Regional meetings will be held in multiple reVISION districts if appropriate. The initial meeting should be scheduled in September or October if possible.
  • Facilitation of a Community Engagement Meeting to be completed by mid-January.
  • Participation in a second meeting facilitated by NCE staff scheduled after the Community Engagement Meeting. This meeting should be held in January or February to allow adequate time to summarize feedback and key findings.
  • Development of a 3-5 year Action Plan that identifies high priority changes for your CE system.
  • Closing out the grant (due October 15), including the submission of a Final Report, reVISION Action Plan, and final financial claim including itemized printouts detailing the expenditures form the project.

Use of Funds


This grant is intended to assist with implementing the reVISION process in the local district. Perkins funds may only be used to:

  • Reimburse substitute teachers to allow teachers to participate in the reVISION process
  • Teacher time outside of contract time to prepare for reVISION activities
  • Expenses associated with the NCE facilitated and Community Engagement meetings (such as a working meal, materials, etc.)

The maximum amount individual schools may apply for is $2,000.

Future Funding Opportunities 


After completing the reVISION process, districts are eligible to apply for reVISION Action grants for the following three consecutive years. reVISION Action grants may be used to help implement the Action Plan developed by the district during the reVISION process.

 

Download the reVISION Initial Grant Application.
(coming soon) 

reVISION Initial Grant 2017-10-25T21:26:51+00:00

Rules and Regulations

2017-09-21T19:30:19+00:00

General Information Regarding NDE Rules and Regulations

Statutory Authority: The Administrative Procedures Act (Sections 84-901 to 84-920 of the Revised Statutes of Nebraska) contains the main statutory provisions detailing how state agency rules and regulations are adopted. Under state law, the terms “rules” and “regulations” may be used interchangeably. The State Board of Education has the authority to adopt state rules and regulations for carrying out the State Board’s constitutional responsibilities and those responsibilities assigned to the State Department of Education by the Legislature. State regulations that are properly adopted and filed with the Secretary of State have the effect of statutory law (See Nucor Steel v. Leuenberger, 233 Neb. 863 (1989).

Nebraska Administrative Code: All Nebraska state agency regulations are compiled in the Nebraska Administrative Code (NAC). Each agency is assigned certain titles of the Code for its rules and regulations. The Nebraska Department of Education uses Titles 92 and 93. The Nebraska Department of Education administration regulations are contained in Title 92 of the NAC, and each of the Department of Education’s “rules” are actually “chapters” of Title 92 of the NAC. Thus, the formal legal citation to the Department’s “Rule 1” is “Title 92, Nebraska Administrative Code, Chapter 1”, or “92 NAC 1” when abbreviated. In addition, Title 93 is used for the Department’s Personnel regulations for its state employees.

If questions or comments about this webpage please call or email Brenda Wid. 402-471-0310 brenda.wid@nebraska.gov

Rules and Regulations 2017-09-21T19:30:19+00:00

Science Education

2017-11-21T14:53:27+00:00

On September 8, 2017, the Nebraska State Board of Education approved Nebraska’s College and Career Ready Standards for Science

2017 Science Standards Approved Sept. 8, 2017

DRAFT Implementation Plan

Science Standards Adopted October 6, 2010

Inquiry
Physical Science
Life Science
Earth/Space Science

Articulated Format
Vertical Format

Extended Science Standards with Extended Indicators and Instructional Clarification

Science Education in Nebraska

“Science is not a subject you took in school. It’s life. We are wrapped by it, in it, with it. And one’s science literacy should never be viewed as a disposable dimension of one’s mind—not in this, the 21st century, where the engines of tomorrow’s economies will derive from wise investments and innovations in science and technology.” ~Neil Degrasse Tyson

The Nebraska Science Standards were adopted by the Nebraska State Board of Education on October 6, 2010.  The revised Nebraska Statute 525 79-760.01 states that “The State Board of Education shall develop a plan to review and update standards for each subject area every seven years.”  Operating under this revised statute, the review and revision of the Nebraska Science Standards will begin next fall (Fall 2016).

Here are links for the Nebraska to NGSS Comparison Study:

Executive Summary: https://drive.google.com/file/d/0B40Tci2b-aTgRE4zWkhMT0Z3WkE/view?usp=sharing
Appendices: https://drive.google.com/file/d/0B40Tci2b-aTgTk9qX2U3ak9pUFU/view?usp=sharing

National Science Standards Guiding Documents

In 2012, The National Research Council issued A Framework for K-12 Science Education that succinctly articulates expectations in science achievement for high school graduates. The Next Generation Science Standards (NGSS), were built from the NRC Framework, and the ACT College and Career Readiness Standards in Science and released in 2013. These research-based documents are currently shaping science standards across the nation. These nationally recognized resources are among the many resources that will be used throughout the standards revision process.
As standards are only guidelines for instruction and not panaceas for change; moving toward research-based instructional practices requires ongoing, collaborative work among Nebraska’s teaching and learning professionals. 

Science Education 2017-11-21T14:53:27+00:00

Social Studies Education

2017-09-27T21:07:32+00:00

Nebraska 150 Sesquicentennial Teacher Resources

We have gathered some of the many Sesquicentennial Teacher Resources and put them all in one place. Please visit the link at the left under “Resources” for a link to our webpage, and links to other great things going on in the State of Nebraska.

4th Grade Nebraska Atlas

Classroom sets of the colorful Nebraska Student Atlas have been distributed by ESU’s across the state of Nebraska. The atlas is designed to be integrated into the 4th grade Nebraska Studies curriculum to enhance and improve the understanding of history, geography, civics and economics concepts.

If your school has not received the 4th Grade student atlas’, please contact:

Deb Hericks
dhericks@esucc.org
402-597-4843

New Social Studies Standards

Horizontal Version

Vertical Version

Social Studies

Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

National Council for the Social Studies, 1992

Mission Statement

The mission of the social studies is to develop capable citizens who are empowered with knowledge, skills, and attitudes enabling them to make informed decisions in a culturally diverse and interdependent world.

Strategic Plan, 1993

Social Studies Education 2017-09-27T21:07:32+00:00

Special Education

2017-11-07T22:13:03+00:00

Office of Special Education

 
Alternative Assessment Criteria – The Alternate Assessment information is new and the Alternate Assessment Criteria document is required to be completed. 
IEP Team Decision Making Flow Chart
Public Reporting and Determinations Guides
Part B Levels of Determination 2017
Part C Levels of Determination 2017
District Phase II TIP
District Phase II TIP Report
TIP Supplementary GuidanceTIP Review Tool

PDF of Prior Written Guidance Document
PDF of Shortened Day and Transition Guidance Document

ECICC Biennial Report to the Governor
New Guidance from the U.S. Department of Education Office for Civil Rights
Colleague Letter and Resource Guide on Students with ADHD
Know Your Rights – Students with ADHD
Maintenance of Effort
Worksheet and Tracking Tool

Federal Proposed Regulations on Significant Disproportionality
Federal Study and State Analysis of Disproportionality

New Technical Assistance Document Available
Significant Disproportionality Guidance Document

 

Special Education 2017-11-07T22:13:03+00:00

State Board of Education

2017-11-09T20:50:50+00:00

Live Video Stream –
State Board of Education Work Session – December 7, 2017 (2:00 p.m.)
State Board of Education Board Meeting – December 8, 2017 (9:00 a.m.)

The State Board of Education is an elected, constitutional body that sets policy and ensures that the State Department of Education functions effectively within the framework developed by the state Legislature and the board. By law, the board and the department have broad leadership functions to carry out certain regulatory and service activities.

Statewide oversight of education in Nebraska began in February 1869 when the Legislature created the office of the state superintendent of public instruction. The office was included in the constitution of 1875. In 1917, the Legislature decided to place the state superintendent on a non-partisan basis. In 1920, the constitution was changed to have the superintendent serve a four-year term beginning in 1923.

A 1952 constitutional amendment established a State Department of Education, which acts under the authority of the State Board of Education. The role of state superintendent of public instruction was transferred to the Board of Education or the commissioner of education effective in January 1955.

The 1967 Legislature divided the state into eight districts, and the membership of the State Board of Education was increased from six to eight members effective January 1969. The districts were realigned by the 2011 Legislature.

The board is elected on a non-partisan ballot, with one member from each district. Board members serve four-year terms. Board members are not paid, but are reimbursed for their expenses.

Public Participation at State Board of Education Meetings

According to State Board Policy B12, the published agenda of every regular meeting of the State Board shall contain an item identified as Public Comment Period. This period may be available to any person who wishes to address the State Board on any subject within its authority.

Each individual speaking to the Board will be required to complete a “Sign-in” card to identify him or herself. Persons speaking to the Board during Public Comment may hand out printed materials to the Board but may not use any other forms of media. Each person may address the Board for up to five minutes.

Any citizen or spokesperson for a group of citizens may request a 10 minute appearance before the State Board of Education at any regular meeting or work session of the Board except when the Board declares itself to be in executive session, and may address the Board, provided a request for such address has been made to the Commissioner of Education or Board members in writing at least three days in advance of the meeting in order to permit such appearance to be placed on the published agenda.

If at any time persons appearing before the Board exceed the time limitations set forth in this Policy or on the agenda or become abusive in language or behavior, it shall be the responsibility of the President to declare that person out of order and to refuse permission to continue to address the Board. Anyone refusing to be identified will be prohibited from speaking.

State Board of Education 2017-11-09T20:50:50+00:00

Teacher Certification

2017-11-17T13:56:58+00:00

Section A

I want to be a Nebraska Educator and I have never held any Nebraska Certificate

Teaching Certificates & Permits

Administrative Certificates & Permits

Special Services Certificates & Permits

Section B

I am a Nebraska Educator and want to renew, update or advance my Certificate

Certificate ApplicationRenewals
Adding EndorsementsSupporting Forms

 

Section C

State Requirements

Human Relations Training Praxis I Series – Core Academic Skills
Special Education Training

Praxis Subject Assessment (Content Test)

 

Fingerprint Requirements

Section D

Searches

Current Application Status AND  
Current Certificates & HR Training LookupCertification Investigations

Section E

Detailed Certification Information

Certification ManualCertification Terms

Section F

Protocol for Administrators

Conditional Permit RequestLocal Substitute Request
Major Changes in Rule 21  
teacher certificat linklink to Administrative Certificates and PermitsLink to Special Services Certificates and Permith

Teacher Certification 2017-11-17T13:56:58+00:00

Teacher of the Year

2017-11-17T14:17:16+00:00

TIMELINE

March 2017 Application packets available
August 11, 2017 (CST) Postmarked or Submitted deadline for receipt of applications
August/September 2017 Finalists will be selected and notified
September 2017 Finalists will be interviewed in Lincoln
November 8, 2017 Recognition luncheon


Congratulations! Michelle Helt of South Sioux City
2018 Nebraska Teacher of the Year

 

For more information:
News Release

Congratulations! Amber Vlasnik of Lincoln
2017 Nebraska Teacher of the Year

Amber Vlasnik

For more information:
News Release
Channel 10/11 Pure Nebraska story (November 7, 2016)
Brochure – Workshop Presentations provided by Amber Vlasnik
Congratulations to the 2017 National Teacher of the Year finalists! #ntoy17

Amber Vlasnik, 2017 Nebraska Teacher of the Year, at the White House for the 
National Teacher of the Year announcement on April 26, 2017. 
Photo Courtesy of Ronald Sachs

Congratulations Amber Vlasnik

Nebraska Teacher of the Year, Amber Vlasnik, and four other State Teachers of the Year will have an educational opportunity to participate in the 2017 EF Education First Professional Development tour to Helsinki & Milan.

More than 60 educators from across the United States will travel to Helsinki and Milan where they will join more than 1500 students for a  leadership summit in Milan. This program will be a great opportunity for teachers to travel with fellow educators, explore the education system and culture in Finland, and participate in a Global Leadership Summit featuring keynote speakers Anthony Bourdain and Raj Patel. This leadership conference will delve into an exciting theme, The Future of Food.

Congratulations @AmberVlasnik
Thank You @efnorthamerica and @CCSSO
#ntoy17

Nebraska Teachers of the Year:

2016 Nebraska Teacher of the Year, Tim Royers, attended the Extra Yard for Teachers Summit and was honored during the College Football National Championship Game January 7-9, 2017
Royers Extra Yard Trip
#ntoy16 #TOYChampExperience

Nebraska Teachers of the Year represent the Nebraska Association of Teachers of Mathematics Board on November 5, 2016
Amber Vlasnik (2017), 2016 Treasurer; Shelby Aaberg (2015), 2016 President; and Angela Mosier (2013), 2015 Past President

NATMathematics Nebraska Teachers

Nebraska Teacher of the Year

Nebraska Teachers of the Year attended a meeting, prior to the
2017 Awards of Excellence Luncheon on November 3, 2016.
(front row, left to right) Kristi Bundy (2014); Maddie Fennell (2007);
De Tonack (1992); Patsy Koch-Johns (2006); and Mary Schlieder (2008).
(back row, left to right) Dan McCarthy (2009); Tim Royers (2016); Will Locke (1981); John Heineman (2000); Amber Vlasnik (2017); Bob Feurer (2011) and
Mary Jane Caffey (2001).

Congratulations to Shelby Aaberg, 2015 Nebraska Teacher of the Year.
Click here for more information: PAEMSTOn July 1, 2015, President Obama named 108 mathematics and science teachers as recipients of the prestigious Presidential Award for Excellence in Mathematics and Science Teaching.

Gering Citizen Article: A Tale of Two Teachers: GHS Class of 2000 produces two Teachers of the Year

Nebraska Teachers of the Year at NNSTOY Conference

Pictured from left to right: Shelby Travis Aaberg (2015); Barbara Hopkins (1988);
Maddie Fennell (2007); and Angela Mosier (2013)
Nebraska Teachers of the Year in Salt Lake City, Utah for the National Network
of State Teachers of the Year (NNSTOY) “Transformers: Innovating Education”
Annual Conference, July 7-10, 2015.


Angela Mosier, 2013 Nebraska Teacher of the Year, KETV News Coverage at the White House

Sharing the Light Presentation at the
Teacher of the Year and Excellence in Teaching Awards Luncheon
November 8, 2012

Teacher of the Year Video from
Commissioner of Education’s
2011 Administrators’ Days Keynote

Teacher of the Year 2017-11-17T14:17:16+00:00

Teaching and Learning

2017-10-18T18:30:47+00:00

Welcome to the Teaching and Learning Team Webpage

The Teaching and Learning Team provides leadership, service, and support to help all learners become contributing and fulfilled members of society by:

  • Providing leadership, content expertise, and technical assistance related to teaching and learning;
  • Coordinating processes to develop and implement content-specific standards for grades K-12;
  • Designing, developing, and facilitating learning experiences for students and educators;
  • Establishing and fostering strategic partnerships among state agencies, nonprofit organizations, postsecondary education institutions, and/or business and industry partners;
  • Collaborating with and advising other NDE teams and the Nebraska State Board of Education on matters related to teaching and learning.

Teaching and Learning 2017-10-18T18:30:47+00:00

The Good News Series

2017-11-16T16:00:11+00:00

Inspiring stories and positive messages about students, clients, and schools in Nebraska.

Do you have a story to share? Contact David Jespersen at david.jespersen@nebraska.gov!

The Good News Series 2017-11-16T16:00:11+00:00

World Languages Education

2017-09-27T21:07:48+00:00

Teaching World Language – Job Link

Click Here to Search World Language Teaching Positions

 

World Language Updates and Communication

If you are interested in being included in bi-weekly updates on WL Education and related opportunities, please contact stephanie.call@Nebraska.gov.

In the email to Stephanie, request that she add you to the NE WL Update List.

 

Important News

NILA Website

Click here for the NILA Website

 

Stephanie Call, Education Specialist    
stephanie.call@nebraska.gov 402-471-4331

Rhonda Wisdom, Professional Assistant
rhonda.wisdom@nebraska.gov   402-471-2446

World Languages Education 2017-09-27T21:07:48+00:00
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