All programs that lead to initial teacher certification meet the standards prescribed by the Nebraska Department of Education (NDE). NDE guidelines follow the standards and competency expectations of learned societies, professional accrediting bodies, and specialty program areas when available. In addition, initial level programs have been aligned with the INTASC Principles. The following matrices show how NDE, national standards, and specialty program area standards align with the outcome expectations for the three central principles.
Unless otherwise noted, NDE and specialty program area standards have been combined in one column.
Health Physical Education and Recreation
Alignment of Central Principles with State, National, and Specialty Program Area Standards Programs in School of Health Physical Education and Recreation
Central Principle
• understand cognitive processes associated with
learning and knowledge construction 2, 3, 5 2, 4, 6
• model problem solving, reflection, and critical thinking
skills 4, 6, 9, 10 7, 8 INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
NASPE: http://www.aahperd.org/naspe/template.cfm?template=programs-ncate.html
Conceptual Framework Alignment with Standards Initial Level - Health, Physical Education, and Recreation
Alignment of Central Principles with State, National, and Specialty Program Area Standards Programs in School of Health Physical Education and Recreation
Central Principle
National Standard (INTASC1)
NDE/SPA Standards (NASPE2)
Reflective Scholar
Knowledge:
• understand methods of inquiry as tools for self-
assessment, problem-solving, and decision-making 8, 9 7, 8, 9, 10 • are cognizant of research and inquiry resources
available on their campus, in their community, and within their discipline that support professional learning and
development 6, 9, 10 7, 8, 9, 10
• understand the legal and ethical responsibilities of
inquiry within their discipline 1, 9, 10 7, 8, 9, 10
Skills
• make conscientious, explicit and judicious use of
research in their discipline 1, 7, 8, 9 7, 8, 9, 10
• take part in critical examinations of tools and
processes that help practitioners assess outcomes 1, 7, 8, 9 7, 8, 9, 10 • use observation, information, inquiry, and reflection as
sources for evaluating and implementing best practice 1, 2, 3, 7, 8, 9 7, 8, 9, 10 • make connections to other fields of study relevant to
their own discipline 4, 10 7, 8, 9, 10
• use diverse methods of inquiry to address issues of
social justice and become leaders and agents of change 8, 9, 10 3, 7, 8, 9, 10
Dispositions
• believe inquiry and reflection are life-long learning
activities necessary for the improvement of practice 1, 9 8
• are committed to the learning, assessment, and
reflection necessary for informed decision making 1, 2, 3, 9 7, 8, 9 • are able to identify and articulate their changing
perceptions of themselves and their world as a result of
inquiry and reflection 9 8, 9
• conduct themselves as professionals according to the
legal and ethical standards of their disciplines 6, 9, 10 1, 8 INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
NASPE: http://www.aahperd.org/naspe/template.cfm?template=programs-ncate.html
Conceptual Framework Alignment with Standards Initial Level - Health, Physical Education, and Recreation
Alignment of Central Principles with State, National, and Specialty Program Area Standards Programs in School of Health Physical Education and Recreation
Central Principle
National Standard (INTASC1)
NDE/SPA Standards (NASPE2)
Responsible Citizen
Knowledge
• recognize the importance of the social, historical, and
political contexts in which they live, learn, and practice 5, 9, 10 8 • understand organizations and their roles within the
local, national, and global communities 9, 10 1, 8, 10
• comprehend how context, culture, and power impact
learning needs in diverse communities 2, 3, 5, 10 3, 8, 10
Skills
• analyze and reflect on contemporary issues in light of the historical, philosophical, and sociological foundations of
their disciplines 1, 9 1, 8
• collaborate with individuals, families, cultural groups, and organizations to make informed and equitable
decisions 4, 6, 10 10
• participate actively in diverse professional and
community organizations 9, 10 8,10
• engage in programs and projects aimed at improving
social conditions 2, 7, 10 3, 8,10
Dispositions
• are committed to democratic ideals and social justice 2, 5, 9 3, 7, 8, 10 • model sensitivity to all persons regardless of race,
ethnicity, cultural beliefs, socioeconomic status, gender,
age, religion, sexual orientation, or disabling condition 3, 6, 9 3, 8, 9 • appreciate the unique contributions of individuals,
families, cultural groups, and organizations 3, 5, 10 3, 8, 10 • believe they can make a positive difference 5, 8, 9 8,10 INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
NASPE: http://www.aahperd.org/naspe/template.cfm?template=programs-ncate.html
Conceptual Framework Alignment with Standards Initial Level - Special Education and Communication Disorders
Department of Special Education and Communication Disorders
Alignment of Central Principles with State, National, and Specialty Program Area Standards Programs in Department of Special Education & Communication Disorders
Central Principle
National Standard (INTASC1)
NDE/SPA Standards (CEC2)
Dedicated Practitioner
Knowledge:
• have comprehensive knowledge of the content
in their disciplines 1, 7 1, 2, 3, 4, 5, 6, 7, 8
• know effective strategies and techniques in
their disciplines 1, 4, 7, 8 4, 5
• understand cognitive processes associated with
learning and knowledge construction 2, 3, 5 2, 3, 5, 6
• understand best practices in assessment and
evaluation 8 8, 9, 10
Skills
• design instruction and interventions that are
developmentally appropriate 2, 3, 4, 8 2, 3, 6, 7
• apply multiple strategies and techniques to
create opportunities for diverse learners 3, 4, 5, 6 3, 5, 6, 7 • model problem solving, reflection, and critical
thinking skills 4, 6, 9, 10 5, 9, 10
• use assessment and evaluation to inform best
practice 8 8, 9, 10
Dispositions
• believe all individuals can learn, grow, change,
and succeed 2, 3, 4, 5 3, 6, 7, 8
• assume responsibility for their own learning and
provide opportunities for others to do the same 9, 10 9, 10 • model professionalism, responsibility, and
reflection 9, 10 9, 10
INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/
Conceptual Framework Alignment with Standards Initial Level - Special Education and Communication Disorders
Alignment of Central Principles with State, National, and Specialty Program Area Standards Programs in Department of Special Education & Communication Disorders
Central Principle
National Standard (INTASC1)
NDE/SPA Standards (CEC2)
Reflective Scholar
Knowledge:
• understand methods of inquiry as tools for self-
assessment, problem-solving, and decision-making 8, 9 1, 8, 9 • are cognizant of research and inquiry resources
available on their campus, in their community, and within their discipline that support professional
learning and development 6, 9, 10 1, 6, 8, 9
• understand the legal and ethical responsibilities
of inquiry within their discipline 1, 9, 10 9
Skills
• make conscientious, explicit and judicious use
of research in their discipline 1, 7, 8, 9 9
• take part in critical examinations of tools and
processes that help practitioners assess outcomes 1, 7, 8, 9 8, 9. 10 • use observation, information, inquiry, and
reflection as sources for evaluating and
implementing best practice 1, 2, 3, 7, 8, 9 6, 7, 8
• make connections to other fields of study
relevant to their own discipline 4, 10 1, 10
• use diverse methods of inquiry to address issues of social justice and become leaders and
agents of change 8, 9, 10 5, 8, 9
Dispositions
• believe inquiry and reflection are life-long learning activities necessary for the improvement of
practice 1, 9 9, 10
• are committed to the learning, assessment, and
reflection necessary for informed decision making 1, 2, 3, 9 8, 9 • are able to identify and articulate their changing
perceptions of themselves and their world as a result
of inquiry and reflection 9 9, 10
• conduct themselves as professionals according
to the legal and ethical standards of their disciplines 6, 9, 10 9, 10 INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/
Conceptual Framework Alignment with Standards Initial Level - Special Education and Communication Disorders
Alignment of Central Principles with State, National, and Specialty Program Area Standards Programs in Department of Special Education & Communication Disorders
Central Principle
National Standard (INTASC1)
NDE/SPA Standards (CEC2)
Responsible Citizen
Knowledge
• recognize the importance of the social, historical, and political contexts in which they live,
learn, and practice 5, 9, 10 1, 9
• understand organizations and their roles within
the local, national, and global communities 9, 10 5, 10
• comprehend how context, culture, and power
impact learning needs in diverse communities 2, 3, 5, 10 5, 6
Skills
• analyze and reflect on contemporary issues in light of the historical, philosophical, and sociological
foundations of their disciplines 1, 9 1, 4, 5
• collaborate with individuals, families, cultural groups, and organizations to make informed and
equitable decisions 4, 6, 10 6, 10
• participate actively in diverse professional and
community organizations 9, 10 9
• engage in programs and projects aimed at
improving social conditions 2, 7, 10 5, 9
Dispositions
• are committed to democratic ideals and social
justice 2, 5, 9 9
• model sensitivity to all persons regardless of race, ethnicity, cultural beliefs, socioeconomic status, gender, age, religion, sexual orientation, or
disabling condition 3, 6, 9 3, 9, 10
• appreciate the unique contributions of individuals, families, cultural groups, and
organizations 3, 5, 10 3, 5, 6, 9
• believe they can make a positive difference 5, 8, 9 8, 9 INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/
Conceptual Framework Alignment with Standards Initial Level – Teacher Education
Teacher Education Department
All initial level programs have adopted the INTASC Principles as the framework for their programs. In addition, specialty program standards are followed in specific endorsement/content areas. Space limitations prevent displaying all of the separate endorsement areas. Rather,
alignment of the central principles with the INTASC principles is shown. The state and national specialty program area standards are shown on pages 29-30 of this document. In addition, an alignment matrix is completed for each program area as part of the state review process.
Alignment of Central Principles with National Standards Initial Level Programs in Teacher Education Department
Central Principle National Standard (INTASC1)
Dedicated Practitioner
Knowledge:
• have comprehensive knowledge of the content
in their disciplines 1, 7
• know effective strategies and techniques in
their disciplines 1, 4, 7, 8
• understand cognitive processes associated
with learning and knowledge construction 2, 3, 5 • understand best practices in assessment and
evaluation 8
Skills
• design instruction and interventions that are
developmentally appropriate 2, 3, 4, 8
• apply multiple strategies and techniques to
create opportunities for diverse learners 3, 4, 5, 6 • model problem solving, reflection, and critical
thinking skills 4, 6, 9, 10
• use assessment and evaluation to inform best
practice 8
Dispositions
• believe all individuals can learn, grow, change,
and succeed 2, 3, 4, 5
• assume responsibility for their own learning and
provide opportunities for others to do the same 9, 10 • model professionalism, responsibility, and
reflection 9, 10
INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
Conceptual Framework Alignment with Standards Initial Level – Teacher Education
Alignment of Central Principles with National Standards Initial Level Programs in Teacher Education Department
Central Principle National Standard (INTASC1)
Reflective Scholar
Knowledge:
• understand methods of inquiry as tools for self-
assessment, problem-solving, and decision-making 8, 9 • are cognizant of research and inquiry resources
available on their campus, in their community, and within their discipline that support professional
learning and development 6, 9, 10
• understand the legal and ethical responsibilities
of inquiry within their discipline 1, 9, 10
Skills
• make conscientious, explicit and judicious use
of research in their discipline 1, 7, 8, 9
• take part in critical examinations of tools and
processes that help practitioners assess outcomes 1, 7, 8, 9 • use observation, information, inquiry, and
reflection as sources for evaluating and
implementing best practice 1, 2, 3, 7, 8, 9
• make connections to other fields of study
relevant to their own discipline 4, 10
• use diverse methods of inquiry to address issues of social justice and become leaders and
agents of change 8, 9, 10
Dispositions
• believe inquiry and reflection are life-long learning activities necessary for the improvement of
practice 1, 9
• are committed to the learning, assessment, and
reflection necessary for informed decision making 1, 2, 3, 9 • are able to identify and articulate their changing
perceptions of themselves and their world as a result
of inquiry and reflection 9
• conduct themselves as professionals according
to the legal and ethical standards of their disciplines 6, 9, 10 INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
Conceptual Framework Alignment with Standards Initial Level – Teacher Education
Alignment of Central Principles wit National Standards Initial Level Programs in Teacher Education Department
Central Principle National Standard (INTASC1) Responsible Citizen
Knowledge
• recognize the importance of the social, historical, and political contexts in which they live,
learn, and practice 5, 9, 10
• understand organizations and their roles within
the local, national, and global communities 9, 10 • comprehend how context, culture, and power
impact learning needs in diverse communities 2, 3, 5, 10
Skills
• analyze and reflect on contemporary issues in light of the historical, philosophical, and sociological
foundations of their disciplines 1, 9
• collaborate with individuals, families, cultural groups, and organizations to make informed and
equitable decisions 4, 6, 10
• participate actively in diverse professional and
community organizations 9, 10
• engage in programs and projects aimed at
improving social conditions 2, 7, 10
Dispositions
• are committed to democratic ideals and social
justice 2, 5, 9
• model sensitivity to all persons regardless of race, ethnicity, cultural beliefs, socioeconomic status, gender, age, religion, sexual orientation, or
disabling condition 3, 6, 9
• appreciate the unique contributions of individuals, families, cultural groups, and
organizations 3, 5, 10
• believe they can make a positive difference 5, 8, 9 INTASC Principles: http://www.ccsso.org/content/pdfs/corestrd.pdf
Conceptual Framework Alignment with Standards Advanced Level – Counseling
Advanced Level Programs
The unit offers advanced level programs in Counseling (school counseling), Educational
Administration and Supervision, Special Education and Communication Disorders, and Teacher Education. School Psychology is offered through the Department of Psychology in the Colelge of Arts and Sciences. Alignment of the central principles with the appropriate state, national, and specialty program area standards is shown by academic department.
Counseling Department
The Counseling Department offers advanced level programs that prepare professional counselors to serve in P-12 schools. These advanced level programs follow the standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The table below shows the alignment of CACREP Standards with the central principles of the conceptual
framework.
Alignment of Central Principles with State and Specialty Program Standards Programs in the Counseling Department
Central Principle NDE/SPA Standards (CACREP1)
Dedicated Practitioner
Knowledge:
• have comprehensive knowledge of the content
in their disciplines A1, 16
• know effective strategies and techniques in their disciplines
A4, B5, C2a, C2b, C2c, C3a, C3c, C3d
• understand cognitive processes associated
with learning and knowledge construction B7, C1d, C2d, C2e • understand best practices in assessment and
evaluation B6, C1a, C1b, C1c, D
Skills
• design instruction and interventions that are
developmentally appropriate C1b, C2a, C2b, C2d, C2e
• apply multiple strategies and techniques to
create opportunities for diverse learners A8, A9, A10, B1, B2, C1b • model problem solving, reflection, and critical
thinking skills B6, C1a, C1b, C1c, C1e
• use assessment and evaluation to inform best
practice C1a, C1b, C1c
Dispositions
• believe all individuals can learn, grow, change,
and succeed B1, B2, C2a, C2b, C2e
• assume responsibility for their own learning
and provide opportunities for others to do the same C3a, C3c, D • model professionalism, responsibility, and
reflection A3, A8, A11
http://www.cacrep.org/2001Standards.html
Conceptual Framework Alignment with Standards Advanced Level – Counseling
Alignment of Central Principles with State and Specialty Program Standards Programs in the Counseling Department
Central Principle NDE/SPA Standards (CACREP1)
Reflective Scholar
Knowledge:
• understand methods of inquiry as tools for self- assessment, problem-solving, and
decision-making C1a • are cognizant of research and inquiry
resources available on their campus, in their community, and within their discipline that
support professional learning and development C1a, C3b • understand the legal and ethical
responsibilities of inquiry within their discipline A7, A11
Skills
• make conscientious, explicit and judicious
use of research in their discipline A7, A11, C1a
• take part in critical examinations of tools and processes that help practitioners assess
outcomes C1a, C1b, C1c, C1g
• use observation, information, inquiry, and reflection as sources for evaluating and
implementing best practice B6, C1a, C1b, C1c,C3a, C3d
• make connections to other fields of study
relevant to their own discipline C3b, C3c
• use diverse methods of inquiry to address issues of social justice and become leaders and
agents of change A4, A8, B1, B2, C1a, C1b, C1c
Dispositions
• believe inquiry and reflection are life-long learning activities necessary for the
improvement of practice C2e, D
• are committed to the learning, assessment, and reflection necessary for
informed decision making B6, C1c, C3d, D
• are able to identify and articulate their changing perceptions of themselves and their
world as a result of inquiry and reflection A6, A7, A8, A9 • conduct themselves as professionals
according to the legal and ethical standards of
their disciplines A11, D
http://www.cacrep.org/2001Standards.html
Conceptual Framework Alignment with Standards Advanced Level – Counseling
Alignment of Central Principles with State and Specialty Program Standards Programs in the Counseling Department
Central Principle NDE/SPA Standards (CACREP1)
Responsible Citizen
Knowledge
• recognize the importance of the social, historical, and political contexts in which they
live, learn, and practice A1, A8, A9
• understand organizations and their roles within the local, national, and global
communities C2f, C2g, C3a
• comprehend how context, culture, and power impact learning needs in diverse
communities A2, A8, A9
Skills
• analyze and reflect on contemporary issues in light of the historical, philosophical,
and sociological foundations of their disciplines A1, A3 • collaborate with individuals, families,
cultural groups, and organizations to make
informed and equitable decisions A8, C2f, C3a, C3c • participate actively in diverse professional
and community organizations A3, A7, D
• engage in programs and projects aimed at
improving social conditions A9
Dispositions
• are committed to democratic ideals and
social justice A1, A8, A9
• model sensitivity to all persons regardless of race, ethnicity, cultural beliefs,
socioeconomic status, gender, age, religion,
sexual orientation, or disabling condition A8, A9 • appreciate the unique contributions of
individuals, families, cultural groups, and
organizations A8, B2, C2f, C2g
• believe they can make a positive
difference D
http://www.cacrep.org/2001Standards.html
Conceptual Framework Alignment with Standards Advanced Level – Educational Administration and Supervision
Department of Educational Administration and Supervision
The Department of Educational Administration and Supervision offers advanced level programs that prepare professional leaders to serve in P-12 schools. These advanced level programs follow the standards of the Interstate School Leaders Licensure Consortium (ISLLC). The table below shows the alignment of ISLLC Standards with the central principles of the conceptual
framework.
Alignment of Central Principles with State and Specialty Program Area Standards Programs in Department of Educational Administration and Supervision
Central Principle NDE/SPA Standards (ISLLC1)
Dedicated Practitioner
Knowledge:
• have comprehensive knowledge of the content
in their disciplines 1, 2, 3, 4, 5, 6
• know effective strategies and techniques in
their disciplines 1, 2, 3, 4, 5, 6
• understand cognitive processes associated
with learning and knowledge construction 2
• understand best practices in assessment and
evaluation 2
Skills
• design instruction and interventions that are
developmentally appropriate 2
• apply multiple strategies and techniques to
create opportunities for diverse learners 2, 4, 5 • model problem solving, reflection, and critical
thinking skills 1
• use assessment and evaluation to inform best
practice 2
Dispositions
• believe all individuals can learn, grow, change,
and succeed 1, 2, 3, 4, 5, 6
• assume responsibility for their own learning and
provide opportunities for others to do the same 1, 2 • model professionalism, responsibility, and
reflection 5, 6
http://www.ccsso.org/content/pdfs/isllcstd.pdf
Conceptual Framework Alignment with Standards Advanced Level – Educational Administration and Supervision
Alignment of Central Principles with State and Specialty Program Area Standards Programs in Department of Educational Administration and Supervision
Central Principle NDE/SPA Standards (ISLLC2)
Reflective Scholar
Knowledge:
• understand methods of inquiry as tools for self-
assessment, problem-solving, and decision-making 1, 2 • are cognizant of research and inquiry resources
available on their campus, in their community, and within their discipline that support professional
learning and development 2, 3, 4, 6
• understand the legal and ethical responsibilities
of inquiry within their discipline 5
Skills
• make conscientious, explicit and judicious use
of research in their discipline 1, 2, 6
• take part in critical examinations of tools and
processes that help practitioners assess outcomes 2 • use observation, information, inquiry, and
reflection as sources for evaluating and
implementing best practice 1
• make connections to other fields of study
relevant to their own discipline 6
• use diverse methods of inquiry to address issues of social justice and become leaders and
agents of change 4, 6
Dispositions
• believe inquiry and reflection are life-long learning activities necessary for the improvement of
practice 1 • are committed to the learning, assessment, and
reflection necessary for informed decision making 1, 2, 3, 4, 5, 6 • are able to identify and articulate their changing
perceptions of themselves and their world as a result
of inquiry and reflection 1
• conduct themselves as professionals according
to the legal and ethical standards of their disciplines 5 http://www.ccsso.org/content/pdfs/isllcstd.pdf
Conceptual Framework Alignment with Standards Advanced Level – Educational Administration and Supervision
Alignment of Central Principles with State and Specialty Program Area Standards Programs in Department of Educational Administration and Supervision
Central Principle NDE/SPA Standards (ISLLC2)
Responsible Citizen
Knowledge
• recognize the importance of the social, historical, and political contexts in which they live,
learn, and practice 6
• understand organizations and their roles within
the local, national, and global communities 4, 6 • comprehend how context, culture, and power
impact learning needs in diverse communities 4, 6
Skills
• analyze and reflect on contemporary issues in
• analyze and reflect on contemporary issues in