Adolescent Literacy: Nebraska
Secondary Teacher Preparation Policy
Analysis of Nebraska's policies
Informational Texts: Nebraska's preparation standards and tests for all secondary school teachers do not address the instructional shifts associated with college- and career-readiness standards toward building content knowledge and vocabulary through careful reading of informational and literary texts. See Goal 2-C: Elementary Reading for a discussion of college- and career-readiness requirements for teachers teaching middle grades on
Nebraska's elementary license.
Literacy Skills:
Nebraska has no requirements for the preparation of secondary school teachers that address the incorporation of literacy skills into the core content areas. See Goal 2-C: Elementary Reading for a discussion of literacy requirements for teachers teaching middle grades on Nebraska's elementary license.
Recommendations for Nebraska
Ensure that middle and secondary school teachers are prepared to meet the instructional requirements of college- and career-readiness standards for students.
Incorporate informational text of increasing complexity into classroom instruction.
Nebraska should specifically address the instructional shifts toward building content knowledge and vocabulary through increasingly complex informational texts and careful reading of informational and literary texts associated with the state's college- and career-readiness standards for students. The state may consider addressing these shifts either through testing frameworks in tests taken by all middle or secondary teachers regardless of subject area (such as a teaching methods tests), or through teacher preparation standards.
Incorporate literacy skills as an integral part of every subject.
Nebraska should ensure that teacher preparation standards include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts to ensure that middle and secondary school students are capable of accessing varied information about the world around them.
State response to our analysis
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.
Updated: December 2017
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General Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice
- Teaching Methods
Elementary Teacher Preparation
Secondary Teacher Preparation
- Middle School Content Knowledge
- Middle School Licensure Deficiencies
- Adolescent Literacy
- Secondary Content Knowledge
- Secondary Licensure Deficiencies
Special Education Teacher Preparation
Alternate Routes
Hiring
- Requirements for Out-of-State Teachers
- Provisional and Emergency Licensure
- Licensure for Substitute Teachers
- Supporting New Teachers
Teacher and Principal Evaluation
Teacher Compensation
Retaining Effective Teachers
Early Childhood Preparation
How we graded
3C: Adolescent Literary
The state should ensure that all middle and secondary teachers are sufficiently prepared for the ways that college- and career-readiness standards affect instruction in all subject areas. Specifically,
- Middle School Preparation: The state should ensure that all new middle and secondary teachers are prepared to incorporate informational texts of increasing complexity into instruction.
- Secondary Preparation: The state should ensure that all new middle and secondary teachers are prepared to incorporate literacy skills as an integral part of every subject.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if at least one of the two components is "fully addressed" and one is "partially addressed."
- One-quarter credit: The state will earn one-quarter of a point if one of the two components is "fully addressed" or two are "partially addressed."
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if at least one of the two components is "fully addressed" and one is "partially addressed."
- One-quarter credit: The state will earn one-quarter of a point if one of the two components is "fully addressed" or two are "partially addressed."
Research rationale
States must ensure that middle school and secondary teacher preparation programs prepare teachers to incorporate complex text into instruction and student practice. These are critical years of schooling when far too many students fall through the cracks.
With that said, college- and career-readiness standards are influencing significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas.[1] The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts, and build knowledge and vocabulary through content-rich texts. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, states must also attend to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards.
[1] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf