2017 General Teacher Prep Programs Policy
The state should ensure that its teacher preparation programs provide early childhood teachers with age-appropriate content knowledge and instructional strategies. This goal was new in 2017 and was not graded.
Nebraska offers an early childhood education endorsement that covers grades PreK through three. This endorsement requires the holder to also have an elementary K-6 license. The state offers a stand-alone early childhood inclusive license that authorizes the holder to teach general or special education children from birth through grade three. Both licenses require passage of the Praxis II Education of Young Children (5024) test. Candidates applying for the endorsement are also required to pass the Praxis II Elementary Education: Curriculum and Instruction Assessment (5017) test.
Emergent Literacy and Oral Language: The Praxis II Education of Young Children (5024) test addresses emergent literacy and oral language. The test requires candidates to know "the progression of oral language development, including but not limited to expectations for listening comprehension and verbal communication, and how to facilitate and expand children's oral language and vocabulary development. Candidates are also required to "know strategies to address language delays."
The test addresses emergent literacy by requiring candidates to be able to develop children's phonological awareness, concepts of print, fluency to support reading comprehension, phonics skills and how to expand children's use of vocabulary.
Emergent Mathematics and Science: Nebraska's required Education of Young Children (5024) test addresses emergent mathematics by requiring candidates to know how to develop children's:
Praxis Test Requirement http://www.education.ne.gov/EducatorPrep/IHE/SkillsTesting/ContentTestScores.pdf 92 NAC 24.006.17 and .18
Ensure that all preschool teachers possess sufficient knowledge of the main developmental stages from birth through age eight.
Nebraska should ensure—either through testing or preparation standards—that all preschool teachers are knowledgeable of children's developmental stages from birth through age eight. Such knowledge is essential so that all preschool teachers have an in-depth understanding of the children they are teaching.
Ensure that all preschool teachers possess the skills to create a positive and productive classroom environment.
Nebraska should ensure that all preschool teachers possess adequate understanding of how to develop children's executive functioning skills, build social emotional skills and manage children's play for learning purposes. This knowledge is critically important to ensuring that all preschool teachers are able to establish an environment that actively supports learning.
Nebraska recognized the factual accuracy of this analysis and provided that it continues to disagree with NCTQ's analysis that does not recognize Nebraska's Guidelines to which all institutions are held accountable. The state further provided that based on the NCTQ standard, the criteria used, and the standards for acceptable documentation, Nebraska concedes that the analysis is factually accurate.
A strong preschool experience can set children up for achievement gains in elementary school, and even more critically, for improved long-term outcomes including college attendance and degree completion. However, not all preschool programs have achieved these positive results. To increase the likelihood that children will reap benefits from attending preschool, states should ensure that the preschool teachers have certain essential skills and knowledge.
To lay children's foundation for learning to read—and to open the door to other areas of learning—teachers must understand how to develop children's oral language skills and build children's emergent literacy. Especially for young children who are already behind, preschool teachers can play a critical role in language development. Emergent literacy encompasses a range of skills that are essential to reading, but may not come naturally to all children. These skills include phonological awareness, phonemic awareness, learning the alphabet, and concepts of print. Teacher training in these areas can translate into substantial gains for children in alphabet knowledge, vocabulary, and language skills. The early introduction of language and literacy can make a lasting difference for children. Unsurprisingly, children with low language and literacy skills in preschool demonstrate lower reading skills in kindergarten. However, not all approaches to teaching emergent literacy are equally effective, and the quality of preschool curricula varies, making it that much more important that preschool teachers have ample training in how to develop their preschoolers' emergent literacy skills.
Preschool teachers need similar grounding in teaching emergent math and science concepts. Research finds that introducing children to more complex mathematical concepts from an early age may increase their math ability in later years. In fact, some research suggests that the relationship between children's early math skills and future math achievement is twice as strong as the relationship between emergent literacy and future reading achievement. Little research exists on what teachers need to know about preschool science instruction, but experts agree that this area is important.
Beyond knowing what to teach, preschool teachers need to understand the children they are teaching. As such, knowledge of child development from birth to age eight is important. Similarly, preschool teachers need to know effective classroom management strategies that can build social-emotional skills and prevent or resolve many behavioral problems. Of course, classroom management is about more than discipline: it is about establishing an environment that actively supports learning, including understanding how to develop children's executive functioning skills and manage children's play for learning purposes. Teachers' emotional support for their students is associated with better social competence and lower rates of behavior problems.