Teacher-Leader In Residence
The Teacher Leader in Residence role is a new opportunity to serve as a liaison between the Nevada Department of Education (NDE) and teachers statewide. From facilitating a team of teachers who provide advice and feedback to NDE, creating resources in support of NDE initiatives, and sharing information with
other teachers, the Teacher Leader in Residence makes two-way communication a reality, and gives teachers across the State a voice in the Department.
Nevada Educator Performance Framework (NEPF)
The NEPF is the statewide performance evaluation system for teachers and building level administrators. The NEPF webpage contains a brief history and a large selection of resources, including the rubrics, tools, protocols, research literature review, newsletters, along with training videos and materials.
National Board Certification
Information regarding National Board certification.
Nevada Plan to Ensure Equitable Access to Excellent Educators
Section 1111(b)(8)(C) requires that each state's Title I, Part A plan include information on the specific steps that the SEA will take to ensure that students from low-income families and students of color are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers, and the measures that the agency will use to evaluate and publicly report the progress of the agency with respect to such steps. The Nevada Department of Education submitted Nevada's updated Equity Plan to USED June 1, 2015, and included students with disabilities and English learners in looking at equity gaps. Nevada's Equity Plan was approved by the U.S. Department of Education on September 10, 2015.
ESSA SEC. 2001 [20 U.S.C. 6601] PURPOSE
The purpose of this title is to provide grants to State educational agencies and subgrants to local educational agencies to—
(1) increase student achievement consistent with the challenging State academic standards;
(2) improve the quality and effectiveness of teachers, principals, and other school leaders;
(3) increase the number of teachers, principals, and other school leaders who are effective in improving
student academic achievement in schools; and
(4) provide low-income and minority students greater access to effective teachers, principals, and other