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Standard 1

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicated that candidates meet professional, state, and institutional standards.

IR Standard 1

StandardDescription
1.1 What do candidate assessment data tell the unit about candidates' meeting professional, state, and institutional standards and their impact on P-12 student learning? For programs not nationally/state reviewed, summarize data from key assessments and discuss these results.
1.2 Please respond to 1.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to 1.2.b.
1.2.a Standard on which the unit is moving to the target level
  • Describe areas of standard at which the unit is currently performing at the target level.
  • Summarize activities and their impact on candidate performance and program quality that have led to target level performance.
  • Discuss plans and timelines for attaining and/or sustaining target level performance as articulated in unit Standard 1.
1.2.b Continuous improvement
  • Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality.
  • Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in unit Standard 1.
1.3 Exhibits
1.3.a State program review documents and state findings (some of these documents may be available in AIMS)
1.3.b Title II reports submitted to the state for the previous three years
1.3.c Key assessments and scoring guides used for assessing candidate learning against standards and proficiencies identified in the unit's conceptual framework. (Some of this information may be accessible for nationally recognized programs in AIMS. Cross reference as appropriate.)
1.3.d Data and summaries of results on key assessments, including proficiencies identified in the unit's conceptual framework. (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)
1.3.e Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn
1.3.f Data and summaries of results on key assessments of candidates' professional dispositions. (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)
1.3.g Examples of candidates' assessment and analysis of P-12 student learning
1.3.h Samples of candidates' work (e.g., portfolios at different proficiency levels) from programs across the unit
1.3.i Follow-up studies of graduates and summaries of the results
1.3.j Employer feedback on graduates and summaries of the results
1.3.k Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available

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University of Nevada, Reno

University of Nevada, Reno
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